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Titlebook: Exploring Sustainable Behavior Structure in Higher Education; A Socio-Psychology C Margarita Juárez-Nájera Book 2015 Springer International

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發(fā)表于 2025-3-21 19:08:39 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Exploring Sustainable Behavior Structure in Higher Education
副標(biāo)題A Socio-Psychology C
編輯Margarita Juárez-Nájera
視頻videohttp://file.papertrans.cn/320/319596/319596.mp4
概述Elucidates sustainable behavior using a model based on valid conceptual frameworks.First model allowing explanation, measurement and prediction of sustainable behaviour of members of Higher Education
叢書(shū)名稱Management and Industrial Engineering
圖書(shū)封面Titlebook: Exploring Sustainable Behavior Structure in Higher Education; A Socio-Psychology C Margarita Juárez-Nájera Book 2015 Springer International
描述This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.
出版日期Book 2015
關(guān)鍵詞Conservation psychology; Higher education institutions; Norm-Activation Theory; Socio-psychological att
版次1
doihttps://doi.org/10.1007/978-3-319-19393-9
isbn_softcover978-3-319-38672-0
isbn_ebook978-3-319-19393-9Series ISSN 2365-0532 Series E-ISSN 2365-0540
issn_series 2365-0532
copyrightSpringer International Publishing Switzerland 2015
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發(fā)表于 2025-3-21 23:01:01 | 只看該作者
What to Promote for Achieving Education for Sustainabilityexplained by their status, the permeability of group borders, or group size or power (Sánchez .), and the method in which a questionnaire is administered should be determined by item content or theoretical approaches (Van de Vijver and Tanzer .).
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發(fā)表于 2025-3-22 00:51:31 | 只看該作者
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發(fā)表于 2025-3-22 16:34:42 | 只看該作者
https://doi.org/10.1057/9781137475084lemented in March 2005, emphasizes the importance of quality basic education and stresses that education must provide specific skills such as learning to know, learning to live together, learning to do, and learning to be (Delors et al. in Learning: The treasure within. UNESCO, Geneva, .).
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發(fā)表于 2025-3-22 20:51:57 | 只看該作者
Introduction,lemented in March 2005, emphasizes the importance of quality basic education and stresses that education must provide specific skills such as learning to know, learning to live together, learning to do, and learning to be (Delors et al. in Learning: The treasure within. UNESCO, Geneva, .).
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發(fā)表于 2025-3-23 00:32:33 | 只看該作者
https://doi.org/10.1007/978-3-319-32434-0or and the factors associated with them are shown. This provides conceptual frameworks which identify the factors explaining sustainable behavior (specifically in situations in which social dilemmas exist, as is the case for many environmental problems and their economic, social, and cultural contexts as indicated in ESD).
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