102
environmental self-identity. This suggests that values need to be linked to the self in
order to be influential in choices made. Similarly, research by Martin and Czellar
(2017) proposed that individual environmental identity could play a role in the formation of a biospheric value orientation. Their findings showed that stronger (vs.
weaker) self-nature connections in individuals are related to stronger (vs. weaker)
biospheric value orientations, which in turn are associated with various forms of
sustainable behaviour.
Schild (2018) analysed the motivations and outcomes of civic recreation –
recreation- based volunteering on the human–nature relationship. She found six
dimensions of volunteer motivation: civic engagement, environmental values, identity/enduring involvement, social/career networking, personal learning and obligation. Individuals were most motivated by civic engagement and environmental
values, and those individuals who were motivated by identity/enduring involvement
were more likely to have a higher level of volunteer engagement, whereas individuals motivated out of obligation had the lowest volunteer engagement. The results
suggest civic recreation has the potential to create advocates for the environment,
Environmental Citizens, as the individuals report developing a stronger connection
to nature, enhanced self-efficacy, self-enhancement, social connections, improved
management and increased civic engagement.
In research on children’s EA and environmental behaviour (EB), Evans et al.
(2007) did not find a significant relationship between EA and EB in children aged
6–8 years from the United States, Austria, Mexico and Spain, when using a reliable
instrument developed to assess these constructs in young children. Difficulties in
assessing environmental behaviours were hypothesised to explain the non- significant
EB findings, and the authors suggest that a stronger link between EA and EB might
be found in more mature children.
On the other hand, many other studies support the predictive role of EA when
explaining EB (e.g. Collado and Corraliza 2015; Cheng and Monroe 2012; Grønhøj
and Thøgersen 2017). These studies report that other factors such as ‘fascination’
(Kaplan 1995), knowledge of the environment or perceived self-efficacy/locus of
control (Cheng and Monroe 2012; Blackwell, undated) play a role when predicting
EB through EA. In the study of Cheng and Monroe (2012), children’s previous
experience in nature had a direct and indirect positive effect on their EB through
EA. Other variables to consider seem to be frequency of contact with nature (FCN)
(Hinds and Sparks 2008; Thompson et al. 2008; Wells and Lekies 2006), the type of
daily experience in nature (Gifford and Nilsson 2014) and parents’ values towards
nature (Cheng and Monroe 2012; Grønhøj and Thøgersen 2017; Evans et al. 2018)
as well as gender differences (Corraliza et al. 2013).
N. Bauer et al.
environmental self-identity. This suggests that values need to be linked to the self in
order to be influential in choices made. Similarly, research by Martin and Czellar
(2017) proposed that individual environmental identity could play a role in the formation of a biospheric value orientation. Their findings showed that stronger (vs.
weaker) self-nature connections in individuals are related to stronger (vs. weaker)
biospheric value orientations, which in turn are associated with various forms of
sustainable behaviour.
Schild (2018) analysed the motivations and outcomes of civic recreation –
recreation- based volunteering on the human–nature relationship. She found six
dimensions of volunteer motivation: civic engagement, environmental values, identity/enduring involvement, social/career networking, personal learning and obligation. Individuals were most motivated by civic engagement and environmental
values, and those individuals who were motivated by identity/enduring involvement
were more likely to have a higher level of volunteer engagement, whereas individuals motivated out of obligation had the lowest volunteer engagement. The results
suggest civic recreation has the potential to create advocates for the environment,
Environmental Citizens, as the individuals report developing a stronger connection
to nature, enhanced self-efficacy, self-enhancement, social connections, improved
management and increased civic engagement.
In research on children’s EA and environmental behaviour (EB), Evans et al.
(2007) did not find a significant relationship between EA and EB in children aged
6–8 years from the United States, Austria, Mexico and Spain, when using a reliable
instrument developed to assess these constructs in young children. Difficulties in
assessing environmental behaviours were hypothesised to explain the non- significant
EB findings, and the authors suggest that a stronger link between EA and EB might
be found in more mature children.
On the other hand, many other studies support the predictive role of EA when
explaining EB (e.g. Collado and Corraliza 2015; Cheng and Monroe 2012; Grønhøj
and Thøgersen 2017). These studies report that other factors such as ‘fascination’
(Kaplan 1995), knowledge of the environment or perceived self-efficacy/locus of
control (Cheng and Monroe 2012; Blackwell, undated) play a role when predicting
EB through EA. In the study of Cheng and Monroe (2012), children’s previous
experience in nature had a direct and indirect positive effect on their EB through
EA. Other variables to consider seem to be frequency of contact with nature (FCN)
(Hinds and Sparks 2008; Thompson et al. 2008; Wells and Lekies 2006), the type of
daily experience in nature (Gifford and Nilsson 2014) and parents’ values towards
nature (Cheng and Monroe 2012; Grønhøj and Thøgersen 2017; Evans et al. 2018)
as well as gender differences (Corraliza et al. 2013).
N. Bauer et al.