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Tina Štemberger and Jurka Lepičnik Vodopivec
Table 6 Cronbach’s Alpha for the Scales of Questionnaire on Sustainable Behaviour
Scale N α
Universal values .
Awareness of consequences .
Ascription of responsibility .
Intra- and inter-personal intelligences .
Questionnaire of Sustainable Behaviour .
Awareness of consequences scale (α =0.839), and Ascription of responsibility
scale (α =0.875). The Intra- and inter-Personal Intelligences scale (α =0.736),
demonstrated moderate internal consistency.
Conclusion
The aim of the study was to validate the Slovenian version of the Question-
naire of Sustainable Behaviour. The final version of the questionnaire con-
sisted of 55 items, which were based on the original version of the ques-
tionnaire (Juárez Nájera, 2010) grouped in four scales: Universal values scale,
Awareness of consequences scale, and Ascription of responsibility scale,
Intra- and inter- personal Intelligences Scale. Based on results of factor anal-
ysis we proved all four scales to be valid measures. Also, the internal con-
sistency analysis showed that all four scales are reliable. The results indicate
the Slovenian version of the Questionnaire of Sustainable Behaviour could
be useful as a reference tool for further research of sustainable behaviour of
various range of students. However, the study has certain limitation as the
participants of the study were students of the specific faculties. The study
should therefore be upgraded by providing more heterogeneous sample.
However, the limitations do not impede the scale usefulness as a tool for
personal evaluation and targeted development of sustainable behaviour in
tertiary education settings.
References
Barth, M., & Timm, J. (2011). Higher education for sustainable development:
Students’ perspectives on an innovative approach to educational change.
Journal of Social Sciences, 7(1), 13–23.
Baráth, T. (2013). Methodology of the competency framework development. In
F. Schratz (Ed.): The art and science of leading a school. Cental5: A Central Eu-
ropeanviewoncompetenciesforschoolleadership;Finalreportoftheproject
(pp. 31–65). Tempus Public Foundation.
Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the
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