Abstract
Following up on Michalos et al. (Soc Indic Res 100(3): 391–413, 2011; Soc Indic Res 106(2): 213–238, 2012), we present standardized measures of tenth grade students’ knowledge, attitudes and behaviours concerning sustainable development as those concepts are understood in the United Nations Educational, Scientific and Cultural Organization (UNESCO Education Sector in Framework for the UNDESD international implementation scheme. UNESCO, Paris, 2006) and we test the hypothesis that knowledge and favourable attitudes toward SD lead to favourable behaviours. Using a randomly drawn but not representative sample of 1,108 tenth grade students from the province of Manitoba, Canada, we crafted three indexes. There is a 20-item Index of Knowledge of SD with a good Cronbach α = 0.91, a 15-item Index of Attitudes Favourable Toward SD with an α = 0.81 and a 16-item Index of Behaviours Favourable Toward SD with an α = 0.81. About 25 % of the variation in our Behaviours Index scores could be accounted for by our Knowledge Index and Attitudes Index scores, with knowledge having relatively greater influence than attitudes.
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References
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Acknowledgments
This Project was supported by the Government of Manitoba and the Centre for Aboriginal and Rural Education Studies, Faculty of Education, Brandon University. We are grateful for the support and collaboration with Manitoba Education and Advanced Learning, and would like to thank all the teachers and administrators who helped us undertake this survey and especially all the students who took the time to complete our questionnaire. As well, in our data collection, we benefited from help of our students Jessica Murray and Erin Paupanekis.
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Appendices
Appendix 1
1.1 Summary for Student Sustainable Development Survey, 2014: Valid Answers (1–5) in %’s
1.1.1 Information
In the 1987 United Nations report on Environment and Development, sustainable development (SD) was described as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. We are interested in your understanding of the meaning of sustainable development, from what you have learned at school and from all other sources.
1.1.2 Instructions
Section A: For each sentence below in the space provided, please indicate with an appropriate number whether you strongly agree (1), agree (2), are neutral (3), disagree (4) or strongly disagree (5) with it. If you do not have an opinion, write (6) or do not understand the question, write (7).
Sentence | 1–7 |
|---|---|
1. Improving people’s opportunities for long and healthy lives contributes to SD | |
2. Protecting the environment is necessary for SD | |
3. Economic development is necessary for SD | |
4. A culture of peace where people settle conflicts by discussion is necessary for SD | |
5. Human actions are contributing to changes in our atmosphere and climate systems | |
6. SD requires individuals to reduce all kinds of waste | |
7. Good citizenship is necessary for SD | |
8. Gender equality is important to SD | |
