Franz X. Bogner

TL;DR: In this paper, the authors compared the value-belief-norm (VBN) model and the theory of planned behavior (TPB) for the first time regarding their ability to explain conservation behavior.

TL;DR: In this paper, the authors evaluated empirically the ultimate goals of environmental and ecological education: fostering responsible environmental behavior, effecting long-term changes of students' attitudes toward conservation and nature, and providing basic ecological knowledge.

TL;DR: In this paper, the authors examined differences in connectedness with nature among a sample of children with differing ages and academic tracks, and investigated whether environmental education can help promote and sustain a positive human-nature relationship.

TL;DR: This article developed a behavior-based attitude scale for adolescents, which is based on people's recall of their past behavior and found that people's environmental attitude can be reliably derived from self-reported conservation behaviors by employing Rasch-type models.

TL;DR: In this article, the authors present a theory encapsulating ecological attitude sets in two orthogonal higher-order factors: Utilisation (UT) and Preservation (PRE); and relate these to Eysenck's personality factors of Psychoticism (P), Extraversion (E) and Neuroticism (N) and to the associated “fake good” (L) Scale quantifying social desirability response set.