*Co esponding Au ho ’s Email: [email p o ec ed]
P oceedings o he Wo ld Con e ence on Teaching, Lea ning, and Educa ion
Vol. 2, Issue. 1, 2025, pp. 01-12
DOI: h ps://doi.o g/10.33422/wo ld le. 2i1.1325
Copy igh © 2025 Au ho (s)
ISSN: 3030-1580 online
The Rela ionship Be ween Selec ed Socioeconomic
Fac o s and S uden s' En i onmen al Values and
A i udes
Bohdana Rich e o á1, Ka a ina Millo á2, Rena a Halásko á1, Rena a Ko ářo á1, Pa el Dos ál1,
and Ve onika Pa líko á1*
1 Facul y o Educa ion, Uni e si y o Os a a, Czech Republic
2 Facul y o A s, Uni e si y o Os a a, Czech Republic
Abs ac
Socioeconomic s a us (SES) signi ican ly a ec s s uden s’ en i onmen al awa eness, wi h
hose om disad an aged backg ounds showing lowe en i onmen al li e acy. This aligns
wi h b oade ends, whe e lowe SES is linked o educed li e acy le els ac oss a ious
domains, including heal h and en i onmen al con ex s. These dispa i ies may lead o unequal
pa icipa ion in en i onmen al decision-making and ad ocacy, ein o cing socio-
en i onmen al injus ice. Ou esea ch no only ocuses on s uden s om lowe SES
backg ounds bu also conside s o he disad an aged g oups, such as hose acing heal h
challenges, cul u al di e ences, o di icul li ing condi ions.
This s udy examines he ela ionship be ween socioeconomic ac o s and he en i onmen al
alues and a i udes o 11- o 15-yea -old s uden s in p ima y schools engaged in social
inno a ion ac ion esea ch on en i onmen al educa ion. Da a we e collec ed using a
s anda dized Pupil En i onmen al Li e acy Ques ionnai e (MEG, 2021), supplemen ed wi h
socioeconomic cha ac e is ics. Independen samples - es s we e used o s a is ical analysis.
Findings om he Czech Republic will help iden i y which socioeconomic ac o s (e.g.,
pa en al educa ion, employmen s a us, heal h disad an ages) mos s ongly in luence
s uden s' en i onmen al a i udes, enabling mo e p ecise educa ional in e en ions. The
esea ch deepens unde s anding o how SES and o he disad an ages shape s uden s'
en i onmen al alues and a i udes while ad ancing social inno a ion in en i onmen al
educa ion. These insigh s may en ich heo e ical knowledge on en i onmen al li e acy and
imp o e a ge ed educa ional s a egies.
Keywo ds: en i onmen al a i udes, socioeconomic s a us (SES), s uden s
1. In oduc ion
Socio-economic s a us (SES) is among he mos in ensi ely examined cons uc s in he social
sciences and o e s a powe ul lens o explaining inequali ies ac oss human de elopmen
(B adley & Co wyn, 2002; Li e al., 2020; on S umm e al., 2022). O e he pas wo
decades, his lens has been applied o en i onmen al li e acy - an combina ion o knowledge,
alues and beha iou s ela ed o he na u al wo ld.
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
2
Many s udies link highe SES o s onge p o-en i onmen al a i udes and beha iou s,
p esumably h ough iche cul u al capi al and b oade in o mal lea ning oppo uni ies
(S e enson e al., 2013; OECD, 2020; Mónus, 2022; Ha is e al., 2025). Ye he e idence o
SES e ec s on he cogni i e dimension o EL is mixed, and he well-documen ed SES gap in
academic achie emen does no always eplica e in en i onmen al knowledge (Fisman, 2005;
S e enson e al., 2013; OECD, 2023).
Acco dingly, he p esen s udy pu sues wo main objec i es: (1) o examine he ela ionship
be ween socioeconomic s a us — ope a ionalised h ough pa en al educa ion, pa en al
occupa ion and heal h- ela ed disad an age — and he en i onmen al alues and a i udes o
11- o 15-yea -old pupils; and (2) o de e mine which speci ic componen s o socioeconomic
s a us (e.g., a he ’s and mo he ’s educa ion le el, ype o employmen , p esence o special
educa ional needs) exe he s onges in luence on pupils’ en i onmen al alues and
a i udes.
