Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness

Download
2017
Çakır Yıldırım, Birgül
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who were enrolled in eleven public universities in Central Anatolia region of Turkey, participated in the study. In qualitative part of the study, 26 preservice science teachers enrolled in three public universities in Ankara constituted the sample. Path analysis was used in order to examine the research questions in quantitative part of the study. After deleting the insignificant paths from the model, good fit indices were provided. The explained variance in energy conservation behavior was found as medium practical significance level. The highest correlation was found between self-determined motivation and ecomanagement type of energy conservation behavior. It is concluded that to support eco-management behavior type, PSTs’ self-determined motivation should be supported. The qualitative data showed that the level of awareness of the majority of PSTs was relatively high in problems related to energy conservation. This high relationship might have contributed to the relationship between self-determined motivation and eco-management type of energy conservation behavior. In terms of problems related to energy policies and implications and energy resources, their awareness showed a variation from low to high. Therefore, it may be concluded that the majority of PSTs were not aware of the multiple dimensions of energy related problems and issues. This lack awareness may explian the low relationship between self-determined motivation and persuasion type of energy conservation.
Citation Formats
B. Çakır Yıldırım, “Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.