9. The elimination of poverty is necessary for SD | |
10. SD requires access to good quality education for everyone | |
11. SD requires businesses to behave responsibly to their employees, customers and suppliers | |
12. Conservation of fresh water is necessary for SD | |
13. ‘Maintaining biodiversity’ means maintaining the number and variety of living organisms. This is necessary for SD | |
14. Respect for cultural diversity (variety of cultures) is necessary for SD | |
15. SD requires respect for human rights | |
16. SD requires shifting to the use of renewable resources as much as possible | |
17. SD requires achieving the United Nations’ Millennium Development Goals | |
18. SD requires people to learn new things throughout their lives | |
19. SD requires people to reflect on what it means to improve the quality of life | |
20. SD requires that people understand how the economy works | |
21. I have taken a course in which sustainable development was discussed |
Section A: Summary
Sentence | N | M | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know | 7 Don’t underst. + missing |
|---|---|---|---|---|---|---|---|---|---|
1 | 950 | 1.98 | 28.6 | 48.5 | 19.9 | 2.0 | 0.9 | 60 | 95 + 3 |
2 | 1,038 | 1.74 | 46.9 | 36.5 | 13.9 | 1.5 | 1.2 | 36 | 31 + 3 |
3 | 990 | 2.20 | 21.5 | 45.7 | 26.5 | 4.1 | 2.2 | 59 | 56 + 3 |
4 | 991 | 2.12 | 29.7 | 38.7 | 23.4 | 5.9 | 2.3 | 52 | 61 + 4 |
5 | 1,012 | 1.85 | 45.5 | 32.3 | 16.3 | 3.3 | 2.7 | 45 | 49 + 2 |
6 | 984 | 2.11 | 29.1 | 39.9 | 23.7 | 5.2 | 2.1 | 73 | 46 + 5 |
7 | 1,005 | 2.10 | 28.9 | 41.5 | 22.8 | 4.6 | 2.3 | 59 | 39 + 5 |
8 | 1,000 | 2.03 | 39.1 | 33.0 | 17.4 | 6.8 | 3.7 | 52 | 51 + 5 |
9 | 975 | 2.10 | 29.6 | 40.8 | 21.7 | 5.6 | 2.2 | 70 | 58 + 5 |
10 | 1,015 | 1.91 | 36.7 | 42.6 | 14.8 | 4.4 | 1.5 | 51 | 35 + 7 |
11 | 997 | 2.01 | 31.6 | 43.4 | 19.4 | 4.0 | 1.6 | 67 | 38 + 6 |
12 | 1,019 | 1.66 | 53.8 | 32.2 | 9.8 | 2.5 | 1.8 | 44 | 39 + 6 |
13 | 934 | 2.07 | 32.1 | 36.4 | 25.2 | 4.6 | 1.7 | 67 | 103 + 4 |
14 | 999 | 1.92 | 37.7 | 40.7 | 15.8 | 3.2 | 2.5 | 52 | 51 + 6 |
15 | 1,021 | 1.73 | 48.7 | 36.2 | 10.6 | 2.6 | 1.9 | 45 | 36 + 6 |
16 | 948 | 2.03 | 33.4 | 37.9 | 23.4 | 3.2 | 2.1 | 63 | 92 + 5 |
17 | 737 | 2.38 | 17.0 | 38.0 | 36.8 | 6.2 | 2.0 | 165 | 199 + 7 |
18 | 1,009 | 2.10 | 27.4 | 43.0 | 23.8 | 4.0 | 1.9 | 59 | 36 + 4 |
19 | 998 | 2.12 | 27.3 | 42.3 | 23.9 | 4.6 | 1.9 | 62 | 44 + 4 |
20 | 988 | 2.28 | 21.6 | 41.1 | 28.3 | 6.3 | 2.7 | 70 | 45 + 5 |
21 | 902 | 2.72 | 18.8 | 31.5 | 19.6 | 19.4 | 10.6 | 118 | 80 + 8 |
Section B: Again, for each sentence below in the space provided, please indicate with an appropriate number whether you strongly agree (1), agree (2), are neutral (3), disagree (4) or strongly disagree (5) with it. If you do not have an opinion, write (6) or do not understand the question, write (7).
Sentence | 1–7 |
|---|---|
1. Every person should receive education that teaches the knowledge, values and skills necessary for sustainable living in a community | |
2. The present generation should make sure that the next generation can live in communities that are at least as healthy as those that exist today | |
