Fig 1.
a) Environmental education incorporates the combination of knowledge, attitude and nature connectedness to reach environmental behavior to protect nature. b) The protection of nature is justified in environmental literature with instrumental, intrinsic and relational arguments.
Table 1.
Result of the principal component analysis with orthogonal rotation for the six CNS items (Mayer & Frantz, 2004).
Table 2.
Result of the principal component analysis with oblique rotation for the seven RV items (RV scale from Klain et al. 2017).
Fig 2.
Boxplots comparing a) RVs, b) CNS and c) INS by gender. Significant shifts are marked with * p < 0.05, ** p < 0.01, *** p < 0.001 (n.s. = not significant).
Fig 3.
Boxplots of the CNS, INS, and RVs grouped in education levels.
INS shows a significant difference between high school and first year students and between high school and advanced students. The CNS shows differences between high school and advanced students and between first year and advanced students. However, RVs show no differences between the three groups. Significant shifts are marked with * p < 0.05, ** p < 0.01, *** p < 0.001 (n.s. = not significant).