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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
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                       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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