We su eyed 643 pupils wi h he s anda dised En i onmen al Li e acy Ques ionnai e o
Pupils (MEG) and collec ed de ailed amily SES da a. A e ou lining ou sample and
analy ical app oach, we p esen he indings, discuss limi a ions, and ske ch he nex phase o
he p ojec —designing and es ing school-based in e en ions o s eng hen en i onmen al
educa ion.
2. Me hods
2.1 Pa icipan s and P ocedu e
The inal sample comp ised 643 pupils aged 10–16 yea s (M = 12.82, SD = 1.57) om
G ades 5–9; each g ade con ibu ed oughly one i h o he pa icipan s. Boys ep esen ed 52
% (n = 335) o he sample, gi ls 43 % (n = 276), and 5 % (n = 32) o pupils did no epo
hei gende . Abou 60 % ( a he s n = 382, mo he s n = 387) o a he s and mo he s had
comple ed an uppe seconda y p og amme, 20 % ( a he s n = 119, mo he s n = 129) held a
uni e si y deg ee, and 13 % ( a he s n = 85, mo he s n = 83) had no p og essed beyond
lowe seconda y educa ion; he emainde did no p o ide educa ional da a. Pa en al
occupa ion could be classi ied o oughly h ee qua e s o esponden s, among whom high
and medium s a us posi ions each accoun ed o abou a qua e , while low s a us manual
wo k p edomina ed o one hi d o a he s and one se en h o mo he s; missing cases la gely
e lec ed unemploymen , disabili y, pa en al lea e, o absen pa en s.
The pupils a ended i e public elemen a y schools in he Mo a ian Silesian Region o he
Czech Republic, selec ed o cap u e a ied con ex s — a u al illage school, a la ge housing
es a e school, a ci y cen e school, a pe i u ban (edge o own) school, and one loca ed in an
a ea wi h a highe concen a ion o socially disad an aged child en. Fou een pe cen (n =
94) o esponden s had been o mally iden i ied as ha ing special educa ional needs (SEN),
whe eas 5 % (n = 30) wi hheld his in o ma ion. Da a we e ga he ed be ween Feb ua y and
May 2025 (du ing he second hal -yea o he 2024/25 school yea ). The subsequen sec ions
de ail he measu emen ins umen s and s a is ical p ocedu es applied in he s udy.
2.2 Measu es
Socio-economic S a us (SES)
Pa en al socio-economic s a us was de i ed om pupil- epo ed in o ma ion on bo h pa en s’
educa ion and occupa ion. Educa ional a ainmen was coded acco ding o he In e na ional
S anda d Classi ica ion o Educa ion 2011 (UNESCO Ins i u e o S a is ics, 2012): pa en s
wi h a leas a bachelo ’s deg ee we e classi ied as ha ing e ia y educa ion (ISCED 5–6),
hose who had inished uppe -seconda y school wi h a s a e school-lea ing ce i ica e—
including pos -seconda y p og ammes—as uppe -seconda y g adua es (ISCED 3A, 4),
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
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holde s o oca ional app en iceship ce i ica es (wi hou a school-lea ing ce i ica e) as
uppe -seconda y non-g adua es (ISCED 3C), and pa en s whose schooling did no exceed
lowe -seconda y le el as ha ing only lowe -seconda y o p ima y educa ion (ISCED 0–2).
