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Environmental values (EV) are regarded as significant precursors for environmental behavior (EB) by many scholars. The present study addresses the issue of the invariance of EV (tapped by the two-dimensional model of ecological values), and their effect on EB, across cultural contexts. In all, a total of 1,833 ten- to thirteen-year-old children from Flanders, Guatemala, and Vietnam participated. The results show that EV and EB can be measured through a partially invariant model; children from the different groups differ in their EV and EB. Furthermore, the results show that the effect of EV on EB is different across cultural contexts. These results have implications for (among others) environmental education initiatives that aim for behavior change. Such initiatives need to take into account the target group, which—as illustrated by the results—shows different pathways toward reaching EB. Practitioners would therefore benefit from a culture-specific approach to designing environmental education.

Increasingly, researchers are focusing on the study of environmental values of young people. Indeed, it is today's youth who will be the decision makers in the future. Attention has turned to explaining individual differences in this construct, and many authors have illustrated gender differences. The current study ( N = 1,285, 10- to 12-year-olds) compares results of a classical analytical approach to quantifying such differences (independent samples t tests) with one of measurement and structural invariance across genders. The essential difference between the two is that whereas the latter controls for differential item functioning across gender, the first does not. The results show that whereas gender differences in utilization values occur when applying a classic analytical approach, they do not occur through the invariance approach. These results suggest that other studies that demonstrated gender differences might be explained by differential item functioning rather than reflect genuine differences, and might thus represent methodological artifacts.

This Open Access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship.

This open access book is about the development of a common understanding of environmental citizenship. It conceptualizes and frames environmental citizenship taking an educational perspective. Organized in four complementary parts, the book first explains the political, economic and societal dimensions of the concept. Next, it examines environmental citizenship as a psychological concept with a specific focus on knowledge, values, beliefs and attitudes. It then explores environmental citizenship within the context of environmental education and education for sustainability. It elaborates responsible environmental behaviour, youth activism and education for sustainability through the lens of environmental citizenship. Finally, it discusses the concept within the context of different educational levels, such as primary and secondary education in formal and non-formal settings. Environmental citizenship is a key factor in sustainability, green and cycle economy, and low-carbon society, and an important aspect in addressing global environmental problems. It has been an influential concept in many different arenas such as economy, policy, philosophy, and organizational marketing. In the field of education, the concept could be better exploited and established, however. Education and, especially, environmental discourses in science education have a great deal to contribute to the adoption and promotion of environmental citizenship. ; info:eu-repo/semantics/publishedVersion