Fig 1.
Example of the bean varieties placed in the seven bag options.
Fig 2.
Schematic of the links established between the ABC model of attitude and the structure of students’ answers to the interview.
Table 1.
Framework of analysis applied to assess students’ attitudes towards intraspecific diversity.
Fig 3.
Frequencies of students’ answers assigned to each factor in pre- and post-test according to bag choice.
The light green bars indicate the students of the target group who chose the biodiverse bag in the pre-test (BiodivPre). Dark green bars indicate the students of the target group who chose the biodiverse bag in the post-test (BiodivPost). Light orange bars indicate the students of the target group who chose the bags with one variety in the pre-test (OneDivPre). Dark orange bars indicate the students of the target group who chose the bags with one variety in the post-test (OneDivPost).
Fig 4.
Difference between the absolute frequencies of students’ answers assigned to each factor in the pre- and post-test according to change or non-change in behavioral intention.
Yellow bars indicate the students who chose a bag with only one variety in the pre- and post-test (OneDivPre-OneDivPost). Blue bars indicate the students who chose the biodiverse bag in the pre- and post-test (BiodivPre-BiodivPost). Green bars indicate the students who chose a bag with only one variety in the pre-test and the biodiverse bag in the post-test (OneDivPre-BiodivPost).