To complemen he educa ional dimension, each pa en ’s occupa ion was classi ied—using a
modi ied E ikson–Gold ho pe–Po oca e o (EGP) class scheme (E ikson e al., 1979; see also
E ikson & Gold ho pe, 1992; adap a ion by Ka ňák, 2005)—in o high, medium, o low
occupa ional s a us. The high-s a us ca ego y comp ised p o essionals, manage s,
en ep eneu s and senio ci il se an s; he medium ca ego y included cle ical and
adminis a i e wo ke s, small business owne s, a me s and supe iso s; and he low ca ego y
consis ed o manual wo ke s ac oss all sec o s. T ea ing educa ion and occupa ion sepa a ely
a single concep ual ame allowed us o cap u e bo h he cul u al and labou -ma ke ace s o
SES while e aining su icien de ail o subsequen mul i a ia e analyses.
Heal h S a us
The Czech commi men o inclusi e educa ion has di e si ied class ooms, equi ing eache s
o accommoda e pupils who di e in cogni i e abili y, home language, cul u al backg ound
and heal h- ela ed condi ions. Lea ne s who need such adap a ions a e o icially classi ied as
pupils wi h special educa ional needs (SEN). Acco ding o § 16 o he Educa ion Ac
(Educa ion Ac , 2004, § 16), a child is ecognised as ha ing SEN when suppo measu es a e
necessa y o ealise educa ional po en ial o exe cise schooling igh s on an equal oo ing
wi h pee s. In ou analyses his s a us is cap u ed by he bina y a iable Heal h S a us, which
simply eco ds whe he o no a pupil has been o mally iden i ied as SEN.
Suppo measu es speci ied in he Educa ion Ac a e de ailed u he in
Dec ee No. 27/2016 Coll., § 2, and ange om counselling and cu icula o assessmen
adjus men s o assis i e echnologies, indi idual educa ion plans, eaching-assis an suppo
and adap a ions o he physical lea ning en i onmen (Dec ee No. 27/2016 Coll., 2016, § 2).
Acco dingly, he bina y a iable Heal h S a us in ou analyses indica es simply whe he a
pupil has been g an ed any o hese legally de ined suppo s—yes o no.
These na ional p o isions mi o a b oade in e na ional commi men o inclusi e schooling.
The Salamanca S a emen (UNESCO, 1994) i s amed “special educa ional needs” as any
lea ning ba ie s—physical, cogni i e, social o linguis ic— ha equi e addi ional suppo , a
p inciple la e ein o ced by he UN Con en ion on he Righ s o Pe sons wi h Disabili ies
(2006), which gua an ees an equal igh o high-quali y, inclusi e educa ion wi h easonable
accommoda ions. Mos ecen ly, UNESCO’s Inclusion and Educa ion: All Means All epo
(2020) has expanded he e m SEN beyond disabili y o encompass disad an ages linked o
po e y, mig a ion o cul u al and linguis ic mino i y s a us, emphasising a mo al impe a i e
o emo e sys emic ba ie s o e e y lea ne . By coding Heal h S a us as he p esence o
absence o o mally ecognised suppo measu es, we si ua e ou analysis wi hin his
in e na ional unde s anding o SEN while emaining ai h ul o he legal de ini ions ha
go e n Czech schools.
En i onmen al Li e acy
En i onmen al li e acy is commonly concei ed as he cons ella ion o en i onmen al
knowledge, alues, a i udes, belie s and beha iou s ha enable an indi idual o make
in o med, esponsible decisions in en i onmen al con ex s (Ro h, 1992; Hollweg e al., 2011).
The No h Ame ican Associa ion o En i onmen al Educa ion cha ac e ises an
en i onmen ally li e a e pe son as someone who, indi idually and collec i ely, applies
ele an knowledge, cogni i e skills and a ec i e disposi ions o enhance he well-being o
people and he plane (Hollweg e al., 2011). Building on his mul idimensional iew, ecen
s udies emphasize ou in e - ela ed componen s—concep ual unde s anding, a ec i e
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
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disposi ions, pe cei ed pe sonal e icacy and p o-en i onmen al ac ion— ha oge he cap u e
he b ead h o he cons uc .
