Bertha M. Sopha conducted the literature research for this meta-analysis as part of the research project "Indicators of determinants of household energy behaviours" financed by the Norwegian Energy Efficiency Agency, Enova SF. Cara Petrovitsch supported this study by entering the correlation tables from the primary articles into a data file.

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Background: School absenteeism is a complex problem that includes risk factors associated with individual traits, socio-economic conditions, family structure, the school and society. The consequences of extensive school absenteeism can be detrimental for the youth. Method: In this exploratory study we aimed to investigate the relative importance of different risk factors on school absenteeism. We assessed 865 Norwegian high school students testing a model of school absenteeism using Exploratory Structural Equation Modelling (ESEM). Results: Analysis show that on the individual level most of the measured risk factors were significantly associated with absenteeism. School absenteeism was predicted by externalising behaviour, family work and health, and school environment directly. Conclusion: The implications of the findings on school absenteeism are that it will be important to focus more on the context and co-occurrence of these problems in order to fully understand them. Key Practitioner Message:• School absenteeism has been associated with many social, contextual and psychiatric risk factors and is a major predictor of adult psychosocial problems • Risk factors appear to act differently when grouped as opposed to solitary • Externalising problems and family work and health are more important than internalising problems in predicting school absenteeism • The number of risk factors or balance between risk and protective factors are more important than single factors in predicting school absenteeism • Clinically this calls for broad assessments and individually tailored interventions

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Abstract:This study moves toward a better understanding of the mechanisms behind changing people's recycling behavior at work by mapping out which pathways and variables change in recycling behavior as triggered by interventions. A questionnaire was designed based on the theory of planned behaviour, the norm-activation model, habits, and a comprehensive action determination model (CADM). The data was collected in two rounds: before the intervention and after a three-month pilot period with implemented interventions using a sample of n = 1269 students and employees. The CADM model appears to be a good fit with the data. The results from the structural equation modelling indicate the pathways to influencing behavioural change. The most important psychological variables accounting for waste separation behaviour are intentions, perceived behavioural control, personal norms, social norms and habits. No difference in waste separation behaviour was observed in the control building. Interventions targeting the increase in waste separation raised participants' intentions to engage in such behaviour. Results indicate that waste separation at work must go beyond technical aspects to include various key elements of sustainability to ensure success. Furthermore, understanding human behavior is key in determining the performance and success of an integrated and effective recycling intervention strategy.

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