Knowledge, Action and Pro-environmental Behaviour

Jensen, Bjarne Bruun

doi:10.1080/13504620220145474

Cited by 433 publications

(344 citation statements)

References 2 publications

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“…In addition, it does not necessarily follow that awareness of practices which consume more energy may lead to changes in habits to reduce energy use. This is exemplified by a study based on interviews with Danish households, which reveals that while several families were aware that leaving their appliances on standby contributed to a considerable portion of their electricity consumption, this did not prompt them to switch off their appliances when not in use [9]. Moreover, households' knowledge of their actual energy consumption is generally limited, and where they do engage in energy saving behaviour, they are more likely to take symbolic actions, rather than significant measures, to save energy [2].…”

Section: Knowledge Of Energy Saving Versus Attitudes and Habitsmentioning

confidence: 99%

“…Such environmental actions can be performed individually or collectively, and may be direct or indirect in their approach to mitigating harm to, and improving, the environment [9]. Pro-environmental behaviours can also be influenced by internal factors such as environmental awareness, values and attitudes [10] and external factors such as social norms, interaction with other individuals and financial constraints [11,12].…”

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Environmental knowledge, pro-environmental behaviour and energy savings in households: An empirical study

2016

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Energy consumption in households comprises over a quarter of total energy use in the UK [1]. Human behaviour is one of the main factors that can influence domestic energy consumption, together with the physical properties of the dwelling, climate, number and demographic profile of occupants, household income, lifestyle, and appliance ownership and use [2][3][4][5]. Indeed, variation in residents' behaviour can cause significant differences in energy consumption between dwellings with otherwise similar characteristics (e.g. household size, income, and building energy performance) [3,6]. It is therefore important to understand influences upon behaviour in households as these in turn have implications for domestic energy use. In this respect, strategies to stimulate pro-environmental behaviour represent one means of modifying behaviour in households in order to promote energy conservation and reduce environmental impact [7].Pro-environmental behaviour is a form of environmental action that 'consciously seeks to minimize the negative impact of one's actions on the natural and built world ' [8, p.240], and 'only refers to those personal actions that are directly related to environmental improvement ' [9, p.325]. Such environmental actions can be performed individually or collectively, and may be direct or indirect in their approach to mitigating harm to, and improving, the environment [9]. Pro-environmental behaviours can also be influenced by internal factors such as environmental awareness, values and attitudes [10] and external factors such as social norms, interaction with other individuals and financial constraints [11,12].In this study we assess how environmental knowledge influences pro-environmental behaviour in households. We establish and confirm links between knowledge about the environment and energy, actions on Environmental knowledge, pro-environmental behaviour and energy savings in households: An empirical study AbstractIn this paper we evaluate the impact of knowledge about environmental and energy issues on potential pro-environmental behaviour in households, specifically relating to behaviours, attitudes and habits towards energy use. Our results are based on an empirical survey and we find significant correlations which indicate that residents with positive environmental values and greater environmental knowledge are more likely to demonstrate energy behaviours, attitudes and habits which lead to energy saving activities in households. This is further supported through a Principal Component Analysis (PCA), which suggests that energy saving behaviour may also vary according to gender and employment status. Conversely, we find only limited evidence of statistical associations between environmental predisposition and knowledge, and ownership and frequency of use of household appliances. We argue that our results contribute to the significant body of literature supporting the role of knowledge in active engagement with energy issues. This study is timely following closely policy developments in activ...

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Section: Knowledge Of Energy Saving Versus Attitudes and Habitsmentioning

confidence: 99%

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confidence: 99%

Environmental knowledge, pro-environmental behaviour and energy savings in households: An empirical study

2016

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“…The selection of information as well as the design of the presented slides was aligned with the four proposed knowledge dimensions by Jensen (2002) depicting on how to approach environmental problems with "action-oriented knowledge" in a more holistic approach. The causes and effects dimension was reflected by the provided energy consumption information, the change strategies dimension by the generic saving tips, and the visions dimension by the illustrated overall conservation potential.…”

Section: Methodsmentioning

confidence: 99%

“…Looking more into this process, pro-environmental behaviour can be understood as action directed at solving a problem by the individual who takes the action (Jensen 2002). Before taking the action individuals need to be conscious about the options available and the effects of their actions.…”

Section: Introductionmentioning

confidence: 99%

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

Börner

Kalz

Specht

2014

Environmental Education Research

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This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design, the empirical study was conducted among employees working at a university campus. For the experimental treatments ambient learning display prototypes were varied on two design dimensions, namely representational fidelity and notification level. The results do not provide clear evidence that the design of the displays influences learning outcome or that the displays lead to pro-environmental behaviour change. Nevertheless the sole deployment of the display prototypes eased the comprehension of the information provided and lowered the need for additional information.Thus ambient learning displays provide a promising framework in the context of environmental learning and beyond.

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“…We have also considered whether an action is direct or indirect and chosen the actions so that both these aspects are represented, see list below. Another perspective considered is whether an action aims at individual or collective solutions and thereby takes place in the private or public sphere (discussed by e.g., Chawla & Flanders Cushing, 2007;Jensen, 2002;Kenis & Mathijs, 2012). Private sphere actions include actions at home such as saving energy, saving water and composting, or consumer actions such as reducing consumption of clothes, gadgets, etc., and choosing to buy eco and fair trade labelled articles.…”

Section: Data Collectionmentioning

confidence: 99%

What Kind of Actions are Appropriate? Eco-School Teachers' and Instructors' Ranking of Sustainability- Promoting Actions as Content in Education for Sustainable Development (ESD)

Stagell¹,

Almers²,

Askerlund³

et al. 2014

IEJEE-Green

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Knowledge, Action and Pro-environmental Behaviour

Cited by 433 publications

References 2 publications

Environmental knowledge, pro-environmental behaviour and energy savings in households: An empirical study

Environmental knowledge, pro-environmental behaviour and energy savings in households: An empirical study

It doesn’t matter, but: examining the impact of ambient learning displays on energy consumption and conservation at the workplace

What Kind of Actions are Appropriate? Eco-School Teachers' and Instructors' Ranking of Sustainability- Promoting Actions as Content in Education for Sustainable Development (ESD)

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