In he Czech Republic, en i onmen al li e acy is mos o en assessed wi h he Me hodology
o Assessing Pupils’ En i onmen al Li e acy (MEG) (Činče a & K ou ek, 2021), a
s anda dised 35-i em ques ionnai e designed o lowe -seconda y pupils. The basic e sion o
MEG con ains h ee sub-ins umen s ha measu e (1) en i onmen al alues and a i udes,
adap ed om he h ee-dimensional 2-MEV model (Bogne , 2018; Wiseman & Bogne ,
2003); (2) belie s abou one’s abili y o in luence en i onmen al condi ions, based on Powell
e al. (2011); and (3) sel - epo ed p o-en i onmen al beha iou . I ems a e answe ed on i e-
poin Like scales and ha e shown accep able in e nal consis ency in na ional alida ion
s udies in ol ing mo e han 29,000 Czech pupils (C onbach’s α ≈ 0.64–0.83 ac oss
subscales; Činče a & K ou ek, 2021). MEG’s concep ual amewo k and i em pool d aw on a
wide ange o in e na ional esea ch conduc ed in Taiwan, Is ael, he Uni ed S a es, China,
Sou h A ica, Tu key, No h Macedonia and elsewhe e (Hsu & Ro h, 1998; Ya e z e al.,
2009; McBe h & Volk, 2009; Cheng & So, 2014; Swanepoel e al., 2002; Tunce e al., 2007;
S binko ski e al., 2010).
Fo he p esen s udy we adminis e ed he s anda d MEG co e and appended se e al con ex -
speci ic blocks: i ems on place a achmen , a i udes owa d ene gy and ene gy- ela ed
en i onmen al issues, and a 12-i em mul iple-choice knowledge es on ene gy in
en i onmen al con ex s. These supplemen s ep esen a mino modi ica ion o MEG’s
ex ended e sion and we e ailo ed o he objec i es o ou ac ion- esea ch p ojec . Sco es o
each MEG subscale we e compu ed sepa a ely and combined, whe e app op ia e, in o an
o e all en i onmen al li e acy index used in subsequen analyses.
2.3 Da a Analyses
All quan i a i e analyses we e conduc ed in IBM SPSS S a is ics 29. Composi e sco es o
each en i onmen al-li e acy scale we e ob ained by summing he ele an i ems, and hei
in e nal consis ency was e alua ed wi h McDonald’s omega o al (ω), a eliabili y coe icien
ha pe o ms well unde congene ic measu emen condi ions (Flo a, 2020).
Socio-economic s a us in en i onmen al li e acy was examined wi h sepa a e one-way
analyses o a iance (ANOVA) in which pa en al educa ion and occupa ion se ed as
independen ac o s. Whene e he one-way ANOVA eached signi icance, we applied
Tukey’s pos -hoc compa isons and epo ed e a-squa ed (η²) o gauge he p ac ical magni ude
o g oup di e ences (Adams & Conway, 2014). Di e ences associa ed wi h pupils’ heal h
s a us we e es ed wi h independen -samples - es s; because he g oups o pupils wi h and
wi hou special educa ional needs we e o unequal size, e ec sizes we e exp essed as
Hedges’ g, which co ec s o small-sample bias (Hedges, 1981).
E hics App o al
The s udy was conduc ed in acco dance wi h he e hical s anda ds o he 1964 Decla a ion o
Helsinki and i s la e amendmen s. I was app o ed by he E hical Commi ee o he Facul y
o Educa ion, Uni e si y o Os a a (Re . No. OU-1233/45-2025).
3 Resul s
3.1 Psychome ic P ope ies and Desc ip i e S a is ics
To add ess ou esea ch objec i es, we begin by summa ising he psychome ic p ope ies o
he en i onmen al-li e acy scales and hen es whe he pupils’ alues and a i udes a y
ac oss he socioeconomic indica o s de ined in Objec i es 1 and 2. The esul s o he
desc ip i e s a is ics (Table 1) indica e ha all scales measu ing en i onmen al li e acy
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
5
among s uden s we e no mally dis ibu ed: skewness and ku osis we e wi hin he ange o -
1.00 o +1.00. Reliabili y es ima es o all en i onmen al li e acy subscales we e sa is ac o y
and anged om ω = .73 o ω = .84.
