Ziel der vorliegenden Studie ist es, die Frage nach der Relation zwischen Umwelteinstellungen und umweltgerechtem Verhalten zu beantworten. Hierzu wird ein deduktiver, theoretischer Zugang gewählt. Es werden unterschiedliche theoretische Perspektiven, die sich in der Umweltforschung etabliert haben, vergleichend betrachtet und analysiert: die Umweltbewusstseinsforschung, die Risikoforschung, die Werteforschung und der Rational-Choice-Ansatz, wobei die beiden letztgenannten Theorieansätze in je zwei unterschiedlichen Varianten berücksichtigt werden. Die einzelnen Erklärungsansätze stehen bisher weitgehend isoliert nebeneinander, es fehlt eine explizite systematische theorievergleichende Perspektive, die versucht, den Bewährungsgrad und die Leistungsfähigkeit der dominierenden Ansätze des Forschungsfeldes empirisch zu untersuchen und zu vergleichen. Ein solcher Vergleich wird in der vorliegenden Untersuchung durchgeführt. In der vorliegenden Studie wird neben dieser theorievergleichenden Strategie zusätzlich auch eine kulturvergleichende Strategie verfolgt. Zum einen weil die Umweltproblematik in Zeiten der Globalisierung ein internationales Problem ist. Zum anderen ist die Validierung der verschiedenen Theorien in verschiedenen kulturellen Settings ein wichtiger Weg der Theorieprüfung.:Vorwort 4 1. Einleitung 5 2. Sozialwissenschaftliche Umweltforschung 10 2.1 Umweltbewusstsein – empirische Ergebnisse 13 2.2. Umweltbewusstseinsforschung – im engeren Sinne 16 2.2.1 Was ist Umweltbewusstsein? 16 2.2.2 Sozialstruktur und Umweltbewusstsein 20 2.2.3 Umweltbewusstsein und Verhalten 22 2.3. Risikoforschung 23 2.3.1 Psychologische Risikoforschung 24 2.3.2 Sozialkonstruktivistische Risikoforschung 25 2.4 Werteforschung und Umweltprobleme 29 2.4.1 Der Materialismus/Postmaterialismus-Ansatz 30 2.4.2 Der Norm-Activation-Ansatz 34 2.5 Kosten-Nutzen-Ansätze in der Umweltforschung 36 2.5.1 Die High-Cost/Low-Cost-These 37 2.5.2 Framing-Modelle 40 3. Theorien zum Umweltbewusstsein und –verhalten im Vergleich 45 3.1 Einführende Bemerkungen zur Methodologie des Theorienvergleichs 46 3.1.1 Logischer Vergleich und Ansätze einer Theorieintegration 50 3.2 Einführende Bemerkungen zur Methodologie des Kulturvergleichs 57 4. Fragestellungen und Hypothesen 61 4.1 Hypothesen auf der Strukturebene 62 4.2 Hypothesen aus kulturvergleichender Perspektive 71 4.2.1 Die ausgewählten Länder 72 4.2.2 Unterschiedshypothesen auf Struktur- und Niveauebene 79 4.4 Unterschiede zu vergleichbaren Studien – Desiderate 84 5. Methodisches Vorgehen 87 5.1 Analysestrategien 87 5.2 Stichproben 91 5.2.1 Die Auswahl der Länder 93 5.2.2 Auswahl der Individuen 98 5.3 Messinstrumente - Messmodelle im Kulturvergleich 99 5.3.1 Die Frage der Vergleichbarkeit 99 5.3.2 Meßmodelle und Äquivalenz 100 5.3.2.1 Umweltbezogene Werthaltung und Einstellungen 103 5.3.2.2 Berichtetes tatsächliches Verhalten 113 5.3.2.3 Sozialstrukturelle Variablen 115 5.3.3 Messmodelle: umweltbezogene Einstellungen 116 5.3.4 Messmodell: Umweltverhalten 123 6. Ergebnisse 125 6.1 Ländervergleich oder Kulturvergleich? 126 6.2 Kulturvergleich: Unterschiede auf der Niveauebene 129 6.2.1 Umweltbezogene Werthaltungen und Einstellungen im ISSP 130 6.2.2 Konsumverhalten - Protestverhalten 141 6.2.3 Zusammenfassung der Ergebnisse auf der Niveauebene 143 6.3 Ergebnisse auf der Strukturebene 145 6.3.1 Das Gesamtmodell – alle sechs Länder im Vergleich 146 6.3.2 Das Kernmodell – ein multipler Gruppenvergleich 155 6.3.3 Konsumverhalten versus Protestverhalten 160 6.3.4 Die High-Cost/Low-Cost These 163 6.3.5 Die Framing-These 171 6.3.6 Der Norm-Activation Ansatz 174 6.4 Eine Bilanz: Umweltbewusstsein – Umweltverhalten 176 7. Ergebnisse im Zeitvergleich 1993 und 2000 180 7.1 Veränderungen auf der Einstellungsebene 181 7.2 Veränderungen auf der Verhaltensebene 183 7.3 Veränderungen auf der Strukturebene 184 8. Fazit 188 Anhang 197 Tabellen- und Abbildungsverzeichnis 201 Literatur 206

This thesis analyzes the environmental knowledge, attitudes and environmentally significant behaviors of the environmental professionals such as academicians and higher level of bureaucrats in Turkey. Additionally socio-demographic characteristics of target groups were measured to examine if environmental professionals having environmental knowledge and defending ecocentric or at least homocentric approaches do really reflect their attitudes and knowledge into actual behaviors or a paradox arises when actual behaviors are compared with expressed beliefs and attitudes. It was found that, socio-demographic characteristics such as gender, age and education were not show statistically significant difference at the respondents&rsquo / behavior. There only exist a positive relationship between education and environmental knowledge. Additionally, the data herein supports the theoretical assumption that, distinct professional groups have different environmental ethical approaches and different levels of environmental knowledge. Academicians have the highest consciousness level of environmental knowledge. Finally the most striking result is / although respondents have at least moderate level of environmental knowledge / there exist a statistically significant negative correlation between respondents&rsquo / environmental knowledge and their behavior.