Abstract
Since the early days of the field, attitude–behavior (A–B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest extends beyond the field’s scope though, in part due to a certain reliance on theoretical and empirical assertions which claim that attitudes serve as a strong precursor and/or predictor of behavior. In this paper, we consider reviews of studies on the A–B relationship in EE and other fields that routinely challenge such assumptions, leading to the questioning of corresponding foci and commitments for research, evaluation, practice, and development. With key findings from these studies hand, we highlight several insights that may be useful for dispelling some of the folklore about what matters in, and what can be argued with, A–B studies, if we are to develop the design, conduct, reporting, and critique of studies and practices of EE reliant on such relationships.
| Original language | English |
|---|---|
| Pages (from-to) | 459-471 |
| Number of pages | 13 |
| Journal | Environmental Education Research |
| Volume | 25 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 3 Apr 2019 |
Keywords
- Attitudes and behavior
- quality use of evidence
- research claims
- research design principles
- research findings
Cite this
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Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. / Marcinkowski, Tom; Reid, Alan.
In: Environmental Education Research, Vol. 25, No. 4, 03.04.2019, p. 459-471.Research output: Contribution to journal › Editorial › Other › peer-review
TY - JOUR
T1 - Reviews of research on the attitude–behavior relationship and their implications for future environmental education research
AU - Marcinkowski, Tom
AU - Reid, Alan
PY - 2019/4/3
Y1 - 2019/4/3
N2 - Since the early days of the field, attitude–behavior (A–B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest extends beyond the field’s scope though, in part due to a certain reliance on theoretical and empirical assertions which claim that attitudes serve as a strong precursor and/or predictor of behavior. In this paper, we consider reviews of studies on the A–B relationship in EE and other fields that routinely challenge such assumptions, leading to the questioning of corresponding foci and commitments for research, evaluation, practice, and development. With key findings from these studies hand, we highlight several insights that may be useful for dispelling some of the folklore about what matters in, and what can be argued with, A–B studies, if we are to develop the design, conduct, reporting, and critique of studies and practices of EE reliant on such relationships.
AB - Since the early days of the field, attitude–behavior (A–B) relationships have received sustained attention in the evaluation and researching of environmental education (EE). This level of interest extends beyond the field’s scope though, in part due to a certain reliance on theoretical and empirical assertions which claim that attitudes serve as a strong precursor and/or predictor of behavior. In this paper, we consider reviews of studies on the A–B relationship in EE and other fields that routinely challenge such assumptions, leading to the questioning of corresponding foci and commitments for research, evaluation, practice, and development. With key findings from these studies hand, we highlight several insights that may be useful for dispelling some of the folklore about what matters in, and what can be argued with, A–B studies, if we are to develop the design, conduct, reporting, and critique of studies and practices of EE reliant on such relationships.
KW - Attitudes and behavior
KW - quality use of evidence
KW - research claims
KW - research design principles
KW - research findings
UR - http://www.scopus.com/inward/record.url?scp=85068469594&partnerID=8YFLogxK
U2 - 10.1080/13504622.2019.1634237
DO - 10.1080/13504622.2019.1634237
M3 - Editorial
VL - 25
SP - 459
EP - 471
JO - Environmental Education Research
JF - Environmental Education Research
SN - 1350-4622
IS - 4
ER -