Table 1: Desc ip i e s a is ics and eliabili y es ima es
En i onmen al li e acy
N
# o
i ems
SD
Skewness
Ku osis
McDonald’s
ω
P ese a ion o Na u e (PRE)
624
9
6.56
-.45
-.02
.77
U iliza ion o Na u al Resou ces (UTL)
624
7
5.35
-.12
-.24
.73
App ecia ion o Na u e (APR)
623
5
5.49
-.48
-.66
.84
En i onmen al Locus o Con ol (ELOC)
623
4
3.67
-.64
-.28
.78
P o-en i onmen al Beha iou (PEB)
620
10
8.65
.10
-.28
.84
Sou ce: Au ho s’ own elabo a ion
3.2 En i onmen al Li e acy Di e ences by Pa en al Educa ion
Fi s , we examined whe he en i onmen al-li e acy ou comes a y by pa en al educa ion. A
one-way ANOVA o a he s’ educa ion e ealed a signi ican e ec on he U iliza ion o
Na u e (UTL) subscale, wi h a small p ac ical magni ude (see Table 2). Because all UTL
i ems we e e e se-sco ed, lowe alues e lec a mo e p o-en i onmen al o ien a ion. Pos -
hoc Tukey es s showed ha pupils whose a he s had only p ima y educa ion sco ed highe
on UTL—i.e., we e less p o-en i onmen ally o ien ed— han pupils whose a he s held a
uni e si y deg ee (p = .003) o an uppe -seconda y ce i ica e wi h a school-lea ing
examina ion (p = .040). No signi ican di e ences eme ged on he emaining en i onmen al-
li e acy dimensions.
Table 2: One-way ANOVA o di e ences in en i onmen al li e acy among s uden s wi h a ious
le els o a he ’s educa ion
a he ’s
educa ion
M
SD
d
be ween
g oups
d
wi hin
g oups
F
Sig.
η2
P ese a ion
o Na u e
(PRE)
p ima y
31.14
6.54
3
576
0.85
.47
.004
seconda y w/o exam
31.81
6.39
seconda y w. exam
32.35
6.17
uni e si y
32.35
6.78
U iliza ion
o Na u al
Resou ces
(UTL)
p ima y
21.18
4.89
3
576
4.28
.005
.022
seconda y w/o exam
22.76
5.17
seconda y w. exam
23.07
5.54
23.89
5.74
App e ia ion
o Na u e
(APR)
p ima y
16.72
5.06
3
575
0.75
.52
.004
seconda y w/o exam
17.55
5.60
seconda y w. exam
17.73
5.28
uni e si y
17.74
5.75
En i onmen
al Locus o
Con ol
(ELOC)
p ima y
14.30
3.28
3
575
0.49
.69
.003
seconda y w/o exam
13.95
3.60
seconda y w. exam
13.81
3.74
uni e si y
13.71
3.88
En i onmen
al Beha iou
(PEB)
p ima y
29.90
8.69
3
572
0.61
.61
.003
seconda y w/o exam
30.78
8.68
seconda y w. exam
29.85
8.72
uni e si y
29.58
8.50
No e. d = deg ees o eedom; η2 = e a-squa ed e ec size
Sou ce: Au ho s’ own elabo a ion
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
6
Rega ding mo he s’ educa ion, a one-way ANOVA likewise e ealed a signi ican e ec on
he U ilisa ion o Na u e (UTL) subscale, al hough he p ac ical magni ude was small (see
Table 3). Pos -hoc Tukey es s indica ed ha pupils whose mo he s had only p ima y
schooling sco ed highe on UTL— ha is, we e less p o-en i onmen ally o ien ed— han
pupils whose mo he s held a uni e si y deg ee (p < .001) o an uppe -seconda y ce i ica e
wi h a school-lea ing examina ion (p = .004). The same pa e n appea ed o pupils whose
mo he s had comple ed oca ional uppe -seconda y p og ammes wi hou a school-lea ing
ce i ica e; hei UTL sco es also exceeded hose o pupils wi h uni e si y-educa ed mo he s
(p = .030). No signi ican di e ences we e ound on he emaining en i onmen al-li e acy
dimensions.
