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Examining the Relationship between Resistance to Change and Undergraduate Engineering Students' Environmental Knowledge and Attitudes

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Bibliographic Details
Title: Examining the Relationship between Resistance to Change and Undergraduate Engineering Students' Environmental Knowledge and Attitudes
Language: English
Authors: Dyehouse, Melissa, Weber, Nicole, Fang, Jun, Harris, Constance, David, Ray, Hua, Inez, Strobel, Johannes
Source: Studies in Higher Education. 2017 42(2):390-409.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2017
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL0935174
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Resistance to Change, Undergraduate Students, Engineering Education, Student Attitudes, Knowledge Level, Environment, College Freshmen, Correlation, Sustainable Development, Student Surveys
DOI: 10.1080/03075079.2015.1052734
ISSN: 0307-5079
Abstract: Engineering professional associations identified environmental sustainability as a key responsibility of the educated engineer. Data from national surveys of the general public demonstrate low environmental knowledge levels and a high level of resistance when it comes to environmental behavior. The purpose of this study was to examine the relationship between first-year engineering students' environmental knowledge and attitudes and resistance to change (RtC). The authors administered instruments measuring RtC and environmental knowledge and attitudes to three groups (n = 3,169) of first-year engineering students in the fall semesters of 2008-2010. Students showed the highest mean scores on the Cognitive Rigidity subscale of RtC. Overall, weak, negative correlations were found between most RtC subscales and environmental knowledge/attitudes, meaning that students with higher RtC score lower overall on environmental knowledge and consider sustainable development less important. Findings can aid researchers and curriculum designers in understanding students' knowledge levels and the relationship between RtC factors and knowledge/attitudes.
Abstractor: As Provided
Number of References: 50
Entry Date: 2017
Accession Number: EJ1127110
Database: ERIC
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Abstract:Engineering professional associations identified environmental sustainability as a key responsibility of the educated engineer. Data from national surveys of the general public demonstrate low environmental knowledge levels and a high level of resistance when it comes to environmental behavior. The purpose of this study was to examine the relationship between first-year engineering students' environmental knowledge and attitudes and resistance to change (RtC). The authors administered instruments measuring RtC and environmental knowledge and attitudes to three groups (n = 3,169) of first-year engineering students in the fall semesters of 2008-2010. Students showed the highest mean scores on the Cognitive Rigidity subscale of RtC. Overall, weak, negative correlations were found between most RtC subscales and environmental knowledge/attitudes, meaning that students with higher RtC score lower overall on environmental knowledge and consider sustainable development less important. Findings can aid researchers and curriculum designers in understanding students' knowledge levels and the relationship between RtC factors and knowledge/attitudes.
ISSN:0307-5079
DOI:10.1080/03075079.2015.1052734