Psychological Factors Influencing Pro-environmental Behavior in Developing Countries: Evidence From Colombian and Nicaraguan Students

The mechanism of internal and external efficacy influences residents' pro-environmental behavior through environmental willingness

The Chinese government's environmental conservation efforts require the active participation of all society. This study investigated how internal and external efficacy influence pro-environmental behavior with environmental willingness as a mediator. This study employed a structural equation model to analyze the data from 1499 survey questionnaires. The analysis revealed that both internal and external efficacy can enhance individuals' pro-environmental behavior in the private and public spheres. External efficacy has a stronger impact on environmental willingness and public sphere environmental behavior, while internal efficacy more significantly influences private sphere environmental behavior. Additionally, environmental willingness only mediates efficacy and public sphere environmental behavior. The innovation of this study is the examination of internal and external efficacy from the perspective of different sources and the comparison of their differential impacts on pro-environmental behavior. Relevant policies should effectively enhance residents' internal and external efficacy to comprehensively improve their level of pro-environmental behavior.

Towards a greater engagement of universities in addressing climate change challenges

Many higher education institutions around the world are engaged in efforts to tackle climate change. This takes place by not only reducing their own carbon footprint but also by educating future leaders and contributing valuable research and expertise to the global effort to combat climate change. However, there is a need for studies that identify the nature of their engagement on the topic, and the extent to which they are contributing towards addressing the many problems associated with climate change. Against this background, this paper describes a study that consisted of a review of the literature and the use of case studies, which outline the importance of university engagement in climate change and describe its main features. The study identified the fact that even though climate change is a matter of great relevance to universities, its coverage in university programmes is not as wide as one could expect. Based on the findings, the paper also lists the challenges associated with the inclusion of climate change in university programmes. Finally, it describes some of the measures which may be deployed in order to maximise the contribution of higher education towards handling the challenges associated with a changing climate.

Factors Associated with Pro-Environmental Behaviors in Israel: A Comparison between Participants with and without a Chronic Disease

This study examined differences regarding climate change pro-environmental behaviors (PEBs), comparing between individuals with chronic diseases and those without. A cross-sectional survey was conducted among 402 adults, of whom 25% had a chronic disease. Participants completed measures for PEBs, climate change exposure (i.e., exposure to its effects), climate change risk appraisal, environmental self-efficacy, collective efficacy, and sociodemographic variables. Results revealed a significant difference between participants with and without chronic diseases in climate change risk appraisal. Having a chronic disease was associated with higher climate change risk appraisal (β = 0.16, p < 0.001), which in turn was associated with higher collective efficacy (β = 0.29, p < 0.001). The latter was associated with more PEBs (β = 0.10, p = 0.049). Furthermore, higher climate change exposure was associated with higher climate change risk appraisal (β = 0.49, p < 0.001), which in turn was associated with collective efficacy (β = 0.29, p < 0.001). The latter was associated with more PEBs (β = 0.10, p = 0.049). In addition, higher climate change exposure was directly associated with both self-efficacy (β = 0.33, p < 0.001) and collective efficacy (β = 0.10, p = 0.049), which in turn were associated with more PEBs (β = 0.28, p < 0.001 and β = 0.10, p = 0.049, respectively). This study highlights the need to provide efficacy-enhancing information in climate change messaging for PEBs in general. A threat component in environment-relevant messages for people with chronic diseases, specifically, should also be adopted.

Do University Students Base Decisions to Engage in Sustainable Energy Behaviors on Affective or Cognitive Attitudes?

It is essential to understand the determinants of university students’ decisions to engage in sustainable energy behaviors, as this understanding has implications for the development of communication and education strategies to promote sustainable energy behaviors. The present study aims to investigate the impacts of affective and cognitive factors on sustainable energy behaviors among university students. It will explore the affective factors of self-responsibility and social norms and the cognitive factors of environmental concerns, perceived self-efficacy, perceived self-benefits, and action knowledge about sustainable energy behaviors. A simple random technique was used to select participants from undergraduate students at King Mongkut’s University of Technology Thonburi (KMUTT) in Bangkok, Thailand. Questionnaire surveys were completed by 426 participants in May and June 2020. Multiple regression analyses were used to test the ability of affective and cognitive variables to predict university students’ participation in sustainable energy behaviors. The results revealed that participation in sustainable energy behaviors was significantly impacted by the perceived benefit of sustainable energy behaviors, students’ concerns about climate change, perceived self-efficacy, and social norms; self-responsibility and action knowledge had no significant impact. These findings indicate that communication that focuses on climate change and approaches that enhance students’ self-efficacy and the perceived benefits of sustainable energy behaviors could help promote such behaviors among university students. The sustainable energy behaviors of other social groups, including students’ family members and colleagues and the general public, are also influential as they can motivate students to change their behavior.