Table 3: One-way ANOVA o di e ences in en i onmen al li e acy among s uden s wi h a ious
le els o mo he educa ion
mo he ’s
educa ion
M
SD
d
be ween
g oups
d
wi hin
g oups
F
Sig.
η2
P ese a ion
o Na u e
(PRE)
p ima y
32.35
6.49
3
589
0.74
.53
.004
seconda y w/o exam
31.59
6.25
seconda y w. exam
31.76
6.44
uni e si y
32.59
6.87
U iliza ion
o Na u al
Resou ces
(UTL)
p ima y
20.89
5.00
3
589
7.20
< .001
.035
seconda y w/o exam
22.51
5.17
seconda y w. exam
23.19
5.42
uni e si y
24.23
5.38
App e ia ion
o Na u e
(APR)
p ima y
17.61
5.03
3
588
0.58
.63
.003
seconda y w/o exam
17.19
5.63
seconda y w. exam
17.46
5.41
uni e si y
18.03
5.57
En i onmen
al Locus o
Con ol
(ELOC)
p ima y
14.67
3.26
3
588
1.95
.12
.010
seconda y w/o exam
13.51
3.50
seconda y w. exam
13.76
3.89
uni e si y
14.02
3.76
en i onmen
al Beha iou
(PEB)
p ima y
30.98
8.98
3
585
0.46
.71
.002
seconda y w/o exam
29.73
8.35
seconda y w. exam
29.80
9.05
uni e si y
30.21
8.21
No e. d = deg ees o eedom; η2 = e a-squa ed e ec size
Sou ce: Au ho s’ own elabo a ion
3.3 En i onmen al Li e acy Di e ences by Pa en al Occupa ion and Special
Educa ional Needs
Nex , we explo ed whe he en i onmen al-li e acy sco es di e ac oss pa en al occupa ional
s a us. A one-way ANOVA e ealed a signi ican e ec o he U ilisa ion o Na u e (UTL)
subscale only, wi h a small p ac ical magni ude (see Table 4). Because UTL i ems we e
e e se-sco ed, highe alues indica e a less p o-en i onmen al o ien a ion. Tukey’s pos -hoc
compa isons showed ha pupils whose a he s held high-s a us occupa ions sco ed highe on
UTL han hose whose a he s we e in medium-s a us (p = .040) o low-s a us posi ions (p <
.001). No signi ican di e ences eme ged o he emaining en i onmen al-li e acy
dimensions.
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
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Table 4: One-way ANOVA o di e ences in en i onmen al li e acy among s uden s wi h a ious
le els o a he ’s occupa ional s a us
a he ’s
occupa ional
s a us
M
SD
d be ween
g oups
d wi hin
g oups
F
Sig.
η2
P ese a ion o
Na u e (PRE)
high
33.09
6.47
2
488
1.48
.23
.006
medium
31.80
6.09
low
32.41
6.38
U iliza ion o
Na u al Resou ces
(UTL)
high
24.59
5.02
2
488
7.03
< .001
.028
medium
23.05
5.64
low
22.47
5.11
App e ia ion o
Na u e (APR)
high
18.11
5.50
2
487
0.75
.47
.003
medium
17.43
5.81
low
17.46
5.08
En i onmen al
Locus o Con ol
(ELOC)
high
13.95
3.65
2
487
1.37
.26
.006
medium
13.58
3.78
low
14.22
3.30
P o-en i onmen al
Beha iou (PEB)
high
29.80
7.95
2
484
0.42
.66
.002
medium
30.50
8.41
low
30.61
8.79
No e. d = deg ees o eedom; η2 = e a-squa ed e ec size
Sou ce: Au ho s’ own elabo a ion
Ma e nal occupa ional s a us showed he same o e all pa e n. A one-way ANOVA iden i ied
a ma ginally signi ican e ec —o small p ac ical magni ude—on he e e se-sco ed
U ilisa ion o Na u e (UTL) subscale only (see Table 5). Because highe UTL sco es deno e a
less p o-en i onmen al o ien a ion, he Tukey pos -hoc es indica ed ha pupils whose
mo he s held high-s a us occupa ions we e ma ginally less p o-en i onmen ally o ien ed han
hose whose mo he s we e in low-s a us posi ions (p = .050). No o he en i onmen al-li e acy
dimensions di e ed signi ican ly ac oss ma e nal occupa ional ca ego ies.
