The 2-MEV Model Monitoring Green Attitudes
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (15 March 2015) | Viewed by 8324
Special Issue Editor
Interests: environmental education (EE); education for sustainable development (ESD); inquiry-based learning; VR-/AR-learning
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The 2-MEV model, designed to measure the environmental attitudes and behavior of adolescents, builds upon a two-dimensional higher-order factor instrument applicable for adolescents. The concept behind this is the definition regarding sets of attitudes as values. The first value, PRESERVATION, covers a biocentric dimension that reflects conservation and protection of the environment. The second, UTILIZATION, does this with an anthropocentric dimension that reflects the utilization of natural resources. Several studies confirmed the orthogonal and robust factor structure; orthogonality permits a respondent to vary his position on one dimension independently of that on the other. Hence, the model implies no conflict between assigning high importance both to the protection of the environment and to the need to make use of natural resources—a configuration that demonstrably occurs in reality. The empirical model was subsequently multiply challenged and confirmed by groups in New Zealand, the US, Belgium and Germany. Through the 2-MEV model, which has been applied and confirmed many times, it is now possible to compare environmental values of different age groups, different countries and the intervention effects of different environmental educational programs.
The special issue plans to cover three chapters: The first one will outline the history of the MEV model, which was specifically set up in the 1990s to monitor adolescent environmental values, and its repeated independent confirmation by the scientific community. The second one will present studies from different countries where the MEV has been applied, not only showing its robustness with different populations, but also it modification stability in different regions of the world. Similarly, longitudinal applications of the model are very welcome. The third one will present educational intervention studies by using the MEV for program evaluation. Therefore, the special issue will include papers from field centers (informal education sector) as well as from classroom applications (formal education sector).
Prof. Dr. Franz X. Bogner
Guest Editor
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