Correction: Sundermann, A.; Fischer, D. How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students. Sustainability 2019, 11, 5155
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Replacing the “All 14 different major subjects offered at the university were represented (n = 1294)” in the Section 3.3 “Sample” on page 10.
All 11 major subjects from one B.A. study program and three teacher training study programs offered at the university were represented (n = 1294).
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Authors Replacing: Authors would like to change 18 parts of the table content, so we need to replace the original Table 3 in Section 3.3 “Sample” on page 10:
Table 3.
Sample distributions.
Table 3.
Sample distributions.
Pilot Study | Present Study | |||
---|---|---|---|---|
N | % | N | % | |
Total Sample | 1740 | 100.00 | 2730 | 100.00 |
Response (Rate) | 913 | 52.00 | 1364 | 49.90 |
Sex | ||||
Female | 558 | 61.11 | 477 | 34.97 |
Male | 304 | 33.29 | 258 | 18.91 |
Not indicated | 51 | 0.06 | 73 | 5.35 |
Age | – | – | 1244 | 91.20 |
Study program | ||||
B.A. Teaching and Learning | 111 | 12.16 | 242 | 17.74 |
B.A. Social Education | 32 | 3.50 | 57 | 4.18 |
B.A. Business Education | 27 | 2.96 | 48 | 3.52 |
Major subject | ||||
Business Administration | 156 | 17.09 | 214 | 15.69 |
Business Information systems | 23 | 2.52 | 58 | 4.25 |
Cultural Science | 202 | 22.12 | 198 | 14.52 |
Digital Media | – | 0.00 | 25 | 1.83 |
Economics | 20 | 2.19 | 34 | 2.49 |
Environmental Science* | 105 | 11.50 | 179 | 13.12 |
Studium Individuale | 16 | 1.75 | 33 | 2.42 |
Industrial Engineering | 42 | 4.60 | 43 | 3.15 |
Business Law | 70 | 7.67 | 43 | 3.15 |
Political Science | 18 | 1.97 | 32 | 2.35 |
(Organizational) Psychology | 73 | 8.00 | 88 | 6.45 |
Total | 895 | 98.30 | 1289 | 94.50 |
Table 3.
Sample distributions.
Table 3.
Sample distributions.
Pilot Study | Present Study | |||
---|---|---|---|---|
N | % | N | % | |
Total Sample | 1740 | 100.00 | 2730 | 100.00 |
Response (Rate) | 913 | 52.47 | 1364 | 49.96 |
Sex | ||||
Female | 558 | 61.11 | 851 | 62.39 |
Male | 304 | 33.29 | 440 | 32.26 |
Not indicated | 51 | 5.60 | 73 | 5.35 |
Age | – | – | 1244 | 91.20 |
Teacher Training Study Programs | ||||
B.A. Teaching and Learning | 111 | 12.16 | 242 | 17.74 |
B.A. Social Education | 32 | 3.50 | 57 | 4.18 |
B.A. Business Education | 27 | 2.96 | 48 | 3.52 |
B.A. General (Major Subjects) | ||||
Business Administration | 156 | 17.09 | 214 | 15.69 |
Business Information systems | 23 | 2.52 | 58 | 4.25 |
Cultural Science | 202 | 22.12 | 198 | 14.52 |
Digital Media | – | 0.00 | 25 | 1.83 |
Economics | 20 | 2.19 | 34 | 2.49 |
Environmental Science * | 105 | 11.50 | 179 | 13.12 |
Studium Individuale | 16 | 1.75 | 33 | 2.42 |
Industrial Engineering | 42 | 4.60 | 43 | 3.15 |
Business Law | 70 | 7.67 | 43 | 3.15 |
Political Science | 18 | 1.97 | 32 | 2.35 |
(Organizational) Psychology | 73 | 8.00 | 88 | 6.45 |
Missing | 18 | 1.97 | 70 | 5.14 |
Total | 913 | 100.00 | 1364 | 100.00 |
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Deleting two sentences in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11.
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Median values have been compared with Wilcoxon ranked sign test for paired samples because the scores for environmental (D (1.154) = 0.20, p < 0.001), sociocultural (D (1.154) = 0.11, p < 0.001) and economic dimensions of sustainability conceptions (D (1.154) = 0.10, p < 0.001) were deviating significantly from normal.
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All median values were significantly different (p < 0.001) and effect sizes varied from r = 0.57 to r = 0.36.
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Adding a new paragraph in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11 as the last paragraph of the section:
Median values have been compared with the Wilcoxon ranked sign test for paired samples because the scores for environmental, sociocultural and economic dimensions of sustainability conceptions were deviating significantly from normal, as indicated by the Shapiro-Wilk test (all p < 0.001). The Wilcoxon ranked sign test indicated that the medians were significantly different (ZEcon/Env = −27.76, r = −0.82; ZEnv/Soccul = −24.09, r = −0.71; ZEcon/Soccul = −17.31, r = −0.51; p < 0.001).
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Authors Replacing: Authors would like to change 4 parts of the table content, so we need to replace the original Table 4 in Section 4.1 “Descriptive Statistics for Independent Variables” on page 11:
Table 4.
Frequencies for categorical IVs and DVs.
Table 4.
Frequencies for categorical IVs and DVs.
Variable | Name | Category | Frequencies | % (n = 1364) |
---|---|---|---|---|
IV | SEX | Female | 477 | 34.97 |
Male | 258 | 18.91 | ||
No answer | 73 | 5.35 | ||
IV | FEE | ESD in School | 633 | 46.40 |
No ESD in School | 254 | 18.60 | ||
DV | PPRCURRENT | Yes | 631 | 46.30 |
No | 170 | 12.50 | ||
DV | PPRFUTURE | Yes | 712 | 52.20 |
No | 122 | 8.90 |
Table 4.
Frequencies for categorical IVs and DVs.
Table 4.
Frequencies for categorical IVs and DVs.
Variable | Name | Category | Frequencies | % (n = 1364) |
---|---|---|---|---|
IV | SEX | Female | 851 | 62.39 |
Male | 440 | 32.26 | ||
No answer | 73 | 5.35 | ||
IV | FEE | ESD in School | 633 | 46.40 |
No ESD in School | 254 | 18.60 | ||
DV | PPRCURRENT | Yes | 631 | 46.30 |
No | 170 | 12.50 | ||
DV | PPRFUTURE | Yes | 712 | 52.20 |
No | 122 | 8.90 |
The authors and the Editorial Office would like to apologize for any inconvenience caused to the readers, and state that the scientific conclusions are unaffected. The original article has been updated.
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