Table 5: One-way ANOVA o di e ences in en i onmen al li e acy among s uden s wi h a ious
le els o occupa ional s a us
mo he ’s
occupa ional
s a us
M
SD
d be ween
g oups
d
wi hin
g oups
F
Sig.
η2
P ese a ion o
Na u e (PRE)
high
32.29
6.46
2
473
1.33
.27
.006
medium
32.48
6.25
low
31.17
6.50
U iliza ion o
Na u al Resou ces
(UTL)
high
23.75
5.04
2
473
2.90
.05
.012
medium
23.61
5.24
low
22.20
5.46
App e ia ion o
Na u e (APR)
high
17.65
5.44
2
473
0.94
.39
.004
medium
18.10
5.24
low
17.19
5.40
En i onmen al
Locus o Con ol
(ELOC)
high
13.71
3.54
2
473
1.50
.23
.006
medium
14.26
3.58
low
13.64
3.76
P o-en i onmen al
Beha iou (PEB)
high
29.48
7.92
2
470
1.69
.19
.007
medium
30.93
8.63
low
29.60
8.09
No e. d = deg ees o eedom; η2 = e a-squa ed e ec size
Sou ce: Au ho s’ own elabo a ion
Finally, we compa ed en i onmen al-li e acy ou comes by pupils’ heal h s a us,
ope a ionalised as he p esence o absence o special educa ional needs (SEN). Independen -
samples - es s (wi h Hedges’s g o co ec o unequal g oup sizes) e ealed signi ican , ye
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
8
small, di e ences on wo subscales (see Table 6). Because he U ilisa ion o Na u e (UTL)
i ems a e e e se-sco ed, lowe UTL alues indica e a mo e p o-en i onmen al s ance. Pupils
wi hou SEN sco ed lowe on UTL and highe on he App ecia ion o Na u e (APR) subscale
han hei pee s wi h SEN, sugges ing a gene ally s onge p o-en i onmen al o ien a ion
among he o me g oup.
Table 6: Independen sample - es o di e ences in en i onmen al li e acy among s uden s wi h
di e en heal h s a us
Va iables
w/o special needs
wi h special needs
d
Sig.
Hedges’ g
M
SD
M
SD
P ese a ion o
Na u e (PRE)
32.05
6.55
31.37
6.91
0.92
597
.36
.104
U iliza ion o
Na u al Resou ces
(UTL)
23.17
5.27
21.92
5.50
2.09
597
.04
.235
App e ia ion o
Na u e (APR)
17.75
5.42
16.26
5.67
2.42
596
.02
.273
En i onmen al
Locus o Con ol
(ELOC)
13.85
3.66
13.91
3.70
-0.14
596
.89
-.016
P o-en i onmen al
Beha iou (PEB)
29.92
8.43
30.51
9.53
-0.60
594
.55
-.068
No e. d = deg ees o eedom
Sou ce: Au ho s’ own elabo a ion
4 Discussion and Conclusion
Bo h esea ch objec i es we e achie ed. Objec i e 1— o examine he link be ween pupils’
en i onmen al alues and a i udes and hei socioeconomic s a us (SES)—was me by
de ec ing a s a is ically signi ican , hough modes , SES e ec on a single a ec i e dimension
o en i onmen al li e acy: he e e se-sco ed U ilisa ion o Na u e (UTL) scale (η² = .012–
.035). Objec i e 2— o iden i y he SES componen s ha ma e mos —was sa is ied by
showing ha pupils whose pa en s had only p ima y educa ion and hose whose a he s held
high-s a us occupa ions displayed he weakes p o-en i onmen al o ien a ion on UTL.
