The purpose of this study is to verify the change of social behavior of children who take part in camping and clarify the effect which organized camp has upon them, especially children in the lower classes at school.

The targets of this survey are 76 elementary school children in total; 17 children in the first, second grades, and as comparison targets, 26 children in the third, fourth grades, 33 children in the fifth and sixth grades. I investigated by using two methods of measurement which I developed independently; Camping Social Behavior Checklist, and Camping Social Behavior Counselor Rating Scale.

As a result, ifs showed that the prosocial behavior children in the lower classes increase in number. As for their antisocial behavior, it's proved that the number tends to increase in the general activity at camping included playing, in spite of a big decline in the situation when they should prepare their meals. Therefore I found a way of measurement and setting of a scene as new problems for this study.

In conclusion, this study shows that it's inclined for children in the first, second grades to behave socially at camping, that is, which means that organized camp has a great influence on children in lower classes which is an important time for teaching them to be sociable.

The purpose of this study is to examine the effects of the environmental education programs for mountain hikers carried out at mountain huts (YAMA-GOYA) in the Southern Alps. The results of the analysis using structural equation modeling (SEM) are as follows.

Notes

risk: cognition of risk of environmental devastation

responsibility: cognition of responsibility for environmental conservation

cost: cognition of cost of environment-conscious behavior

carry-out bags: Ziploc bags for human waste disposal

    (also known as WAG-Waste Alleviation and Gelling-bags)

evaluation: evaluation of environmental education

deviation from the mountain trail: an act of taking an intentional detour because of the bad conditions of the mountain trail

① Environmental education proved to be quite effective in "facilitation of risk" and "facilitation of responsibility," but not in "reduction of cost." Recognizable relations were found among "environment-conscious behavior," "reduction of cost," "risk," and "evaluation." Similar relations were also found between hikers' deviation from the mountain trail and "facilitation of risk," and between their use of carry-out bags and "reduction of cost."

② There are sex differences in the effects of environmental education. The effects are greater on females in terms of "facilitation of responsibility," and a stronger relation between "environment-conscious behavior" and "reduction of cost" can be found in females. "Risk" has a stronger influence on females in "evaluation."

③ There are generational differences in the effects of environmental education-differences between the two age groups, "40 and above" and "below 40." In this study, we could not make a generational comparison between these two groups using SEM, but our analysis of the responses to the questionnaire offers the following suggestions: the group of "40 and above" shows greater "facilitation of risk" and "reduction of cost," and a larger proportion of respondents in that group consider environmental education to be effective, showing a tendency to have a deep understanding of mountain environmental problems.