2016 Volume 39 Issue 1 Pages 21-34
The purpose of this study is to investigate what factor affects the environment-conscious behavior in eating habits of junior high school students.
After teaching about food and environment in a problem-solving way, the questionnaire survey revealed that the source of information about environmental problems, mode of learning experience at school, their mothers’ environment-conscious behavior, conversation with family, and housework experience, had some effects on students’ behaviors.
The results were as follows;
1) As a result of factor analysis, two factors, were identified in the students’ environment-conscious behaviors.
The first factor was concerned with behaviors that were easy to practice in their daily lives, and the second was behaviors on which global point of views are needed. They were called “daily factor” and “global factor” respectively.
2) “Daily factor” behaviors were related to the boys’ learning experience in school, their conversation with family, and the housework experiences of boys.
3) “Global factor” behaviors were related to learning experiences at school, mothers’ environment-conscious behavior toward boys, conversations with family, and housework experiences of boys. In particular, when having family conversations, in which the mother was taught by her child, the possibility was suggested that family conversation greatly affects mothers’ environment-conscious “global factor” behaviors.
In conclusion, a development model of environment-conscious behavior was suggested. The students’ learning experiences at school influenced their mothers’ experiences via conversation with family.
These results indicated the importance of home economics education to encourage environment-conscious behavior of junior high school students.
