Details
| Original language | English |
|---|---|
| Article number | 4909 |
| Number of pages | 19 |
| Journal | Sustainability (Switzerland) |
| Volume | 12 |
| Issue number | 12 |
| Publication status | Published - 16 Jun 2020 |
Abstract
Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue "nutrition", in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers' nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.
Keywords
- Attitudes, Education for sustainable development, Environmental concern, Nature connectedness, Perceived behavioral control, Pre-service biology teachers, Subjective norm, Sustainable nutrition, Teacher training
ASJC Scopus subject areas
- Social Sciences(all)
- Geography, Planning and Development
- Energy(all)
- Renewable Energy, Sustainability and the Environment
- Environmental Science(all)
- Management, Monitoring, Policy and Law
Sustainable Development Goals
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In: Sustainability (Switzerland), Vol. 12, No. 12, 4909, 16.06.2020.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Do German student biology teachers intend to eat sustainably? Extending the theory of planned behavior with nature relatedness and environmental concern
AU - Weber, Alina
AU - Büssing, Alexander Georg
AU - Jarzyna, Raphael
AU - Fiebelkorn, Florian
N1 - Funding Information: This research received no external funding. We thank all participating student teachers and lecturers who enabled the conducting of our study. Parts of this article (in a manuscript version) are part of the publication-based dissertation of the corresponding author.
PY - 2020/6/16
Y1 - 2020/6/16
N2 - Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue "nutrition", in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers' nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.
AB - Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue "nutrition", in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers' nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.
KW - Attitudes
KW - Education for sustainable development
KW - Environmental concern
KW - Nature connectedness
KW - Perceived behavioral control
KW - Pre-service biology teachers
KW - Subjective norm
KW - Sustainable nutrition
KW - Teacher training
UR - http://www.scopus.com/inward/record.url?scp=85087700236&partnerID=8YFLogxK
U2 - 10.3390/SU12124909
DO - 10.3390/SU12124909
M3 - Article
AN - SCOPUS:85087700236
VL - 12
JO - Sustainability (Switzerland)
JF - Sustainability (Switzerland)
SN - 2071-1050
IS - 12
M1 - 4909
ER -