Environmental Sensitivity among Wisconsin High School Students

By Daniel J. Sivek. 2002

115 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b287c4bf48f4df1bf4412a2f39f82ed1ad56dd23

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Citations in the corpus

What Difference Does It Make? Assessing Outcomes From Participation in a Residential Environmental Education Program (2008, result): “Recommendations for Further Research Similar to Smith-Sebasto and Cavern’s (2006) results, our results suggest that previsit preparation and follow-up programs influence the achievement of student outcomes.”
Preservice early childhood educators’ perceptions of outdoor settings as learning environments (2012, background): “Subsequent studies have found similar categories of influences, with the most cited influence being outdoor experiences in natural or rural settings, usually with family, but also with other role models (Chawla 1999; Palmer 1993; Sivek 2002; Sward 1999).”
Childhood Experiences Associated with Care for the Natural World: A Theoretical Framework for Empirical Results (2023, background): “When high school students in Wisconsin were asked why they joined environmental action clubs, the majority spoke about their experiences of natural areas around their home or school (Sivek 2002).”
Environmental education program evaluation in the new millennium: what do we measure and what have we learned? (2014, background): “The findings suggest the importance of the roles of teachers and other adults as role models in developing environmental literacy (Emmons 1997; Rickinson 2001; Sivek 2002; Stern, Powell, and Ardoin 2008; Stern, Powell, and Ardoin 2010).”
Evaluating the effects of environmental education programming on connectedness to nature (2011, background): “…similar categories of influences, inferred to be key developmental variables for environmental sensitivity, with the most cited influence being outdoor experiences in natural or rural settings, usually with family, but also with other role models (Chawla 1999; Palmer 1993; Sivek 2002; Sward 1999).”
High School Students' Knowledge, Attitudes, and Levels of Enjoyment of an Environmental Education Unit on Nonnative Plants (2005, background): “The level of environmental sensitivity possessed by an adult appears to be formed during the teenage years (Sivek, 2002).”
Does colour matter? The influence of animal warning coloration on human emotions and willingness to protect them (2013, background): “It appears that the level of sensitivity for the environment in an adult is formed during the teenage years (Sivek, 2002).”
High School Students’ Attitudes Towards Spiders: A cross‐cultural comparison (2010, background): “It appears that the level of sensitivity for the environment in an adult is formed during the teenage years (Sivek, 2002).”
Nordic in nature: friluftsliv and environmental connectedness (2013, background): “…related to the generational implications of this research is the recurring theme of experience in nature as related to EC and associated concepts (Chawla 1998; Hay 1998; Moore and Graefe 1994; Nabhan and St Antoine 1993; Relph 1976; Schultz and Tabanico 2007; Sivek 2002; Vaske and Kobrin 2001).”
Evaluating the Environmental Literacy of Israeli Elementary and High School Students (2008, background): “Other researchers have shown this to hold across populations and research methods (Chawla, 1998; Sivek, 2002).”
The effect of nature documentaries on students’ environmental sensitivity: a case study (2009, background): “Although Peterson (1982) has attributed only affective aspects to environmental sensitivity, later works have included cognitive elements as well (Metzger and Mcewen 1999; Sivek 2002; Sivek and Hungerford 1989–1990).”