Motivations of Adults for Non-Formal Conservation Education and Volunteerism: Implications for Programming

Abstract

Adult conservation education is growing nationally. We investigated adults' motivations to take part in Michigan's Conservation Stewards education and volunteerism program. We used three theoretical frames (adult education orientations, volunteerism motivations, and leisure benefits sought) to understand learners' involvement. Adults' education motivations were for learning (seeking knowledge) and for participating in the learning activity and its social interactions. Motivations for volunteering were strongest for understanding ecosystems, expressing one's values, and interacting socially. Learners sought leisure benefits of enjoying the outdoors, helping the environment, reflecting, and participating in well-organized projects. Educators should clearly understand learners' motivations in order to improve programs.

ACKNOWLEDGMENTS

This project was supported with funding from the Nongame Wildlife Fund of the Michigan Department of Natural Resources, and through the U.S. Fish and Wildlife Service State Wildlife Grants (511B4200043). We thank the staff of the Michigan Department of Natural Resources, Michigan State University Extension, Michigan Natural Features Inventory, MSUE Fisheries and Wildlife Area of Expertise Team, and Cornell University Department of Natural Resources for their contributions to the development and evaluation of the Conservation Stewards Program and for research advice. In addition, we thank the numerous state and local conservation organizations that helped make this program and its evaluation possible. The article is based on the primary author's master's thesis research and part of a larger study. Other components from the comprehensive study have been submitted for publication elsewhere.

Heather A. Van Den Berg is now at the Department of Natural Resources, Cornell University.

Notes

^aItems based on Houle (1961) and Boshier and Collins (1985). Respondents were asked “My reasons for participating in this education program are…”

^bMean response on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.

^cMean response for all items in factor on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.

^dOriginal researchers found this item loaded on the activity-oriented motivation factor.

^eOriginal researchers found this item loaded on the goal-oriented motivation factor.

^aItems based on Clary et al. (1998) and Schrock et al. (2000a/2000b).

^bRespondents were asked “My reasons for volunteering are…”

^cMean response on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.

^dMean response for all items in category on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.

^eOriginal researchers found these items loaded on the values factor.

^fOriginal researchers found these items loaded on the understanding factor.

^gOriginal researchers found these items loaded on the protective factor.

^aItems based on Ryan et al. (2001). Respondents were asked “From the Conservation Stewards Program, I seek the specific benefits of…”

^bMean response on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.

^cMean response for all items in category on a 5-point scale with “Strongly Disagree” coded as 1 and “Strongly Agree” coded as 5.