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-07-28T15:20:08Z No. of bitstreams: 1 Haroldo de Godoy Bueno.pdf: 1914395 bytes, checksum: 0ee62ed32e41886e7b6248d9fa7c00b7 (MD5) / Made available in DSpace on 2015-07-28T15:20:08Z (GMT). No. of bitstreams: 1 Haroldo de Godoy Bueno.pdf: 1914395 bytes, checksum: 0ee62ed32e41886e7b6248d9fa7c00b7 (MD5) Previous issue date: 2015-04-23 / Seeking a comparison of the attitudes, beliefs and environmental concerns in a group of 405 high school students enrolled in private educational institutions and public from São Paulo and Diadema (Brazil), Porto (Portugal) and Ibiza (Spain), was developed a survey in the form of a survey. We interviewed 405 students of the last cycle of basic education. This work intends to contribute to analyze how they think and act the students surveyed. Thus, it was considered important to assess "what are the beliefs and environmental concerns of young high school students and how this impacts on their attitudes towards the environment in which they live? The concerns, beliefs and environmental attitudes are similar between groups of students in Brazil, Spain and Portugal? The school plays a key role in the formation and environmental awareness of these young people? The answer to these questions will achieve the following objectives: a) to identify students' attitudes to issues related to the environment; b) to characterize and differentiate the groups of students' behavior in Brazil, Spain and Portugal; c) verify the role of schools in the three groups of students, construction and training of individuals with social and environmental responsibilities. It can be concluded that this work achieved its objectives to raise the environmental awareness of graduating students of basic education in the countries surveyed by a research instrument. This research allowed for comparisons among the three national samples and verify, in general, strong concordance in relation to beliefs, attitudes and environmental concerns between Brazilian and Portuguese, and many differences of these two groups in relation to the Spanish group these same constructs. The results collected in this study revealed different views among the Portuguese-speaking students (Brazilian and Portuguese) and Hispanics (Spanish) in the dimensions of the environmental attitude, environmental beliefs, education in schools and influence of education. The cultural dimension is an important factor for understanding the results of the survey, as shown by many studies mentioned in the theoretical framework. / Procurando obter um comparativo das atitudes, crenças e preocupações ambientais em um grupo de 405 alunos de ensino médio matriculados em instituições de ensino privado e público das cidades de São Paulo e Diadema (Brasil), Porto (Portugal) e Ibiza (Espanha), foi desenvolvida uma pesquisa sob a forma de um survey. Foram entrevistados 405 alunos do último ciclo do ensino básico. Esse trabalho propõe contribuir para analisar como pensam e agem os alunos pesquisados. Assim, considerou-se importante avaliar “quais são as crenças e preocupações ambientais dos jovens estudantes do ensino médio e como isso impacta nas suas atitudes em relação ao meio ambiente em que vivem? As preocupações, crenças e atitudes ambientais são semelhantes entre os grupos de estudantes no Brasil, Espanha e Portugal? A escola tem papel chave na formação e conscientização ambiental desses jovens?”. A resposta a essas questões permitirá atingir os seguintes objetivos: a) identificar as atitudes dos estudantes frente às questões relacionadas ao meio ambiente; b) caracterizar e diferenciar o comportamento dos grupos de alunos no Brasil, na Espanha e em Portugal; c) verificar o papel da escola, nos três grupos de alunos, na construção e formação de indivíduos com responsabilidades sócio-ambientais. Pode-se concluir que este trabalho atingiu os objetivos propostos de levantar a percepção ambiental de alunos concluintes do ensino básico dos países pesquisados através de um instrumento de pesquisa. Esta pesquisa permitiu estabelecer comparações entre as três amostras nacionais e verificar, de maneira geral, fortes concordâncias em relação às crenças, atitudes e preocupações ambientais entre brasileiros e portugueses, e muitas divergências destes dois grupos em relação ao grupo de espanhóis nestes mesmos constructos. Os resultados levantados nesta pesquisa revelaram diferentes visões entre os estudantes lusófonos (brasileiros e portugueses) e hispânicos (espanhóis) nas dimensões sobre a atitude ambiental, crenças ambientais, educação na escola e influência da escolaridade. A dimensão cultural é um dos fatores importantes para entendermos os resultados obtidos na pesquisa, como revelam muitos trabalhos citados no referencial teórico.