Two for one: achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools

Dorit Kerret*, Hod Orkibi, Shira Bukchin, Tammie Ronen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

To examine inconsistent past findings on green schools’ influences on students, a mediation model was tested for 1903 Israeli students in Grades 5-6 in 30 green and 16 non-green schools. Results indicated that green school students reported more pro-environmental behavior (PEB) and more school satisfaction compared to their peers at non-green schools. Path analysis showed that students who participated in hope-enhancing programs, regardless of school type, reported higher PEB, school’s satisfaction and positivity ratio. Finally, students’ environmental hope levels demonstrated the strongest association with self-reported levels of PEB, school satisfaction, and positivity ratio. Implications of these findings are discussed.

Original languageAmerican English
Pages (from-to)434-448
Number of pages15
JournalJournal of Environmental Education
Volume51
Issue number6
DOIs
StatePublished - 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020 Taylor & Francis Group, LLC.

Keywords

  • green schools
  • hope
  • positivity ratio
  • pro-environmental behavior
  • school satisfaction

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