3. Manufacturers should discourage the use of disposables | |
4. As long as resources are available, using more than we need now does not threaten the health and welfare of future generations | |
5. We don’t need stricter laws and regulations to protect the environment | |
6. It is important to find ways to reduce poverty | |
7. SD will not be possible until wealthier nations stop exploiting workers in poorer nations | |
8. Understanding and addressing the problems of climate change is not important | |
9. Use of fuel-efficient vehicles should be encouraged by governments | |
10. Governments should adopt SD as a national priority | |
11. Citizens should be well-informed and actively participate in democratic processes like voting | |
12. People who pollute our land, air or water should pay for damage done to communities and the environment | |
13. Males and females should have equal access to all kinds of education and employment | |
14. It is alright to use as much water as we want, as long as it is available | |
15. Household tasks should be equally shared among members of the household regardless of gender |
Section B: Summary
Sentence | N | M | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know | 7 Don’t underst. + missing |
|---|---|---|---|---|---|---|---|---|---|
1 | 1,029 | 1.65 | 51.1 | 37.1 | 9.0 | 1.5 | 1.3 | 32 | 30 + 17 |
2 | 1,020 | 1.68 | 51.0 | 35.1 | 10.4 | 1.6 | 2.0 | 44 | 27 + 17 |
3 | 919 | 2.23 | 27.2 | 35.8 | 26.6 | 7.4 | 3.0 | 84 | 83 + 22 |
4 | 967 | 3.44 | 10.3 | 17.3 | 18.9 | 25.1 | 28.3 | 70 | 52 + 19 |
5 | 988 | 3.19 | 14.1 | 19.2 | 20.5 | 25.6 | 20.5 | 70 | 32 + 18 |
6 | 1,008 | 1.83 | 40.6 | 41.7 | 13.4 | 2.7 | 1.7 | 45 | 37 + 18 |
7 | 886 | 2.26 | 25.3 | 36.5 | 28.1 | 7.0 | 3.2 | 108 | 90 + 24 |
8 | 984 | 3.51 | 7.9 | 15.4 | 20.6 | 29.5 | 26.5 | 66 | 35 + 23 |
9 | 975 | 2.25 | 28.7 | 37.1 | 20.3 | 7.7 | 6.2 | 73 | 35 + 25 |
10 | 933 | 2.34 | 22.1 | 36.2 | 31.1 | 6.9 | 3.8 | 93 | 52 + 30 |
11 | 959 | 2.09 | 30.7 | 38.7 | 23.9 | 4.8 | 2.0 | 79 | 45 + 25 |
12 | 988 | 2.28 | 30.1 | 32.2 | 23.7 | 8.1 | 6.0 | 71 | 24 + 25 |
13 | 1,013 | 1.56 | 63.6 | 22.3 | 10.2 | 2.4 | 1.6 | 40 | 32 + 23 |
14 | 983 | 3.23 | 13.8 | 16.8 | 22.1 | 26.9 | 20.4 | 67 | 35 + 23 |
15 | 963 | 1.99 | 38.9 | 34.2 | 19.1 | 4.8 | 3.0 | 86 | 33 + 26 |
Section C: Using the same 5-point (plus 2) scale from Sections A and B, what is your level of agreement with the following possible descriptions of your own behaviour?
Sentence | 1–7 |
|---|---|
1. I choose to walk or bike to places instead of using a motor vehicle | |
2. I never waste water | |
3. At home I recycle as much as I can | |
4. When I use the computer or phone for social networking or gaming I always treat everyone as respectfully as I would in person | |
5. I always make lifestyle choices that are good for my health | |
6. I try to do things that will help people living in poverty | |
7. I pick up litter when I see it in a park or a natural area | |
8. I do not think about how I might be damaging the natural environment | |
9. Even when I have the option, I do not always compost | |
