Understanding teen attitudes towards energy consumption

Toth, Nicola; Little, Linda; Read, Janet C.; Fitton, Daniel; Horton, Matthew

doi:10.1016/j.jenvp.2012.12.001

Cited by 40 publications

(45 citation statements)

References 19 publications

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“…(Eleni). Running out of power was the second most commonly identified problem arising from the use of energy (see similar results by Ayers 1977;Kuhn 1979;Lawrenz 1983;Solomon 1992;Stubbs 1985;Toth et al 2013). This notion is surprising, considering that in NZ electricity largely comes from renewable Environmental Education Research 7 sources (MBIE 2013).…”

Section: Electricity As a 'Finite Resource'mentioning

confidence: 66%

“…Energy use is a good example: children mostly associate their energy use with home (Toth et al 2013), which is where they start to use, and thus learn about, electrical appliances (Garabuau-Moussaoui 2011). Children also learn and develop strong attitudes from interacting with their parents (Aronson, Wilson, and Akert 1999;Breckler, Olson, and Wiggins 2006;Vaughan and Hogg 2010), but so far very little is known about the effect that this interaction has on their energy literacy.…”

Section: School Levelmentioning

confidence: 99%

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Energy literacy and agency of New Zealand children

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2015

Environmental Education Research

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The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9-10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011-April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

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Section: Electricity As a 'Finite Resource'mentioning

confidence: 66%

Section: School Levelmentioning

confidence: 99%

Energy literacy and agency of New Zealand children

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2015

Environmental Education Research

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“…On the intervention 10 webpage, participants were provided with four sentences describing everyday scenarios wherein they 11 could potentially save energy. The scenarios were developed based on previous qualitative research 12 (Toth et al, 2013) that had identified four key behaviours within the home environment where 13 adolescents had the potential to engage in energy-saving behaviour but often did not do so due to 14 habit: (If I leave a room… / If I finish using my games console… / If I finish using the TV… / If my 15 mobile phone has finished charging...). They were then asked to complete the sentences with details 16 of a behaviour they could perform in that scenario in order to save electrical energy.…”

Section: The Interventionmentioning

confidence: 99%

Planning to Save the Planet

Bell

Toth

Little

et al. 2016

Environment and Behavior

Self Cite

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1 2Adolescents are an important population to target with energy-saving interventions: not only 3 are adolescents high consumers of energy, but they are also the adult consumers of the future. In the 4 present study, an online energy-saving intervention was developed based on implementation 5intentions, a widely-used psychological behaviour change technique. 180 adolescents, aged [13][14][15]6 were recruited using purposeful sampling and were allocated to either the intervention or control 7 condition. A significant increase in adolescent's self-reported energy-saving behaviour was found 8 amongst adolescents who had received the intervention, which was sustained at the six week follow-9 up. However, some adolescents were more affected by the intervention than others: adolescents who 10 already actively engaged in energy saving (as identified by their readiness to change prior to the 11 intervention) reported a significant increase in energy-saving behaviours as a consequence of 12 participation in the intervention, whereas those who were not already saving energy did not. 13

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“…Thus, developing a more thorough understanding of what motivates pro-environmental behavior (PEB) among young people is an important area of concern that has practical applications for creating a sustainable future (e.g. Fielding & Head, 2012;Gifford & Nilsson, 2014;Johnson, Johnson-Pynn, Luguumya, Kityo, & Drescher, 2013;Toth, Little, Read, Fitton, & Horton, 2013;Wiernik, Ones, & Dilchert, 2013).…”

mentioning

confidence: 99%

Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions

Leeuw

Valois

Ajzen

et al. 2015

Journal of Environmental Psychology

868

565

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Keywords:Theory of planned behavior Environmental behavior Sustainability Empathic concern High school students Beliefs a b s t r a c t This study relied on the theory of planned behavior (TPB) to identify the beliefs that influence young people's pro-environmental behavior. High-school students completed a questionnaire regarding the performance of pro-environmental behaviors early in the school year and reported on their behavior toward the end of the year. In addition to the standard TPB constructs, the initial questionnaire assessed descriptive norms, moral norms, sex, and empathic concern. Results revealed an excellent fit for the standard TPB model; attitudes, descriptive subjective norms, and perceptions of control made independent contributions to the prediction of intentions, and intentions together with perceived control predicted behavior. Behavioral, normative, and control beliefs predicted, respectively, attitudes, subjective norms, and perceived behavioral control. Empathic concern influenced intentions and behavior indirectly by its effects on behavioral, normative, and control beliefs. Examination of the effects of specific beliefs revealed important implications for designing effective behavior-change interventions.

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Understanding teen attitudes towards energy consumption

Cited by 40 publications

References 19 publications

Energy literacy and agency of New Zealand children

Energy literacy and agency of New Zealand children

Planning to Save the Planet

Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions

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