Ma e nal occupa ional s a us ollowed he same end a a ma ginal le el, while all o he SES
indica o s and he emaining ou subscales (P ese a ion o Na u e, App ecia ion o Na u e,
En i onmen al Locus o Con ol, P o-en i onmen al Beha iou ) showed no signi ican
di e ences.
These modes SES e ec s s and well below he “classic” SES–achie emen link obse ed in
co e subjec s (Si in, 2005) and he obus academic gap epea edly documen ed ac oss school
sys ems (OECD, 2023; Rea don, 2011). Simila selec i e pa e ns ha e been epo ed
elsewhe e: S e enson e al. (2013) de ec ed SES di e ences only in p o-en i onmen al
beha iou among U.S. middle-schoole s, whe eas PISA 2018 da a show ha he p obabili y
o being “en i onmen ally en husias ic” ises wi h amily ESCS (OECD, 2020). Two ac o s
may blun SES in luence in he Czech con ex : (a) en i onmen al educa ion (EVVO) is
manda ed as a c oss-cu icula heme h oughou he na ional cu iculum (MŠMT, 2021,
RVP ZV, § 6.5), which can equalise knowledge and a i udes, and (b) long-s anding ou doo
adi ions, such as hiking and scou ing, cul i a e p o-na u e alues ac oss social s a a
(Činče a e al., 2021; K ajhanzl, 2010).
Special educa ional needs (SEN) displayed a simila ly selec i e pa e n. Pupils wi h SEN
we e less p o-en i onmen ally o ien ed on UTL (Hedges’s g = 0.24) and on App ecia ion o
Na u e (g = 0.27), while o he subscales emained una ec ed. Res ic ed access o ou doo
expe iences—due o physical ba ie s o he need o addi ional suppo —may widen his
beha iou al gap, whe eas inclusi e class oom p ac ice appea s su icien o le el cogni i e
Rich e o á e al. / The Rela ionship Be ween Selec ed Socioeconomic Fac o s…
9
ou comes (Eu opean Agency o Special Needs and Inclusi e Educa ion, 2016;
Ví ko á, 2015).
These indings mus be in e p e ed cau iously. Fi s , he c oss-sec ional design p ecludes
causal in e ence and cap u es only a snapsho o pupils’ en i onmen al li e acy. Second,
sel - epo ed a iables a e suscep ible o social-desi abili y bias and inaccu acies, pa icula ly
in he pa en al SES indica o s p o ided by child en. Thi d, he da a came om i e public
schools in a single egion and con ained no able p opo ions o missing SES cases, limi ing
gene alisabili y. Fu u e esea ch should he e o e combine sel - epo s wi h objec i e SES
measu es, ollow pupils longi udinally, and expand sampling o a mo e di e se se o schools
and communi ies.
Al hough he p esen analyses ep esen only an ini ial s age o a b oade ac ion- esea ch
p og amme, hey none heless p o ide p ac ical guidance o e ining bo h p ac ice and
subsequen inqui y. Because SES and SEN di e ences cen ed on beha iou al dimensions,
o hcoming wa es will ack conc e e habi s (e.g., ene gy conse a ion, was e sepa a ion)
wi h objec i e indica o s and es ield-based, expe ien ial EVVO ac i i ies coupled wi h
school– amily collabo a ion. Resul s om hese pilo s will eed back in o he nex
ac ion- esea ch cycle, enabling mo e p ecise e alua ion designs and e idence-based
adjus men s o he cu iculum and communi y ou each.
Acknowledgmen
This pape is an ou pu o he science p ojec The Social Dimension o New Technologies in
he Ene gy Sec o in he Os a a Me opoli an A ea ( eg. Numbe
CZ.02.01.01/00/23_021/000859), wi h inancial suppo om he Eu opean Union h ough
he Jan Amos Komenský Ope a ional P og amme. “
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