10. I try to avoid buying goods from companies with poor track records on caring for their workers or the environment | |
11. I have changed my personal lifestyle to reduce waste | |
12. I participate in democratic activities related to student life at my school | |
13. I volunteer to work with local charities or environmental groups | |
14. I usually examine problems from many points of view | |
15. I have thought quite a bit about how to live sustainably | |
16. I give men and women, boys and girls the same level of respect |
Section C: Summary
Sentence | N | M | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know | 7 Don’t underst. + missing |
|---|---|---|---|---|---|---|---|---|---|
1 | 1,008 | 2.67 | 19.4 | 26.5 | 29.9 | 16.5 | 7.7 | 53 | 14 + 33 |
2 | 1,027 | 3.05 | 10.6 | 20.6 | 30.1 | 30.6 | 8.1 | 36 | 13 + 32 |
3 | 1,021 | 2.45 | 23.8 | 34.0 | 21.7 | 14.3 | 6.2 | 37 | 16 + 34 |
4 | 1,010 | 2.26 | 29.8 | 35.8 | 19.9 | 7.7 | 6.7 | 43 | 21 + 34 |
5 | 1,015 | 2.65 | 15.9 | 30.3 | 31.9 | 16.9 | 4.9 | 43 | 18 + 32 |
6 | 972 | 2.64 | 13.0 | 32.1 | 37.1 | 13.7 | 4.1 | 76 | 29 + 31 |
7 | 1,011 | 2.91 | 9.9 | 26.9 | 32.5 | 23.1 | 7.5 | 47 | 20 + 30 |
8 | 1,014 | 3.16 | 6.9 | 23.5 | 28.3 | 29.5 | 11.8 | 44 | 18 + 32 |
9 | 933 | 2.72 | 12.5 | 34.0 | 29.0 | 17.8 | 6.6 | 72 | 71 + 32 |
10 | 868 | 2.98 | 12.1 | 20.0 | 35.6 | 22.2 | 10.0 | 147 | 58 + 35 |
11 | 981 | 2.96 | 9.7 | 23.1 | 35.4 | 24.7 | 7.1 | 72 | 23 + 32 |
12 | 927 | 2.91 | 11.9 | 27.1 | 28.0 | 24.2 | 8.8 | 86 | 62 + 33 |
13 | 971 | 2.98 | 12.0 | 23.3 | 28.2 | 27.7 | 8.8 | 80 | 25 + 32 |
14 | 994 | 2.36 | 21.4 | 37.2 | 29.0 | 8.7 | 3.7 | 52 | 28 + 34 |
15 | 966 | 2.60 | 14.8 | 32.1 | 34.6 | 14.9 | 3.6 | 81 | 29 + 32 |
16 | 1,019 | 1.83 | 48.5 | 29.9 | 14.3 | 5.0 | 2.3 | 38 | 19 + 32 |
1.2 Description of Sample
The following questions are used to describe the sample of students who have taken part in this survey and for statistical purposes.
-
D1.
Are you: 48.4 % Female 51.6 % Male N = 1,057.
-
D2.
Your present age: _______ years N = 1,045, M = 15.7. Age ranged from 13 to 22 years.
-
D3.
How would you name your cultural, ethnic or national background? (e.g., Chinese, Cree, Métis, English Canadian, Greek, etc.) N = 1,061.
Ethnicity | Percentage (%) | Frequency |
|---|---|---|
African | 2.5 | 27 |
American | 0.8 | 9 |
Asian | 8.7 | 92 |
Australia/Oceania | 0.1 | 1 |
Canadian | 53.8 | 571 |
Caribbean | 0.1 | 1 |
Central American/Mexico | 1.0 | 11 |
European | 5.5 | 58 |
First Nations | 15.4 | 163 |
French Canadian | 0.7 | 7 |
Metis | 6.3 | 67 |
Middle Eastern | 1.0 | 11 |
South American | 0.8 | 8 |
Other | 3.3 | 35 |
-
D4.
What is the name of your School Division? N = 1,069.
School division | Percentage (%) |
|---|---|
Beautiful Plains | 5.5 |
Brandon | 14.1 |
Evergreen | 0.9 |
Flin Flon | 1.6 |
Frontier | 17.5 |
Hanover | 0.7 |
Kelsey | 2.1 |
Lakeshore | 2.0 |
Lord Selkirk | 6.3 |
Mountain View | 3.9 |
Mystery Lake | 3.6 |
Park West | 2.2 |
Pine Creek | 0.9 |
Prairie Spirit | 2.2 |
Rolling River | 4.5 |
Southwest Horizon | 4.2 |
Turtle Mountain | 0.8 |
Turtle River | 3.4 |
Winnipeg | 23.5 |
-
D5.
What is the name of your School? N = 1,063 (Table includes School Groupings).
