Environmental Literacy and Proenvironmental Behaviors

With concern rising about the effect humans have on the environment (pollution, climate change, to name a few), researchers are increasingly becoming interested in what motivates (or predicts) a person to act environmentally. Within the research, environmentally responsible behaviors can also be called stewardship, conservation behavior, environmentally friendly behavior, and proenvironmental behavior.

Researchers have examined proenvironmental behavior by examining demographic variables such as education, gender, and political orientation. Interestingly, research has found contradicting results. For instance, some researchers have found positive correlations between females and being more environmental. Contradictorily, other researchers have found that no gender correlation exists. There does appear to be a relationship between higher educated individuals being engaged in proenvironmental behaviors as well as being aligned to a particular political orientation.

Mobley, Vagias, and DeWard (2010), though, examine the formation of environmentally responsible behavior through environmental education, specifically the readings of A Sand County Almanac, Silent Spring, and Walden. To examine environmental attitudes, the researchers utilized the New Ecological Paradigm developed by Dunlap that examines a person’s beliefs regarding the environment. Finally, to gauge environmental behaviors, researchers asked participants to respond to 17 consumer behaviors during the last 12 months (bought products made of recycled materials, reduced driving, tried to use less water, etc.).

The researchers found that regarding the environmental literature piece specifically, that reading environmental literature like Walden can increase proenvironmental behaviors. Essentially, those who responded higher levels of environmental reading reported higher levels of stewardship behaviors. Even when incorporating environmental attitudes into the model, environmental reading was a significant predictor.

What this literature should suggest is that environmental readings (through book clubs or environmental education) should be utilized early and often. Introducing teens through environmental education and readings can help provide context as well as meaning to the issues contained within these books and in the world. Creating an awareness of environmental problems and then providing in-nature opportunities for learning can strengthen nature ties that will hopefully create environmentally responsible adults.