Abstract There is significant global concern with current environmental problems, yet people’s behaviour towards the environment has been resistant to change. Young people have the opportunity to bring about desirable changes through environmental behaviours and attitudes. The goal of this study is to better understand the scope of nature relatedness as an attribution interacting with pro-environmental behaviours for Turkish pre-service early childhood teachers. We examined the associations between the domains representing nature relatedness and also sought to identify any differences in nature relatedness with respect to their year of enrolment in a teacher education program. The participants were 402 students attending an Early Childhood Teacher Education Program at one of the two public universities in the capital of Turkey. A Turkish-adapted version of the Nature Relatedness Scale developed by Nisbet, Zelenski, and Murphy was administered to gather the data. Participants were found to have a mostly positive external nature-related worldview. Furthermore, the statistical analysis indicated non-significant differences in their nature relatedness with respect to the year of enrolment in the teacher education program. In terms of the relationships between the constructs representing nature relatedness, the internalized identification with nature was positively correlated with two constructs which refer to his/her physical familiarity as well as attraction to nature, and how individual’s relationship with the environment is provoked by his/her behaviour. This research indicates that pre-service teachers, who are regarded as important agents for the future implementation of sustainability education, are actually lacking in their nature relatedness constructs and need to develop key competencies in a field that presupposes that they have already acquired sufficient experience of physical and emotional interaction with nature.

中文翻译：

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职前幼儿教师在可持续教育中的性质相关性的关联研究

摘要 当前环境问题受到全球关注，但人们对环境的行为一直抵制改变。年轻人有机会通过环境行为和态度带来理想的变化。本研究的目的是更好地了解自然相关性的范围，作为与土耳其职前幼儿教师的亲环境行为相互作用的归因。我们检查了代表自然相关性的域之间的关联，并试图确定自然相关性与他们参加教师教育计划的年份有关的任何差异。参与者是在土耳其首都两所公立大学之一参加幼儿教师教育计划的 402 名学生。由 Nisbet、Zelenski 和 Murphy 开发的自然相关性量表的土耳其语改编版本被用来收集数据。参与者被发现有一个主要是积极的外部自然相关的世界观。此外，统计分析表明，就师范教育计划的入学年份而言，它们的性质相关性没有显着差异。在代表自然相关性的构念之间的关系方面，对自然的内化认同与两个构念呈正相关，即他/她的身体熟悉度和对自然的吸引力，以及个体与环境的关系是如何被他/她/她的行为。这项研究表明，职前教师，