School name | % of tot. | School group | Of group | Group of total data |
|---|---|---|---|---|
Alonsa School | 1.0 | Rural | 1.8 | |
Arborg Collegiate | 0.1 | Rural | 0.2 | |
Ashern Central School | 1.0 | Rural | 1.8 | |
Birtle Collegiate | 2.0 | Rural | 3.5 | |
Boissevain School | 0.8 | Rural | 1.5 | |
Carberry Collegiate | 2.0 | Rural | 3.5 | |
Cartwright School | 1.3 | Rural | 2.4 | |
Crocus Plains High School | 3.7 | Rural | 6.6 | |
Deloraine School | 1.4 | Rural | 2.5 | |
Elton Collegiate | 0.1 | Rural | 0.2 | |
Ethelbert School | 0.7 | Rural | 1.2 | |
Falcon Beach School | 0.3 | Rural | 0.5 | |
Gilbert Plains Collegiate | 1.7 | Rural | 3.0 | |
Glenboro School | 0.9 | Rural | 1.7 | |
Glenella School | 0.4 | Rural | 0.7 | |
Goose Lake High School | 1.6 | Rural | 2.9 | |
Hamiota Collegiate | 0.1 | Rural | 0.2 | |
Hartney School | 0.5 | Rural | 0.08 | |
Landmark Collegiate | 0.8 | Rural | 1.3 | |
Little Black River School | 0.8 | Rural | 1.3 | |
Lord Selkirk Regional Comprehensive School | 6.3 | Rural | 11.3 | |
Lundar School | 0.9 | Rural | 1.7 | |
Melita School | 0.9 | Rural | 1.7 | |
Minegoziibe Anishinabe School | 1.0 | Rural | 1.8 | |
Minnedosa Collegiate | 2.5 | Rural | 4.5 | |
Neepawa Area Collegiate | 3.6 | Rural | 6.4 | |
Pierson School | 0.6 | Rural | 1.0 | |
Rivers Collegiate | 1.8 | Rural | 3.2 | |
Riverton Collegiate | 0.8 | Rural | 1.5 | |
Rorketon School | 1.1 | Rural | 2.0 | |
Shoal Lake School | 0.3 | Rural | 0.5 | |
Ste. Rose School | 2.0 | Rural | 3.5 | |
Vincent Massey Collegiate | 10.1 | Rural | 18.0 | |
Wanipigow School | 1.4 | Rural | 2.5 | |
Waskada School | 0.8 | Rural | 1.3 | |
William Morton Collegiate Institute | 0.8 | Rural | 1.3 | |
School group rural | 56.0, N = 595 | |||
Children of the Earth High School | 1.2 | Winnipeg | 5.2 | |
Churchill High | 4.7 | Winnipeg | 20.1 | |
Ecole Churchill | 0.7 | Winnipeg | 2.8 | |
Kelvin High School | 13.5 | Winnipeg | 57.4 | |
R.B. Russell Vocational | 1.4 | Winnipeg | 6.0 | |
St. John’s High School | 2.0 | Winnipeg | 8.4 | |
School group Winnipeg | 23.4, N = 249 | |||
Cormorant Lake School | 0.8 | Northern/remote | 3.7 | |
Frontier Collegiate Institute | 9.9 | Northern/remote | 47.9 | |
Gillam School | 0.8 | Northern/remote | 3.7 | |
Grand Rapids School | 0.1 | Northern/remote | 0.5 | |
Hapnot Collegiate Institute | 1.5 | Northern/remote | 7.3 | |
Helen Betty Osborne Ininiw Education Resource Centre | 0.6 | Northern/remote | 2.7 | |
