Motivating Environmentally Responsible Behavior Through Service-Learning

Motivational theories from psychology were applied to conduct a preliminary examination of the role that fulfillment of personal goals plays in the relation between environmental education programs (service-learning and field trips) and intentions to engage in environmentally responsible behaviors. SAS PROC MIXED analysis was used to test the hypothesis that motive fulfillment mediates the impact of environmental education experiences on intentions. The evidence for motive fulfillment as a mediator was mixed. Service-learning programs negatively affected or did not affect motive fulfillment. Field trips led to a high level of motive fulfillment. Evidence for a strong relation between motive fulfillment and intentions was supported. When the relation between program treatment and motive fulfillment was strong, motive fulfillment played a mediating role in the effect of program treatment on intentions. These preliminary results suggest that fulfillment of personal goals plays a significant role in whether or not students will report intentions to engage in helping behaviors after their environmental education experience. Consequently, service-learning program developers and facilitators who consciously strive to help students fulfill their goals may achieve greater success in fostering pro-social and pro-environmental behaviors.