PurposeThis study aims to investigate the effect of prosocial values on pro-environmental behaviours via attitudes in which environmental knowledge and proself values moderate the relationship. This study also examines the application of the Theory of Planned Behaviour and Cognitive Dissonance.Design/methodology/approachThis study employed a quantitative method to examine potential positive or negative moderating effects of environmental knowledge and proself values on environmental attitudes and behaviour. Participants were undergraduate students recruited from a state university in the eastern part of Indonesia. The online survey link was randomly sent to 500 students in 14 different Faculties with a response rate of 57% (285) participants (80% female). Data were analysed using a moderated-mediation regression technique.FindingsThe results suggested that only biospheric value positively affected pro-environmental behaviours. Environmental knowledge negatively moderated the relationship between prosocial values and environmental attitudes. Similarly, high egoistic value potentially reduced the effect of environmental attitude on pro-environmental behaviours. Environmental knowledge could impede the positive impacts of prosocial values while egoistic value negates the effect of attitude on pro-environmental attitude.Research limitations/implicationsAlthough the findings supported most hypotheses, this study did not control the effect of some demographic variables such as education and social-economic status. Participants tended to share some similar characteristics, which potentially influenced the results.Originality/valueThis study challenged some common antecedents of pro-environmental behaviours and offered some alternative explanations. This study has offered a new insight in understanding unique interactions among values, knowledge and attitude.

Procrastination is the tendency to delay tasks. From starting to finishing a job only to do useless activities, eventually leading to regret (Solomon and Rothblum, 1984). There are two consequences of procrastination; these include the emergence of negative emotions, regret, self-blame, and hopelessness. One of the factors that cause individuals to procrastinate is peer conformity, i.e., changes in individual behavior to align themselves more closely with group/friend standards. Changes in behavior that are carried out are not just behaving or acting according to what other people do but are also influenced by how the group acts. This study aims to determine how the contribution of peer conformity to student procrastination. This study uses a quantitative approach. The sample of this study consisted of 348 students at one of the public universities in Makassar City. Academic procrastination was measured by using a scale created by Rindita Ratu C. ( 2017), which refers to the aspect of procrastination according to . Meanwhile, peer conformity is obtained using the scale created by Rindita Ratu C. ( 2017), which refers to the conformity aspect proposed by Taylor ( 2009). Hypothesis testing using simple regression analysis using IBM SPSS 18 for windows. The R-square value is 0.311, which means that the peer conformity variable has an effect of 31.1%, and other variables influence the rest. Peer conformity variable shows a significance value of 0.000 which is smaller than 0.05, and the t-count value is 9.174, which is greater than the t-table value of 1.965. It can be concluded that there is a contribution of peer conformity to academic procrastination. β value obtained in the peer conformity variable is 0.422. This means that adding 1 unit of the peer conformity variable will increase the student's academic procrastination by 0.422.

Background: One of the public universities as the green campus that prioritizes reforestation to overcome environmental issues. All stakeholders including students are expected to behave pro-environmentally. This study aimed to explain whether or not there is an influence of knowledge, subjective norm, perceived behavior control, and attitude towards pro-environmental behavior (plastic waste) for university students. Methods: This research was conducted under a quantitative approach with 5 valid and reliable variables. In addition, regression tests and structural equation models are used. The respondents of this study were 399 university students from all faculties of Hasanuddin University. Results: Perceived Behavior Control has the greatest effect on pro-environmental behavior compared to other variables. However, environmental knowledge has the smallest effect on subjective norms, perceived behavior control, and attitude. Conclusion: All variables affect predict pro-environmental behavior.

The result of this study shows that there is no difference of perception of students who continue their business and do not continue their business. However, there are differences in AQ and the motivation of students who continue their business and do not continue their business. Adversity Quotient (AQ) in the students who continue the business is in the high category of 52% and the medium category of 48%. While the students who did not continue the business showed high category 36%, medium category 61%, and low category 3%.