Joseph H. Kerr School | 0.5 | Northern/remote | 2.3 | |
Leaf Rapids Education Centre | 0.4 | Northern/remote | 1.8 | |
Margaret Barbour Collegiate Institute | 1.7 | Northern/remote | 8.2 | |
Mary Duncan School | 0.4 | Northern/remote | 1.8 | |
Mel Johnson School | 0.1 | Northern/remote | 0.5 | |
Oscar Blackburn School | 0.4 | Northern/remote | 1.8 | |
R.D. Parker Collegiate | 3.7 | Northern/remote | 17.8 | |
School group northern/remote | 20.6, N = 219 |
Appendix 2
2.1 Summary for Student Sustainable Development Survey, 2014: Valid AND Don’t Know and Don’t Understand Answers in %’s
Section A: Summary
Sentence | N | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know (%) | 7 Don’t underst. (%) | Missing (%) |
|---|---|---|---|---|---|---|---|---|---|
1 | 1,108 | 24.5 | 41.6 | 17.1 | 1.7 | 0.8 | 5.4 | 8.6 | 0.3 |
2 | 1,108 | 44.0 | 34.2 | 13.0 | 1.4 | 1.1 | 3.2 | 2.8 | 0.3 |
3 | 1,108 | 19.2 | 40.8 | 23.6 | 3.7 | 2.0 | 5.3 | 5.1 | 0.3 |
4 | 1,108 | 26.5 | 34.7 | 20.9 | 5.2 | 2.1 | 4.7 | 5.5 | 0.4 |
5 | 1,108 | 41.5 | 29.5 | 14.9 | 3.0 | 2.4 | 4.1 | 4.4 | 0.2 |
6 | 1,108 | 25.8 | 35.5 | 21.0 | 4.6 | 1.9 | 6.6 | 4.2 | 0.5 |
7 | 1,108 | 26.2 | 37.6 | 20.7 | 4.2 | 2.1 | 5.3 | 3.5 | 0.5 |
8 | 1,108 | 35.3 | 29.8 | 15.7 | 6.1 | 3.3 | 4.7 | 4.6 | 0.5 |
9 | 1,108 | 26.1 | 35.9 | 19.1 | 5.0 | 1.9 | 6.3 | 5.2 | 0.5 |
10 | 1,108 | 33.7 | 39.0 | 13.5 | 4.1 | 1.4 | 4.6 | 3.2 | 0.6 |
11 | 1,108 | 28.4 | 39.1 | 17.4 | 3.6 | 1.4 | 6.0 | 3.4 | 0.5 |
12 | 1,108 | 49.5 | 29.6 | 9.0 | 2.3 | 1.6 | 4.0 | 3.5 | 0.5 |
13 | 1,108 | 27.1 | 30.7 | 21.2 | 3.9 | 1.4 | 6.0 | 9.3 | 0.4 |
14 | 1,108 | 34.0 | 36.7 | 14.3 | 2.9 | 2.3 | 4.7 | 4.6 | 0.5 |
15 | 1,108 | 44.9 | 33.4 | 9.7 | 2.4 | 1.7 | 4.1 | 3.2 | 0.5 |
16 | 1,108 | 28.6 | 32.4 | 20.0 | 2.7 | 1.8 | 5.7 | 8.3 | 0.5 |
17 | 1,108 | 11.3 | 25.3 | 24.5 | 4.2 | 1.4 | 14.9 | 18.0 | 0.6 |
18 | 1,108 | 24.9 | 39.2 | 21.7 | 3.6 | 1.7 | 5.3 | 3.2 | 0.4 |
19 | 1,108 | 24.5 | 38.1 | 21.6 | 4.2 | 1.7 | 5.6 | 4.0 | 0.4 |
20 | 1,108 | 19.2 | 36.6 | 25.3 | 5.6 | 2.4 | 6.3 | 4.1 | 0.5 |
21 | 1,108 | 15.3 | 25.6 | 16.0 | 15.8 | 8.7 | 10.6 | 7.2 | 0.7 |
Section B: Summary
Sentence | N | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know (%) | 7 Don’t underst. (%) | Missing (%) |
|---|---|---|---|---|---|---|---|---|---|
1 | 1,108 | 47.5 | 34.5 | 8.4 | 1.4 | 1.2 | 2.9 | 2.7 | 1.5 |
2 | 1,108 | 46.9 | 32.2 | 9.6 | 1.4 | 1.8 | 4.0 | 2.4 | 1.5 |
3 | 1,108 | 22.6 | 29.7 | 22.0 | 6.1 | 2.5 | 7.6 | 7.5 | 2.0 |
