Page 162 - Učilnica za življenje

Tina Štemberger and Jurka Lepičnik Vodopivec

2002) that successful implementation any concept mainly depends on teach-
ers’ positive attitudes towards it, and this is why it is important to know what
the teachers’ attitudes towards ESD are.
At the same time, the problem of measuring attitude towards ESD arises.
Some researchers in universities, environmental organizations and other
have offered proposals for measuring sustainable development (Waltner et
al., 2019), however, we decided to first use The Questionnaire on Sustainable
Behaviour (Juárez Nájera, 2010) in our study. Considering the fact that any
research requires psychometrically sound instrument, we decided to first
validate the existing questionnaire for the Slovenian population.

The Purpose of the Study
The purpose of the study was to validate the Slovenian version of the Ques-
tionnaire on the Sustainable Behaviour.

Methodology of Research

Sample
The research sample consisted of 235 students from two Slovenian facul-
ties of education. The majority (42.6) of the participants were students
of preschool education, 37.4 were students of primary school teaching
and 20 were students of educational studies. They were all the fist cycle
students. The majority (35.7) were second year students, followed by first
year students (26.4). Third- and fourth-year students were represented to
a smaller extent.

Questionnaire on Sustainable Behaviour
The Questionnaire on Sustainable Behaviour (Juárez Nájera, 2010) consists of
58 items which are divided in four scales. The first scale Universal values en-
compass 21 items which are derived from Schwartz’s (1994 as cited in Juárez
Nájera, 2010) 10 value categories. Respondents rate items on a 5-point Lik-
ert scale, with answers ranging from I strongly agree (5) to I strongly disagree
(1). The second scale named Awareness of consequences consists of 8 ques-
tions and the participants are asked to assess the degree of the proposed
problem (1 – a very serious problem, 2 – somewhat serious problem, 3 – no
serious problem at all). The third scale Ascriptionofresponsibility is comprised
of 9 items for which participants are asked to react on a 5-point Likert scale
(I strongly agree – 5 to I strongly disagree – 1). The last scale Intra- personal
and inter-personal intelligences for sustainability includes 20 items for which

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