scholarly journals Applying Value-Belief-Norm Theory to Investigate Students' Waste Prevention Behaviour

Psichologija ◽  
2021 ◽  
Vol 63 ◽  
pp. 40-55
Author(s):  
Ernesta Smilingytė ◽  
Dovilė Šorytė
Keyword(s):  
Higher Education ◽  
Psychological Factors ◽  
Waste Prevention ◽  
Environmental Behaviour ◽  
Environmental Consequences ◽  
Personal Norms ◽  
Education Environment ◽  
Norm Theory ◽  
Ecological Worldview ◽  
Value Belief Norm Theory

Even though the increasing amount of waste is one of the biggest environmental challenges we currently face, surprisingly little is known about the psychological factors of waste prevention behaviour. The purpose of the study is to examine whether students‘ waste prevention behaviour can be predicted by the Value-Belief-Norm theory. In this paper, we report results from a questionnaire study of 221 students aged from 18 to 26 years. It was found that the Value-Belief-Norm theory could indeed explain students‘ waste prevention behaviour. As expected, findings indicate that high endorsement of biospheric values is associated with a strong ecological worldview, which was related to an increased awareness of environmental consequences. Those beliefs led to stronger personal norms, which were associated with more frequent waste prevention behaviour. Understanding students‘ waste prevention behaviour and the factors predicting it is a key step that could help to reduce the amount of waste that is generated. It is particularly relevant among students because higher education environment could be an effective place to increase students‘ pro-environmental behaviour and connect this behaviour with their values, beliefs and norms.

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

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.

The value-belief-norm theory, personal norms and sustainable travel mode choice in urban areas

2015 ◽  
Vol 44 ◽  
pp. 119-125 ◽  
Author(s):  
Hans Brende Lind ◽  
Trond Nordfjærn ◽  
Stig Halvard Jørgensen ◽  
Torbjørn Rundmo
Keyword(s):  
Urban Areas ◽  
Mode Choice ◽  
Travel Mode ◽  
Personal Norms ◽  
Travel Mode Choice ◽  
Norm Theory ◽  
Value Belief Norm Theory

scholarly journals FACTORS AFFECTING YOUNG PEOPLE’S BEHAVIORAL COMMITMENT TO THE PROTECTION OF LOCAL GAZELLE SPECIES: THE CASE OF ŞANLIURFA IN TURKEY

2015 ◽  
Vol 14 (5) ◽  
pp. 616-626
Author(s):  
Sevilay Dervişoğlu ◽  
Muhterem Tankuş
Keyword(s):  
High School Students ◽  
Positive Impact ◽  
Conservation Value ◽  
Education Programs ◽  
School Students ◽  
Factors Affecting ◽  
Personal Norms ◽  
Norm Theory ◽  
Self Transcendence ◽  
Value Belief Norm Theory

The protection of wildlife is an important issue for Turkey. This research examines factors affecting the behavioral commitment of young people, living in the Şanlıurfa province of Turkey, to the protection of the local gazelle species, within the framework of the Value-Belief-Norm Theory. The research was conducted with the participation of high school students (N=472), and it was found that personal norms and the ascription of responsibility are the strongest predictors of behavioral commitment to the protection of the gazelle species. Self-transcendence and conservation value clusters also had a positive impact on behavioral commitment to the protection of the gazelles. The research concludes by making recommendations concerning education programs on the protection of the gazelle species. Key words: environmental education, Value-Belief-Norm theory, wildlife protection.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

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