Environmental Sustainability and Behavioral Science

Osbaldiston, Richard; Schott, John Paul

doi:10.1177/0013916511402673

Cited by 602 publications

(240 citation statements)

References 150 publications

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“…Several meta-analyses (e.g. Bamberg and M€ oser, 2007;Osbaldiston and Schott, 2012) have shown that sociodemographic variables, such as gender, age and education level, have an effect on ERB. The meta-analyses indicate that nearly all psychological states have been put forward at some point as antecedents of, or motives for, ERB.…”

Section: The Importance Of Recycling In Communitiesmentioning

confidence: 99%

A multilevel perspective to explain recycling behaviour in communities

Tabernero

Hernández

Cuadrado

et al. 2015

Journal of Environmental Management

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a b s t r a c tPrevious research on the motivation for environmentally responsible behaviour has focused mainly on individual variables, rather than organizational or collective variables. Therefore, the results of those studies are hardly applicable to environmental management. This study considers individual, collective, and organizational variables together that contribute to the management of environmental waste. The main aim is to identify, through the development of a multilevel model, those predictive variables of recycling behaviour that help organizations to increase the recycling rates in their communities. Individual (age, gender, educational level, self-efficacy with respect to residential recycling, individual recycling behaviour), organizational (satisfaction with the quality of the service provided by a recycling company), and collective (community recycling rates, number of inhabitants, community efficacy beliefs) motivational factors relevant to recycling behaviour were analysed. A sample of 1501 residents from 55 localities was surveyed. The results of multilevel analyses indicated that there was significant variability within and between localities. Interactions between variables at the level of the individual (e.g. satisfaction with service quality) and variables at the level of the collective (e.g. community efficacy) predicted recycling behaviour in localities with low and high community recycling rates and large and small populations. The interactions showed that the relationship between self-efficacy and recycling is stronger in localities with weak community efficacy beliefs than in communities with strong beliefs. The findings show that the relationship between satisfaction with service quality and recycling behaviour is stronger in localities with strong community efficacy beliefs than in communities with weaker beliefs and a smaller population. The results are discussed accordingly in relation to theory and possible contribution to waste management. Those findings may be incorporated in national and international environmental policies in order to promote environmentally responsible behaviour in citizenship.

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Section: The Importance Of Recycling In Communitiesmentioning

confidence: 99%

A multilevel perspective to explain recycling behaviour in communities

Tabernero

Hernández

Cuadrado

et al. 2015

Journal of Environmental Management

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“…Much of the literature on energy demand management in the home and workplace focuses on how to alter occupant behaviour, given the large variation this causes in building energy use, even between identical buildings and spaces. Behaviour change interventions have adopted multiple strategies to encourage energy-saving behaviours including education, persuasion, incentivisation, role models, physical restructuring of environments and deeper 'enabling' forms of engagement (Kollmus and Agyeman 2002;Osbaldiston and Schott 2012;Lo et al 2012). A persistently popular approach is the provision of energy feedback, i.e.…”

Section: Introductionmentioning

confidence: 99%

Types of learning identified in reflective energy diaries of post-graduate students

Horst

Staddon

2017

Energy Efficiency

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Engagement with students about social and environmental dilemmas can be an important pathway to help to transform attitudes and behaviours in society over time. This paper seeks to further the links between research on energy behaviour and demand-side management in the home with educational research about learning processes. We analyse 'free-form' energy diaries written by 33 masters students, identify the different types of knowledge and insights that students have sought to obtain during this self-led exercise and find that we can link that back to different types of learning recognised in education studies literature, namely situated learning, social learning, reflective learning and experimental/action learning. We argue that these different forms of learning are interlinked and can be relevant for the development of both environmental citizenship and 'living lab' approaches. Embedding all these different forms of learning in both research and teaching on energy demand management has the potential to yield rapid, co-produced research insights as well as useful points for action for students, building managers and other relevant actors in college towns and student service provision. It could also help the next generation of graduate professionals to become more energy aware through their own personal experiences and thus potentially more open towards lower energy choices in material investment and daily practices in subsequent stages of their lives.

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“…The majority of research aimed at increasing individuals' performance of environmentally sustainable behaviors has generally taken one of two approaches (for reviews of workplace interventions see Osbaldiston & Schott, 2012;Unsworth, 2015;Young et al, in press). First, studies based on psychological theories such as Theory of Planned Behavior (e.g., Fielding, McDonald, & Louis, 2008), the Values-Beliefs-Norms model (e.g., Stern, 2000), Self-Determination Theory (e.g., Pelletier, Tuson, Green Demers, Noels, & Beaton, 1998), or a normative or leadership approach (e.g., Andersson et al, 2005;Cialdini, 2003;Graves, Sarkis, & Zhu, 2013;Kim, Kim, Han, Jackson, & Ployhart, 2014;Walls & Hoffman, 2013) have aimed to motivate people by influencing their environmental and altruistic values, perceived social and personal norms related to environmentally sustainable behaviors, knowledge of climate change, and attitudes towards the environment and climate change (e.g., Bamberg & Moser, 2007;Black, Stern, & Elworth, 1985;Dono, Webb, & Richardson, 2010;Fielding, Terry, Masser, & Hogg, 2008;Han, Nieuwenhijsen, de Vries, Blokhuis, & Schaefer, 2013;Stern, Dietz, & Guagnano, 1995;Sussman, Greeno, Gifford, & Scannell, 2013).…”

mentioning

confidence: 99%

“…In sum, these two approaches have provided mixed effects at best (see Osbaldiston & Schott, 2012;Young et al, in press). …”

mentioning

confidence: 99%

Increasing pro-environmental behaviors by increasing self-concordance: Testing an intervention.

Unsworth

McNeill

2017

Journal of Applied Psychology

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Concordance: Testing an InterventionGlobally, there is a clear need to change our behavior to mitigate climate change. Many people, however, will not find the need for mitigation important enough to make their behavior more environmentally sustainable. Three studies supported the hypothesis that it is possible to overcome this issue by connecting these behaviors to goals that are important to people, even if such goals are unrelated to climate change or the environment in general.Study 1 (N = 305 working adults) showed that stronger self-concordance of behavior related to energy sustainability was related to a greater chance of signing a petition for increasing renewable energy sources. Next, two experimental studies (Study 2: N = 412 working and non-working adults, and Study 3: N = 300 working adults) showed that increasing selfconcordance of environmentally sustainable behaviors by asking people to cognitively connect either sustainable energy use (Study 2) or commuting behaviors (Study 3) to their personal goals increased intentions to engage in these behaviors compared to a control condition (Study 2 and Study 3) and compared to persuasion attempts based on climate change mitigation (Study 3). These findings occurred even after controlling for political orientation and environmental concerns. This research has significant practical implications for workplaces, particularly for those in which employees or managers place a low priority on environmental and climate change considerations.

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Environmental Sustainability and Behavioral Science

Cited by 602 publications

References 150 publications

A multilevel perspective to explain recycling behaviour in communities

A multilevel perspective to explain recycling behaviour in communities

Types of learning identified in reflective energy diaries of post-graduate students

Increasing pro-environmental behaviors by increasing self-concordance: Testing an intervention.

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