Collective Participation in Swachh Bharat Abhiyan: Proposing the Applicability of Social Identity Model of Collective Action

Sia, Surendra Kumar; Wilson, Antony M.

doi:10.1007/978-981-19-2693-8_5

Cited by 2 publications

(2 citation statements)

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“…Fredrickson (2001) in her broaden-and-build theory of positive emotion, states that feeling of positive affect broadens one’s emotional resources, thus feeling intrinsically motivated to do things for the common good. The theory is again substantiated by the existing literature that positive emotion arouses ethical concern (Connelly et al , 2004), and a sense of ethics in turn results in responsible behaviour (Grunwald, 2001; Sia, 2022b, Sia and Wilson, 2022). In literature, the terms ethics and responsibility are used interchangeably and ethics is considered a dimension of responsibility (Fischer, 2004).…”

Section: Literature and Hypothesis Developmentmentioning

confidence: 82%

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

Nishma

Sia

Roy

et al. 2023

JABS

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Purpose Based upon the broaden-and-build theory of positive emotions, this study aims to assess the role of perceived social responsibility (PSR) in mediating the relationship between gratitude and environmentally responsible behaviour (ERB) among teachers. Design/methodology/approach Data were collected, following a correlational design, from a total of 292 school teachers in Kerala state, India. In total, 256 data were taken for final analysis. Out of the total participants, 63.3% were female and the remaining 36.7% were male. Confirmatory factor analysis was carried out to verify the factor structure and discriminant as well as convergent validity of the study variables. The relationship between gratitude and ERB with mediating role of PSR was tested. Findings The mediation analysis output revealed that PSR fully mediates the effect of gratitude on ERB, and it is concluded from the findings of the study that ERB can be enhanced by humanizing the citizens to integrate social responsibility in their acts and promoting the significance of having positive emotions like gratitude to widen their thought–action repertoires. Research limitations/implications In line with the broaden-and-build theory, a positive state of mental faculty can be a prime facilitator to increase concern for green environments as an outcome of an expanded thought–action repertoire. The findings imply the importance of inculcating enduring personal resources like the sense of gratefulness as it weighs the effect of producing altruistic acts like ERB along with many other benefits associated with having a positive emotion which is obviously considered to be a fair contribution to serve social resources in the community. Social implications The study findings can be an inspiration for the formation of policies to encourage pro-environmental behaviour and to further expansion of policies like national education policy of India. As teachers being the facilitators of knowledge and wisdom, they are potential sources to inspire students to practice healthy behaviours, they can be better models by practicing ERB. Originality/value The authors have verified the application of broaden-and-build theory of positive emotion in the context of ERB along with identifying its relationship with gratitude and PSR.

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Section: Literature and Hypothesis Developmentmentioning

confidence: 82%

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

Nishma

Sia

Roy

et al. 2023

JABS

Self Cite

View full text Add to dashboard Cite

show abstract

“…In other words, they need collective action ( Meinzen-Dick and Di Gregorio, 2004 ). Collective action is an action taken by a group of individuals to pursue perceived common interests ( Scott and Marshall, 2009 ; Judge et al, 2022 ; Sia and Wilson, 2022 ; Valizadeh et al, 2022 ; Wibisono et al, 2022 ). Among community members, collective action and networking is of many advantages.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Application of social identity models of collective action to facilitate participation in groundwater aquifer storage and recovery management

et al. 2022

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Aquifer storage and recovery (ASR) is considered as an innovative method and an alternative one for sustainable management of water resources that has, in recent years, attracted the attention of experts and thinkers. Implementation of this method would entail the participation and collective action of various stakeholders. In this process, farmers are considered as the most important stakeholders; and limited studies have been conducted on their intentions to participate in collective actions of ASR management. In this regard, the investigation of farmers’ intention to participate in ASR and its determinants, using social identity models of collective action, was selected as the main purpose of the present study. For this purpose, using a cross-sectional survey, 330 Iranian farmers were interviewed. In this study, the ability of the dual-pathway model of collective action (DPMCA) and the encapsulation model of social identity in collective action (EMSICA) was evaluated and compared to explain farmers’ intentions towards participation in ASR management. The results revealed that the both models had good predictive powers. However, DPMCA was a stronger framework than EMSICA for facilitating farmers’ collective behaviors in the field of participation in ASR management. This is one of the most important results of the present research that might be used by various users including decision makers, managers, and practitioners of water resources management in Iran and generally the world. Finally, the creation of a “we thinking system” or social identity in the field of ASR management was highlighted as one of the most important take-home messages.

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Collective Participation in Swachh Bharat Abhiyan: Proposing the Applicability of Social Identity Model of Collective Action

Cited by 2 publications

References 72 publications

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

Application of social identity models of collective action to facilitate participation in groundwater aquifer storage and recovery management

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