4 | 1,108 | 9.0 | 15.1 | 16.5 | 21.9 | 24.7 | 6.3 | 4.7 | 1.7 |
5 | 1,108 | 12.5 | 17.1 | 18.3 | 22.8 | 18.3 | 6.3 | 2.9 | 1.6 |
6 | 1,108 | 36.9 | 37.9 | 12.2 | 2.4 | 1.5 | 4.1 | 3.3 | 1.6 |
7 | 1,108 | 20.2 | 29.2 | 22.5 | 5.6 | 2.5 | 9.7 | 8.1 | 2.2 |
8 | 1,108 | 7.0 | 13.7 | 18.3 | 26.2 | 23.6 | 6.0 | 3.2 | 2.1 |
9 | 1,108 | 25.3 | 32.7 | 17.9 | 6.8 | 5.4 | 6.6 | 3.2 | 2.3 |
10 | 1,108 | 18.6 | 30.5 | 26.2 | 5.8 | 3.2 | 8.4 | 4.7 | 2.7 |
11 | 1,108 | 26.5 | 33.5 | 20.7 | 4.2 | 1.7 | 7.1 | 4.1 | 2.3 |
12 | 1,108 | 26.8 | 28.7 | 21.1 | 7.2 | 5.3 | 6.4 | 2.2 | 2.3 |
13 | 1,108 | 58.1 | 20.4 | 9.3 | 2.2 | 1.4 | 3.6 | 2.9 | 2.1 |
14 | 1,108 | 12.3 | 14.9 | 19.6 | 23.8 | 18.1 | 6.0 | 3.2 | 2.1 |
15 | 1,108 | 33.8 | 29.7 | 16.6 | 4.2 | 2.6 | 7.8 | 3.0 | 2.3 |
Section C: Summary
Sentence | N | 1 Strongly agree (%) | 2 Agree (%) | 3 Neutral (%) | 4 Disagree (%) | 5 Strongly disagree (%) | 6 Don’t know (%) | 7 Don’t underst. (%) | Missing (%) |
|---|---|---|---|---|---|---|---|---|---|
1 | 1,108 | 17.7 | 24.1 | 27.2 | 15.0 | 7.0 | 4.8 | 1.3 | 3.0 |
2 | 1,108 | 9.8 | 19.1 | 27.9 | 28.3 | 7.5 | 3.2 | 1.2 | 2.9 |
3 | 1,108 | 21.9 | 31.3 | 20.0 | 13.2 | 5.7 | 3.3 | 1.4 | 3.1 |
4 | 1,108 | 27.2 | 32.7 | 18.1 | 7.0 | 6.1 | 3.9 | 1.9 | 3.1 |
5 | 1,108 | 14.5 | 27.8 | 29.2 | 15.5 | 4.5 | 3.9 | 1.6 | 2.9 |
6 | 1,108 | 11.4 | 28.2 | 32.6 | 12.0 | 3.6 | 6.9 | 2.6 | 2.8 |
7 | 1,108 | 9.0 | 24.5 | 29.7 | 21.1 | 6.9 | 4.2 | 1.8 | 2.7 |
8 | 1,108 | 6.3 | 21.5 | 25.9 | 27.0 | 10.8 | 4.0 | 1.6 | 2.9 |
9 | 1,108 | 10.6 | 28.6 | 24.5 | 15.0 | 5.6 | 6.5 | 6.4 | 2.9 |
10 | 1,108 | 9.5 | 15.7 | 27.9 | 17.4 | 7.9 | 13.3 | 5.2 | 3.2 |
11 | 1,108 | 8.6 | 20.5 | 31.3 | 21.8 | 6.3 | 6.5 | 2.1 | 2.9 |
12 | 1,108 | 9.9 | 22.7 | 23.5 | 20.2 | 7.4 | 7.8 | 5.6 | 3.0 |
13 | 1,108 | 10.6 | 20.4 | 24.7 | 24.3 | 7.7 | 7.2 | 2.3 | 2.9 |
14 | 1,108 | 19.2 | 33.4 | 26.0 | 7.8 | 3.3 | 4.7 | 2.5 | 3.1 |
15 | 1,108 | 12.9 | 28.0 | 30.1 | 13.0 | 3.2 | 7.3 | 2.6 | 2.9 |
16 | 1,108 | 44.6 | 27.5 | 13.2 | 4.6 | 2.1 | 3.4 | 1.7 | 2.9 |
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Michalos, A.C., Kahlke, P.M., Rempel, K. et al. Progress in Measuring Knowledge, Attitudes and Behaviours Concerning Sustainable Development Among Tenth Grade Students in Manitoba. Soc Indic Res 123, 303–336 (2015). https://doi.org/10.1007/s11205-014-0752-1
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DOI: https://doi.org/10.1007/s11205-014-0752-1