Evaluating Determinants of Tourists’ Intentions to Agrotourism in Vietnam using Value – Belief – Norm Theory

<p>This article is about when a company should introduce a new ethical norm. By using the Value–Belief–Norm theory, I argue that the<i> </i>more an ethical issue threatens an ethical value and the more a company has an ethical responsibility to protect such value against such threat, then the more desirable it is for a company to establish ethical norms to protect that particular value. The introduction of a new ethical norm then becomes more desirable when the threat from such an ethical issue increases and/or the ethical responsibility of the company increases. Distinguishing seven characteristics of an ethical issue and four conditions of a company’s ethical responsibility helps in identifying the situation in which a company should introduce a new ethical norm. The resulting framework, with corresponding guidelines, explains why and when progress in business ethics is needed.</p>

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Fenntarthatóság – fenntartható fogyasztás – egyetemi hallgatók fogyasztásának vizsgálata alapján

Vezetéstudomány / Budapest Management Review ◽

10.14267/veztud.2009.09.04 ◽

2009 ◽

pp. 41-53

Author(s):

Mónika Tóth ◽

György Málovics ◽

István János Tóth

Keyword(s):

Norm Theory ◽

Value Belief Norm Theory

A jelenlegi társadalmi-gazdasági folyamatok fenntarthatatlansága, potenciálisan önpusztító jellege a közvélemény és a környezeti problémakörrel foglalkozó kutatók körében napjainkra egyaránt tudatosult. Immár tudományos tény, hogy e folyamatok már a közeli jövőben beszűkíthetik a jövőbeni társadalmi-gazdasági választási lehetőségeket. E tendenciák kapcsán hangsúlyt kap a fejlett országok – köztük hazánk – állampolgárai részéről a jelenlegi fenntarthatatlan életmód megváltoztatásának szükségessége. A szerzők tanulmányukban arra a kérdésre keresik a választ, hogy a Szegedi Tudományegyetem hallgatóinak körében mi befolyásolja a környezettudatos fogyasztói magatartást. Ehhez megvizsgálják, hogy az ökológiai lábnyom alkalmas-e a környezettudatos fogyasztás mérésére, továbbá elemzik az ökológiai lábnyom méretének alakulását a SZTE hallgatóinak körében. Végül feltárják az ökolábnyomot befolyásoló tényezőket, ezek hatásának irányát és mértékét, amelyhez elméleti keretül elsősorban az érték-hit-norma elmélet (Value-Belief-Norm Theory) szolgál.

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Incorporating green building into architectural education: what can we learn from the value-belief-norm theory?

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-06-2020-0200 ◽

2021 ◽

Vol 22 (3) ◽

pp. 457-476

Author(s):

Xiaohuan Xie ◽

Shiyu Qin ◽

Zhonghua Gou ◽

Ming Yi

Keyword(s):

Structural Equation ◽

Green Building ◽

Ecological Crisis ◽

Equation Modeling ◽

Motivation To Learn ◽

Learning Behaviors ◽

Content Type ◽

Norm Theory ◽

Values And Beliefs ◽

Value Belief Norm Theory

Purpose Aiming to find out how to incorporate green building into the architectural curriculum, this study aims to explore the psychological path for cultivating architectural students’ awareness and motivation to learn the green design concepts and related technologies. Design/methodology/approach Based on a global review of relevant architectural courses in universities, a set of green building learning behaviors was proposed and a survey was conducted in architectural schools in South China to verify the “value-belief-norm” theory through the lens of green building learning behaviors. The psychological path that affects students’ green building learning behaviors was analyzed using structural equation modeling. Findings The results showed that biospheric and altruistic values could directly affect students’ motivation to learn green building, while personal norms served as the mediating condition for personal values and beliefs, and ultimately improved motivation. Practical implications The study suggests that the cultivation of environmental awareness and a sense of the ecological crisis should be developed through foundation courses, by establishing an ecological architecture curriculum, to more effectively guide students to learn and practice green building. Originality/value This study, for the first time, applied the “value-belief-norm” theory, which was developed to explain the psychological path for pro-environmental behaviors, to green building learning behaviors of architectural students.

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Future Teachers’ Sustainable Water Consumption Behavior: A Test of the Value-Belief-Norm Theory

Sustainability ◽

10.3390/su11061558 ◽

2019 ◽

Vol 11 (6) ◽

pp. 1558

Author(s):

Birgül Çakır Yıldırım ◽

Güliz Karaarslan Semiz

Keyword(s):

Water Consumption ◽

Conservation Education ◽

Education Programs ◽

Consumption Behavior ◽

Personal Norms ◽

Personal Norm ◽

Norm Theory ◽

The Impact ◽

The Relationship ◽

Value Belief Norm Theory

The impact of climate change and the demand of people for water resources are dramatically increasing. In order to protect water supply in the world, it is essential to develop individuals’ sustainable water consumption behaviors. Teachers play a key role in fostering students’ beliefs, attitudes, values and behaviors about sustainable water consumption. Therefore, the aim of this study was to explore pre-service teachers’ sustainable water consumption behaviors using the Value-Belief-Norm theory. 481 pre-service teachers completed a questionnaire measuring sustainable water consumption behavior, universal values, personal norms and beliefs that were categorized as awareness of consequences and ascription of responsibility. The results revealed that the Value-Belief-Norm theory could successfully explain sustainable water consumption behaviors of pre-service teachers. The study revealed that personal norm was a strong predictor to explain sustainable water consumption behavior. Mediation analysis confirmed the causal order of the variables in the model. In other words, personal norms mediated the relationship between ascription of responsibility and sustainable water consumption behavior; ascription of responsibility mediated the relationship between awareness of consequences and personal norms; awareness of consequences mediated the relationship between biospheric-altruistic values and ascription of responsibility; and lastly, personal norms mediated the relationship between biospheric-altruistic values and sustainable water consumption behavior. The results have important implications for education programs and environmental program designers. Through designing water conservation education programs, teachers and students’ sustainable water consumption behaviors can be fostered by strengthening their biospheric-altruistic values, environmental beliefs and personal norm to act for the environment.

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