Abstract:Measures of sustainable behavior (SB) usually include the self-report of activities aimed at the conservation of the natural environment. The sustainability notion explicitly incorporates both the satisfaction of human needs and the need of conserving the natural environment. Yet, the assessment of sustainable behaviors rarely considers the protection of the social environment as situation to investigate. In this paper, we propose the use of an instrument assessing SB, which includes the report of pro-ecological and frugal actions in addition to altruistic and equitable behaviors. The responses provided by 807 Mexican undergraduates to a questionnaire investigating those four instances of SB were processed within a structural equation model. Emotional (indignation due to environmental destruction, affinity towards diversity, happiness) and rational (intention to act) factors assumedly linked to sustainable behavior were also investigated. Significant interrelations among pro-ecological, frugal, altruistic and equitable behaviors resulted, suggesting the presence of a higher-order-factor that we identified as SB. This factor, in turn, significantly correlated with the rest of the investigated pro-environmental factors.

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School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

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