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 relationship between environmental education programs (service-learning and field trips)and intentions to engage in environmentally responsible behaviors. SAS PROC MIXED, a type of statistical analysis, was used to test the hypothesis that 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 and intentions were supported. When the relation between program treatment and motive fulfillment were 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 prosocial and pro-environmental behaviors.