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EJ974999 - Study Abroad Experiences and Global Citizenship: Fostering Proenvironmental Behavior

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ERIC #:	EJ974999
Title:	Study Abroad Experiences and Global Citizenship: Fostering Proenvironmental Behavior
Authors:	Wynveen, Christopher J.; Kyle, Gerard T.; Tarrant, Michael A.
Descriptors:	Learning Theories; Citizenship; Statistical Data; Foreign Countries; Study Abroad; Global Approach; Conservation (Environment); Student Attitudes; Pretests Posttests; Surveys; Values; Program Effectiveness; Teaching Methods; Environmental Education; College Students; Experiential Learning; Transformative Learning
Source:	Journal of Studies in International Education, v16 n4 p334-352 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-09-00
Pages:	19
Pub Types:	Journal Articles; Reports - Research
Abstract:	Short-term study abroad programs currently account for more than 50% of students who study overseas. Using an adaptation of the Value-Belief-Norm theory of proenvironmental behavior (Stern, 2000), we hypothesized that study abroad nurtures global citizenship related to ecologically conscious behaviors by strengthening core relations among environmental values, beliefs, and norms. The sample consisted of students (n = 623) from 10 U.S. universities participating in a 4-week study abroad program to either Australia or New Zealand in 2008 and 2009. A pre-, posttest design was adopted in which students voluntarily completed a survey instrument on the first and last days of the program in the destination country. Results of the study suggested that the modified Value-Belief-Norm approach provides a robust theoretical framework, used in conjunction with theories of learning, for explaining how proenvironmental behavior is nurtured. These findings provided empirical support for the efficacy of short-term study abroad programs and developed further support for the importance of strong pedagogical techniques implemented by competent instructors. (Contains 3 notes, 7 tables and 2 figures.)
Abstractor:	As Provided
Reference Count:	42

Note:	N/A
Identifiers:	Australia; New Zealand
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1028-3153
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1177/1028315311426782

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