LCE  Vol.5 No.2 , June 2014
Spillover Effect on Families Derived from Environmental Education for Children

Facing the challenge of global warming, greater importance has been placed on learning energy and environment in schools and the energy-saving behaviors of children and their families are encouraged. The authors implemented energy environmental education programs with visualization in elementary and junior high schools, and surveyed changes in the awareness and behavior of children and their families. As for children, the results showed that the programs increased the awareness of effectiveness, while almost no change was observed in other factors. The psychological factors impacting intention and behavior in children were attitude, expectations from parents and expansion of interest. Indicating spillover effect on families derived from education of children, psychological factors and behavior of parents were improved. Awareness of effectiveness and behavior of children had significant effects to the most psychological factors of parents, leading to intentional and behavioral change. Furthermore, behavior of parents got influenced by expectations from children. It was also indicated that the higher the awareness of the child is, the greater the spillover effect on the family as a result of education is.

Cite this paper: Hiramatsu, A. , Kurisu, K. , Nakamura, H. , Teraki, S. and Hanaki, K. (2014) Spillover Effect on Families Derived from Environmental Education for Children. Low Carbon Economy, 5, 40-50. doi: 10.4236/lce.2014.52005.

[1]   Ministry of Education, Culture, Sports, Science and Technology (2008) Course of Study for Elementary Schools. Tokyo Shoseki, Tokyo.

[2]   Ministry of Education, Culture, Sports, Science and Technology (2008) Course of Study for Elementary and Junior High Schools. Tokyo Shoseki, Tokyo.

[3]   Rajecki, D.W. (1982) Attitudes: Themes and Advances. SinauerAssociates, Inc., Sunderland.

[4]   Sajima, T., Takayama, J. and Yamashita, H. (2005) The Theory and Practice of Energy and Environmental Education. Kokudosha, Tokyo.

[5]   Global Environmental Forum (2008) Institutional Study Report on Promotion of Environmental Education 2007. Global Environmental Forum, Tokyo.

[6]   Global Environmental Forum (2009) Institutional Study Report on Environmental Conservation Activities and Environmental Education 2008. Global Environmental Forum, Tokyo.

[7]   Eda, M. (2008) Current Situation and Problems of Energy Environmental Education in Japan. Energy Environmental Education for Sustainable Society, Kokudosha, 34-43.

[8]   Hirose, Y. (2008) New Program of Environmental Education Based on Environmental Psychology. Journal of Environmental Information Science, 37, 36-40.

[9]   Gamo, T. (2008) The Role of the Family in Eco-Conscious Behavior: Based on Case Studies of Environmental Education in the Grades-University Collaboration. Kyoto Women’s University Academic Information Repository, 11, 29-49.

[10]   Nakamura, M. (2003) Mothers’ Influence on the Development of Their Children’s Environmental Consciousness and Environment-Conscious Behavior. The Japanese Journal of Educational Psychology, 51, 76-85.

[11]   Miyakawa, M., Ikatsu, H., Morooka, H., Hirota, Y., Habu, M. and Aoyama, I. (2009) Environmentally Conscious Behavior, Social Activity, Childhood Conditions, Domestic Environment, Experiences in Nature, Environmental Education. Proceedings of Kibi International University, School of International Environmental Management, 19, 37-46.

[12]   Ajzen, I. and Fishbein, M. (1980) Understanding Attitude and Predicting Social Behavior. Englewood Chiffs, New Jersy.

[13]   Ajzen, I. (1991) The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.

[14]   Schwartz, S.H. (1977) Normative Influences on Altruism. In: Berkowitz, L., Ed., Advances in Experimental Social Psychology, Academic Press, New York, 221-279.

[15]   Stern, P.C., Dietz, T., Abel, T., Guagnano, G.A. and Kalof, L. (1999) A Value-Belief-Norm Theory of Support for Social Movements: The Case of Environmentalism. Human Ecology Review, 6, 81-97.

[16]   Eisenberg, N. and Miller, P. (1987) The Relation of Empathy to Prosocial and Related Behaviors. Psycohological Bulletin, 101, 91-119.

[17]   Hines, J.M., Hungerford, H.R. and Tomera, A.N. (1987) Analysis and Synthesis of Research on Responsible Pro-Environmental Behavior: A Meta-Analysis. The Journal of Environmental Education, 18, 1-8.

[18]   Doi, M. (2011) Research Review on Consciousness and Behavior in Environmental Education of Japan. Management Research of Hiroshima University, 11, 99-110.

[19]   Kollmuss, A. and Agyeman, J. (2002) Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to Pro-Environmental Behavior? Environmental Education Research, 8, 239-260.

[20]   Hayabuchi, Y. (2008) Spillover Effect of Environmental Education. Nakanishiya Shuppan, Kyoto.

[21]   Ministry of Environment (2012) Questionnaire Survey of Consumrt. Ministry of Environment, Japan.

[22]   Chan, K. (1998) Mass Communication and Pro-Environmental Behaviour: Waste Recycling in Hong Kong. Journal of Environmental Management, 52, 317-325.

[23]   Bamberg, S. (2003) How Does Environmental Concern Influence Specific Environmentally Related Behaviors? A New Answer to an Old Question. Journal of Environmental Psychology, 23, 21-32.

[24]   Vaughan, C., Gack, J., Solorazano, H. and Ray, R. (2003) The Effect of Environmental Education on Schoolchildren, Their Parents, and Community Members: A Study of lnteraenerational and Intercommunity Learning. The Journal of Environmental Education, 34, 12-21.