Do Children Who Know More, Care More? Environmental Knowledge and Scope of Justice
Date of Award
2009
Document Type
Thesis
Degree Name
Bachelors
Department
Social Sciences
First Advisor
Barton, Michelle
Keywords
Children, Environmental Education, Scope of Justice
Area of Concentration
Psychology
Abstract
This study explored a potential correlation between children's environmental knowledge and scope of justice (a measure of attitude, defined here as the amount of fairness deserved by the environment). Thirty 5-7 year olds were interviewed. Participants were divided between two groups: positive utility (primed to think of nature as beneficial to humans) and neutral utility (not primed). Participants were told five stories about human-environment conflicts, each with a low and high conflict version. In the context of the stories, participants decided whether to act in a pro-environmental way, or in a way that benefited humans. Next, a 15-question environmental knowledge interview was completed. The main hypothesis stated that knowledge scores and scope of justice scores would positively correlate. It was also hypothesized that in high conflict situations participants would have a less inclusive scope of justice, and that participants in the positive utility group would have a more inclusive scope of justice than those in the neutral group. Knowledge and scope of justice scores showed a positive trend. As expected, high conflict situations elicited fewer environmentally inclusive responses. Contrary to hypotheses, those in the positive utility condition had a less inclusive scope of justice. The results imply a possible relationship between environmental knowledge and attitude in children.
Recommended Citation
Dyer, Jennifer, "Do Children Who Know More, Care More? Environmental Knowledge and Scope of Justice" (2009). Theses & ETDs. 4089.
https://digitalcommons.ncf.edu/theses_etds/4089