Factors Influencing Public-Sphere Pro-Environmental Behavior among Mongolian College Students: A Test of Value–Belief–Norm Theory

Liu, Xianwei; Zou, Yang; Wu, Jianping

doi:10.3390/su10051384

Cited by 96 publications

(102 citation statements)

References 92 publications

(145 reference statements)

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“…The third contribution of our study refers to the variation of academic engagement by demographic variables. Previous studies have focused on individual characteristics as predictors of engagement (such as perfectionism [29]) or on teachers' behaviors [30][31][32]. In our sample, education of parents introduced significant differences in students' engagement.…”

Section: Discussionmentioning

confidence: 99%

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018

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The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

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Section: Discussionmentioning

confidence: 99%

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018

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“…There remains a need for further examination of EC in different population subgroups and in new settings (see also Kim & Shin, 2017;Liu, Zou, & Wu, 2018;Whitley, Takahashi, Zwickle, Besley, & Lertpratchya, 2018). The aim of this study is to broaden current knowledge of EC among university students in a Canadian postsecondary context.…”

Section: Introductionmentioning

confidence: 99%

Cognitive and behavioural environmental concern among university students in a Canadian city: Implications for institutional interventions

Jurdi-Hage

Hage

Chow

2019

Aust. J. environ. educ.

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Informed by Stern and colleagues’ value-belief-norm theory and their earlier empirical work, we examined levels and predictors of cognitive and behavioural environmental concern (EC) of university students in a Canadian postsecondary context. Data for this study were obtained through completion of self-administered questionnaires from a sample of 421 undergraduate students attending a public university in Saskatchewan, a province heavily focused on expanding resource extraction. The study used a descriptive, correlational, and cross-sectional methodology. Statistical analysis was performed in three parts: (a) univariate description of students’ cognitive and behavioural EC indicators; (b) bivariate associations to assess the nature and direction of the relationships between EC measures; and (c) multivariate analyses to test the causal structure of the theoretical model. Results showed no widespread acceptance of the ‘New Ecological Paradigm’. Students were slightly more prone to place responsibility for environmental protection at the door of government and industry than themselves. Respondents practised a range of environmentally supportive behaviours (ESB) with varying intensities. Hierarchical multiple regression analyses provided support for several of the theory’s propositions in predicting generalised and specific environmental beliefs and ESB. Findings highlighted the complex relationships between personal background, academic and cognitive variables and ESB. That formal instruction on the environment influenced cognitive and behavioural EC, both directly and indirectly, suggests it is essential universities have formal curricula that expose students to the types of environmental knowledge, awareness, and critical thinking skills to promote environmental literacy and address unsustainable lifestyles and attitudes. Institutional interventions, including universities’ role as ‘effective change agents’, are discussed.

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“…[37] also pointed out in their study of negative environmental behaviors that spontaneous behaviors are derived from an individual's inherent value orientation. Han (2015) [38] and Liu et al (2018) [39] further verified the influence of values on individuals' pro-environment behaviors through the "Value-Belief-Norm" Theory.…”

Section: Relevant Studies On Value Orientation and Its Influence On Imentioning

confidence: 80%

Impact of Information Intervention on the Recycling Behavior of Individuals with Different Value Orientations—An Experimental Study on Express Delivery Packaging Waste

Chen

Yang

et al. 2018

Sustainability

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Changing residents’ recycling behavior at the source of waste generation is a fundamental way to solve the environmental and resource problems caused by express delivery packaging waste. Information intervention is a common means to help transform individual environmental protection behavior. In this study, behavioral experiments were used to examine the changes in individual express packaging waste recycling behaviors under the intervention of written and pictorial information. Differences in information processing and behavior decision-making among individuals (N = 660) categorized as self-interested, pro-relation, or pro-social were analyzed. Results showed that (1) recycling behavior is divided into persuasive, purchasing, disposal, and civil behavior. (2) Recycling behavior is differs significantly due to an individual’s education background, state of health, and interpersonal relationships. (3) Both written and pictorial information can positively change an individual’s recycling behavior, and their effectiveness is not significantly different. (4) Pictorial information has a stronger impact on purchasing behavior than written information. (5) Feedback from written information cannot effectively promote the overall recycling behavior of self-interested groups, but it can improve the overall recycling behavior of pro-relationship groups and pro-social groups. (6) Information intervention cannot effectively impact civil behavior, even among pro-social individuals. The research provides an important theoretical reference and practical basis for improving individual recycling behavior at its source.

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Factors Influencing Public-Sphere Pro-Environmental Behavior among Mongolian College Students: A Test of Value–Belief–Norm Theory

Cited by 96 publications

References 92 publications

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

Cognitive and behavioural environmental concern among university students in a Canadian city: Implications for institutional interventions

Impact of Information Intervention on the Recycling Behavior of Individuals with Different Value Orientations—An Experimental Study on Express Delivery Packaging Waste

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