Approach to a causal model between attitudes and environmental behaviour. A graduate case study

Rodríguez-Barreiro, Luis M.; Fernández‐Manzanal, Rosario; Serra, Luis M.; Carrasquer, José; Murillo, M.B.; Morales, María José Herrera; Calvo, José María; Valle, Javier del

doi:10.1016/j.jclepro.2012.09.029

Cited by 97 publications

(55 citation statements)

References 36 publications

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“…Although students' attitudes are not fully reflected in their actions, environmentally conscious actions correspond to the intensity of sustainability education in specific sustainability courses as claimed by Zsóka et al [32] Another observation was that the constant factor, being female, means more for sustainability activity than being a male. This agrees with previous studies [23,24], but cannot, in the Swedish context, be explained by a much stronger involvement in domestic activities, since the differences between the genders in this regard are quite small [45].…”

Section: Discussionsupporting

confidence: 93%

“…This implies that the knowledge gap for the students with sustainability courses was lower than for those who did not have sustainability courses. This shows, however, only moderately in actions in our study, possibly due to the short time span (see [33,45]). The small changes in action in spite of having knowledge agree with Hiller Connell and Kozar [34], since the students think that their daily activities on campus do not affect the environment in any way (see [20]).…”

Section: Discussioncontrasting

confidence: 71%

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Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?

et al. 2016

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Abstract:Changing societies' minds about sustainability requires knowledge about the situation, awareness of what needs to be done and actions to change today's unsustainable behaviors. Universities are challenged to develop students' ability to appreciate the complexities of sustainability and translate sustainability knowledge of education into systemic, anticipatory and critical thinking and actions. To meet this challenge, universities provide specific study programs and courses and integrate sustainability in education and activities. There is limited research on the results of such efforts from a student perspective. The study focused on an identical cohort of 108 undergraduate students who answered a survey about their self-perceived knowledge, awareness and actions before and after their studies in a Swedish university. All 108 students had sustainability integrated into their study programs; forty-eight also attended specific sustainability courses. The test model explains variations in students' self-perceived sustainability actions at the end of their studies. There were differences already in students' initial self-perceived knowledge between the groups. The students' female gender, self-perceived initial actions, studying sustainability courses as well as the increase in self-perceived sustainability knowledge contribute significantly to the later sustainability actions. The results show student development, which can encourage those working with education for sustainable development in universities.

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Section: Discussionsupporting

confidence: 93%

Section: Discussioncontrasting

confidence: 71%

Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?

et al. 2016

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“…There have been significant research contributions on attitudes towards waste recycling in other disciplines such as electronic waste recycling [28] and pro-environmental behaviour from university graduates [29]. Pro-environmental behaviour refers to behaviour that minimizes negative impacts on the natural and built environment [30].…”

Section: Countrymentioning

confidence: 99%

Practitioners Recycling Attitude and Behaviour in the Australian Construction Industry

et al. 2018

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Construction waste management and recycling is widely discussed. However, at present there is still a significant amount of waste generated during the construction process. Considering this fact, this research aims to analyse the recycling attitudes and behaviours in the Australian construction industry. This paper investigates attitudes and behaviour towards recycling habits in construction; understands how recycling is viewed and carried out by practitioners in the industry; explains the causes of these states of mind; and formulates techniques that could be utilized to improve waste management and recycling acceptance within the industry and improve its effectiveness. Initially, the required data was collected through a questionnaire survey. Afterwards, a statistical analysis was carried out using SPSS software. It was found that the practitioners' attitude towards recycling habits are positive; however, their behaviour is not as strong as it should be. This means that the industry is aware and concerned about recycling in construction and willing to improve the environment by developing recycling habits. Recommendations to improve attitudes and behaviour towards recycling habits are also suggested, such as legislation and market driven developments, improvements of waste management methods, provisions in work method statements, sharing research and applications in sub-industries and developing communication.

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“…Clearly, universities are becoming the backbone of China's sustainable and responsible development (Dagiliute and Liobikiene, 2015;Wang et al, 2013;Zsoka et al, 2013). Universities have devised initiatives to study their influences on the environment (Lozano, 2010;Lukman et al, 2013;Tarah, 2007), and many studies have focused on student perceptions of environmental initiatives, such as curricula on environmental education and extracurricular activities (Azucena Vicente- Molina et al, 2013;Isljamovic et al, 2011;Oguz et al, 2010;Rodriguez-Barreiro et al, 2013;Zsoka et al, 2013). …”

Section: Introductionmentioning

confidence: 99%

Pro-Environmental Awareness and Behaviors on Campus: Evidence from Tianjin, China

Zhang

Xiong

et al. 2017

EURASIA J MATH SCI T

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China has promoted green campuses for decades. To better explore the current extent of pro-environmental awareness and behaviors of types of stakeholders (student, faculty members, and administrators) on campus, this study investigated the relationship between pro-environmental awareness and pro-environmental behaviors along with the influences of motivators, barriers, and culture (face (reputation) and group pressure). A questionnaire survey was conducted with a sample of the three types of stakeholders at Tianjin University, one of the largest academic institutions and the earliest to implement green campus development initiatives in China. Structural equation modeling tested a causal model of awareness, behaviors, and other explanatory variables. The results found that pro-environmental behaviors were more likely than awareness and the respondents engaged in private more than in public proenvironmental behaviors. Chinese social and cultural factors influenced proenvironmental behavior, particularly among the administrators, which informs our understanding of the reasons for the awareness-behavior gap. China's universities focus on eco-technology and energy management rather than on dissemination and publicity. The results suggest that advancing a pro-environmental cultural atmosphere and a consistent sustainability policy might significantly foster pro-environmental behaviors on university campuses.

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Approach to a causal model between attitudes and environmental behaviour. A graduate case study

Cited by 97 publications

References 36 publications

Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?

Learning about Sustainability—What Influences Students’ Self-Perceived Sustainability Actions after Undergraduate Education?

Practitioners Recycling Attitude and Behaviour in the Australian Construction Industry

Pro-Environmental Awareness and Behaviors on Campus: Evidence from Tianjin, China

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