GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours
While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating children’s environmental behaviours, informed by the school- design. The research presented in this paper used an adapted GEB (General Ecological Behaviour) scale...
| Main Authors: | , |
|---|---|
| Format: | Conference Paper |
| Published: |
2016
|
| Online Access: | http://www.utsarchitecture.net/AASA2016/library/AASA-2016-Conference-Proceedings.pdf http://hdl.handle.net/20.500.11937/52181 |
| _version_ | 1848758865942806528 |
|---|---|
| author | Izadpanahi, Parisa Tucker, R. |
| author_facet | Izadpanahi, Parisa Tucker, R. |
| author_sort | Izadpanahi, Parisa |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating children’s environmental behaviours, informed by the school- design. The research presented in this paper used an adapted GEB (General Ecological Behaviour) scale to develop a scale for measuring children’s environmental behaviours in Australian schools; GEB (Children@School). This scale has been informed by the evidenced impact on children’s behaviour of their environment. A review of the literature reveals that assessing environmental behaviours across different domains is a complex issue. In the absence of a reliable ecological behaviours scale, the GEB scale was developed by Kaiser in 1998 as a scientifically grounded measure. The GEB is assumed to be the most generalizable and allencompassing environmental behaviour measure compared to the other environmental behavioural measures. In order to develop the GEB (Children@School), 624 children, aged 10-12 years old completed a survey. Factor analysis indicated that this scale has two dimensions: Children’s Pro-active Ecobehaviours, and Children’s Environmental Behaviours towards Resource and Energy Conservation. The estimate reliability omega value was calculated for each of the identified factors and the results indicated that the scale has a reasonable internal consistency. This suggests that GEB (Children@School) is an appropriate scale to meaningfully measure children’s environmental behaviours when associated with school-design. |
| first_indexed | 2025-11-14T09:50:47Z |
| format | Conference Paper |
| id | curtin-20.500.11937-52181 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:50:47Z |
| publishDate | 2016 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-521812017-10-24T08:05:00Z GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours Izadpanahi, Parisa Tucker, R. While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating children’s environmental behaviours, informed by the school- design. The research presented in this paper used an adapted GEB (General Ecological Behaviour) scale to develop a scale for measuring children’s environmental behaviours in Australian schools; GEB (Children@School). This scale has been informed by the evidenced impact on children’s behaviour of their environment. A review of the literature reveals that assessing environmental behaviours across different domains is a complex issue. In the absence of a reliable ecological behaviours scale, the GEB scale was developed by Kaiser in 1998 as a scientifically grounded measure. The GEB is assumed to be the most generalizable and allencompassing environmental behaviour measure compared to the other environmental behavioural measures. In order to develop the GEB (Children@School), 624 children, aged 10-12 years old completed a survey. Factor analysis indicated that this scale has two dimensions: Children’s Pro-active Ecobehaviours, and Children’s Environmental Behaviours towards Resource and Energy Conservation. The estimate reliability omega value was calculated for each of the identified factors and the results indicated that the scale has a reasonable internal consistency. This suggests that GEB (Children@School) is an appropriate scale to meaningfully measure children’s environmental behaviours when associated with school-design. 2016 Conference Paper http://hdl.handle.net/20.500.11937/52181 http://www.utsarchitecture.net/AASA2016/library/AASA-2016-Conference-Proceedings.pdf restricted |
| spellingShingle | Izadpanahi, Parisa Tucker, R. GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title | GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title_full | GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title_fullStr | GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title_full_unstemmed | GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title_short | GEB (Children@School):A scale for measuring the impact of school design on children’s general environmental behaviours |
| title_sort | geb (children@school):a scale for measuring the impact of school design on children’s general environmental behaviours |
| url | http://www.utsarchitecture.net/AASA2016/library/AASA-2016-Conference-Proceedings.pdf http://hdl.handle.net/20.500.11937/52181 |