Abstract Environmental education (EE) aims to create environmentally literate individuals that have the knowledge, skills, and dispositions to solve important environmental issues. However, little research examines whether and which educator’s emotional support behaviors, such as responsiveness and positive communications, enhance outcomes in an EE program. Utilizing student surveys, programmatic observations, and qualitative notes collected from 334 EE field trip programs for fifth through eighth grade students (ages 9–12) provided by 90 different organizations across the U.S., this study examined linkages between educator’s emotional support behaviors and positive learning outcomes. Past research in formal educational settings suggests that emotional support behaviors yield positive outcomes for students. This research also found that positive emotional support behaviors positively influenced student outcomes and explained 10% of the variance. Based on the resulting model, we suggest that positive emotional support behaviors should be considered in future environmental educator training programs.

中文翻译：

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教育者情感支持行为对环境教育学生成果的影响

摘要 环境教育 (EE) 旨在培养具有环境素养的个人，他们具备解决重要环境问题的知识、技能和性格。然而，很少有研究调查教育者的情感支持行为（例如响应性和积极沟通）是否以及哪些会提高 EE 计划的结果。本研究利用从美国 90 个不同组织提供的 334 个 EE 实地考察项目中收集的学生调查、计划观察和定性笔记，该项目针对 5 至 8 年级学生（9-12 岁），研究了教育者的情感支持行为与积极学习之间的联系结果。过去在正规教育环境中的研究表明，情感支持行为会给学生带来积极的结果。这项研究还发现，积极的情绪支持行为对学生的学习成绩有积极影响，并解释了 10% 的差异。基于由此产生的模型，我们建议在未来的环境教育者培训计划中应考虑积极的情感支持行为。