The Effects of an Environmental Education Program on Responsible Environmental Behavior and Associated Environmental Literacy Variables in Taiwanese College Students

By S. Hsu. 2004

232 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bdeb188b83ee006bfb38e285298f90efef0db80c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Health, Toxicology and Mutagenesis

1. Yulong Chao
2. Blanca Fraijo-Sing
3. V. Corral-Verdugo
4. S. Pe’er
5. B. Head
6. A. Graefe
7. Kelly S. Fielding
8. B. Yavetz

In Management, Monitoring, Policy and Law

1. B. Thapa
2. Blanca Fraijo-Sing
3. Yulong Chao
4. V. Corral-Verdugo
5. C. Tapia-Fonllem
6. S. Pe’er
7. B. Head
8. A. Graefe

In Sociology and Political Science

1. B. Thapa
2. L. Meyer
3. Yulong Chao
4. Blanca Fraijo-Sing
5. V. Corral-Verdugo
6. C. Tapia-Fonllem
7. S. Pe’er
8. B. Head

Citations in the corpus

• A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan (2018, background): “Firstly, environmental education in Taiwan primarily emphasizes on knowledge and cognitive memory; therefore, developing students’ capabilities to explore environmental issues and engage in environmentally friendly behavior and responsible environmental behavior (attitudes, personal investment, locu”
• Assessing Sustainable Behavior and its Correlates: A Measure of Pro-Ecological, Frugal, Altruistic and Equitable Actions (2013, background): “Psycho-environmental researchers have studied a variety of pro-ecological conducts, including recycling, composting, solid refuse control, water conservation, energy-saving behaviors, reading about environmental topics, pro-ecological persuasion to others, pro-environmental lobbying, pro-ecological ”
• Greek Pre-Service Teachers' Knowledge, Attitudes, and Environmental Behavior Toward Marine Pollution (2013, background): “Hungerford and Peyton (1980), Sia et al. (1986) and Hsu (2004) represented five categories of actions: ecomanagement (physical intervention), consumerism, persuasion, political action, and legal action.”
• Happiness as Correlate of Sustainable Behavior: A Study of Pro-Ecological, Frugal, Equitable and Altruistic Actions That Promote Subjective Wellbeing (2011, background): “…conservation, etc. (Kaiser, 1998; Thøgersen, 2005) and also as pro-environmental lobbying, reading and discussing about environmental problems, pro-ecological design/construction, and family planning (Bandura, 2002; Kellert, Heerwagen & Mador, 2008; Hsu, 2004; Suárez, 2000), among many others.”
• Environmental Literacy in Teacher Training in Israel: Environmental Behavior of New Students (2006, background): “The ultimate goal of EE is acquisition of responsible environmental behavior (Hines et al., 1986–1987; Sia et al., 1986; UNESCO-UNEP, 1978).”
• Predicting people’s environmental behaviour: theory of planned behaviour and model of responsible environmental behaviour (2012, methodology): “The examples of the application of the REB model in predicting or explaining EBs include general REB (Hsu 2004 ; Hsu and Roth 1998 ; Hwang, Kim, and Jeng 2000 ), behaviours that protect a lake (Kasapoglu and Ecevit 2002 ) and consumers’ staying in a hotel using environmental strategies (Gustin a”
• Moderator and Mediator Effects of Scuba Diving Specialization on Marine-Based Environmental Knowledge-Behavior Contingency (2005, background): “For example, an environmental education course taken by college students significantly promoted environmentally responsible behaviors and skills in using environmental action strategies (Hsu, 2004).”
• Determinants of young Australians’ environmental actions: the role of responsibility attributions, locus of control, knowledge and attitudes (2012, background): “Barr 2007 ; Cottrell 2003 ) and environmental education programmes have also positively impacted support for environmental policy (Worsley and Skryzpiec 1998 ), environmental knowledge and environmentally responsible behaviour (Hsu 2004 ).”
• Environmental literacy of pre‐service teachers in Israel: a comparison between students at the onset and end of their studies (2009, background): “It has been shown that increasing an individual’s environmental knowledge results in more pro-environmental attitudes (Bradley, Waliczek, and Zajicek 1999; McMillan, Wright, and Beazley 2004) and more environmentally responsible behaviour (Hsu 2004).”