responsible environmental behavior (REB)

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The Relative Importance of User Characteristics, Natural Resource-Oriented Outdoor Experiential Education, and Concern for the Environment in Influencing Visitors' Responsible Environmental Behavior in Backcountry Areas.

The Relative Importance of User Characteristics, Natural Resource-Oriented Outdoor Experiential Education, and Concern for the Environment in Influencing Visitors' Responsible Environmental Behavior in Backcountry Areas.

The purpose of this study was to examine the effects of various factors that might influence individual responsible environmental behavior in backcountry areas. Individual responsible environmental behavior is important in terms of the preservation and sustainability of natural resources. Previous research has shown that particular user characteristics, exposure to natural resource-oriented outdoor experiential education, and individual’s concern for the environment, each influence responsible environmental behavior. This study extends the existing literature by examining how these variables work together and by examining the relative importance of each on the likelihood an individual will behave in an environmentally responsible manner. The sample was comprised of individuals who completed hiking the entire Appalachian Trail (a 2,180 mile National Scenic Trail) from 2010 to August 2013. Data were collected using an online questionnaire administered through the Qualtrics survey platform that included questions about backcountry experience, sociodemographic variables, environmental concern, and adherence to responsible environmental behaviors. The target behaviors were based on the principles of Leave No Trace Center for Outdoor Ethics (LNT), a nonprofit organization seen as a leader in promoting responsible outdoor recreation
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Development and Validation of Responsible Environmental Behavior Scale towards Solid Waste Management (REBS-SWM)   in School Setting

Development and Validation of Responsible Environmental Behavior Scale towards Solid Waste Management (REBS-SWM) in School Setting

Abstract— This study aimed to develop a valid and reliable instrument to measure undergraduate students’ responsible environmental behavior towards solid waste management. Data gathered from 418 undergraduate students provided evidence for validity and reliability of the new instrument consists of 34 behavior items on a six point Likert type scale. Results of the factor analysis with varimax rotation showed that items constituting Responsible Environmental Behavior Scale towards Solid Waste Management (REBS – SWM) were grouped under three subscales: (1) Personality factors; (2) Knowledge on action strategy; and (3) Knowledge on issues. Each item had a factor loading of 0.40 or above with its own scale and the alpha reliability coefficient for all of the three subscales was 0.81. Thus, REBS – SWM is a valid and reliable instrument that can be used in the field of environmental and science education and can be used as basis for management of wastes in school setting.
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DEVELOPING BETTER PUBLIC POLICY TO MOTIVATE RESPONSIBLE ENVIRONMENTAL BEHAVIOR- AN EXAMINATION OF MANAGERS’ ATTITUDES AND PERCEPTIONS TOWARDS CONTROLLING INTRODUCED SPECIES

DEVELOPING BETTER PUBLIC POLICY TO MOTIVATE RESPONSIBLE ENVIRONMENTAL BEHAVIOR- AN EXAMINATION OF MANAGERS’ ATTITUDES AND PERCEPTIONS TOWARDS CONTROLLING INTRODUCED SPECIES

Even though issues associated with introduced species are less publicised than other environmental issues on the world stage, the associated environmental problems are no less severe than those caused by production and consumption activities. For example, it has been suggested that in one Australian state wild rabbits, which were originally introduced by European settlers, cause more than one hundred million dollars in harm every year (Tehan 1999) and have a substantial long-tem negative effect on the natural environment. In particular they negatively effect native vegitation, cause and excellerate soil erosion, and indirectly negatively impact on water quality (Environment Australia 2002)
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Environmental attitudes and environmental behavior-which is the horse and which is the cart?

Environmental attitudes and environmental behavior-which is the horse and which is the cart?

When students comment at home, this could mean that they have internalized the school’s environmental influence and that they perceive environmental behavior as important. Commenting can be perceived as a form of responsible environmental behavior that is expressed in the form of persuasion [1,5,7,8,18,84–86], and an aspect of active participation [19,87–91]. Though the sources of environmental influences can be multiple and varied, we assume that the sources of influence on environmental commenting by children, is the school’s influence. The assumption is derived from our underlying model which perceives influence flows as gradients. The closer one is to the source of influence, the stronger is the influence. The farther one moves away from the source, the weaker is the influence. The model directs that if the children were mainly influenced by sources in the wider community and not the school, we could assume that the parents would also be exposed to the same or similar sources and there would be no need for children to try to influence their parents. Whereas, if the school is the source of influence, then the children who are in closest proximity would hold the potential to pass on the influence to the parents who are in less proximity.
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ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS

ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS

data on the effectiveness of environmental attitudes and behavior is divergent (see hungerford & Volk, 1990; palmer, 1998). this study, however, showed that pupils who had knowledge of environmental issues and environmental problems also possessed more positive environmental attitudes and behaved responsibly. in practice, the connection between informa- tion and responsible environmental behavior will appear in the form of consumer choices and recycling. sixth graders, whose home used organic products, highlighted the environmental impact of organic farming. the same appeared in recycling. those pupils who were aware of the impact of recycling are considered likely to recycle in the future. although recycling is one of the topics covered in school in studies on the environment and in the natural sciences, quite a large proportion of the pupils were still confused about its effect. it would be easy to recycle waste if collection bins were located near home; if not, enthusiasm for recycling was weaker. for example, Grodieska et al. (2006) had the same results.
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Environmental Attitudes, Intentions, and Behaviors: The Effects of an Environmentally-Focused Study Abroad Program.

Environmental Attitudes, Intentions, and Behaviors: The Effects of an Environmentally-Focused Study Abroad Program.

model of responsible environmental behavior, including variables such as attitude, personal responsibility, knowledge of issues and action strategies, intention to act, and situational factors leading to the potential outcome of responsible environmental behavior. Further, Vaske and Kobrin, (2001) noted that increasing individuals’ levels of awareness is not enough to generate positive environmental behavior. Pooley and O’Connor (2000) suggested focusing on the foundations of attitude development when designing and administering environmental education programs because “identifying the determinants of environmental behavior can better inform environmental education programs” (p. 713). The results of their study suggested that both cognition (i.e., knowledge and beliefs) and affect (i.e., emotion) contribute to the development of environmental attitudes. Additionally, they recommended that environmental educators interested in changing behavior focus on emotions and beliefs, rather than simply providing new knowledge, to achieve intended outcomes. While it may not be the responsibility of environmental educators to change attitudes and behaviors, it is clear that an important aim of much of environmental education is to motivate students to ultimately “take responsible action” (Bogner, 1998, p. 27). This responsibility can be
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Influential Factors of the Environmental Perceptions and Pro environmental Behavior of Residents in Western China

Influential Factors of the Environmental Perceptions and Pro environmental Behavior of Residents in Western China

In the past, scholars mostly regard individuals as homogeneous and seldom consider the impact of individual differences on environmental perception when using TPB to study the environmental perception of residents. Extant PEB literature mostly studies the influence of individual attitudes, values, and intentions on PEB from an individual perspective but fail to consider the impact of different environmental perceptions. This study adds a new observation dimension to the TPB environmental behavior (PEB) is a concept widely used by western scholars. Presently, it has no unified definition. For instance, Kasier (1998) affirmed that it should be an ecological behavior, Stern (2000) considered PEB an important and positive environmental behavior, Cottrell (2003) proposed an ount of responsible environmental behavior, Thogersen as the environmental responsibility of an Kennedy (2009) et al. considered it an environmental support act. On the basis of the ts of Kollmuss and Agyeman (2002), we define minimize the negative impact of their activities on the ecological environment. In terms of the factors influencing PEB, Noppers et al. (2014) that individual PEBs are primarily influenced by individual internal factors and by situational, normative, and Prior studies notably include PEB as a type of environmental behavior and emphasize that positive ses from the positive effect on daily life of the improvement of environmental conditions and environmental quality. Moreover, they offer no strict distinction between PEB and environmental protection. However, the two concepts should be differentiated.
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PENERAPAN TEKNIK KONSELING RATIONAL EMOTIVE BEHAVIOR (REB) UNTUK MENINGKATKAN KECAKAPAN SOSIAL SISWA  SMA PESANTREN GUPPI SAMATA KABUPATEN  GOWA SULAWESI SELATAN

PENERAPAN TEKNIK KONSELING RATIONAL EMOTIVE BEHAVIOR (REB) UNTUK MENINGKATKAN KECAKAPAN SOSIAL SISWA SMA PESANTREN GUPPI SAMATA KABUPATEN GOWA SULAWESI SELATAN

Group counseling is dynamic interpersonal processfocusing on consius though and behavior and involving the therapy functions of permissiveness,orentatin to reality, catharsis, and mutual trust, caring, understanding, acceptance, and support. The therapy functions are created and nurtured in small group through the sharing of personal a concern with one’s peer and the counselor(s). Berdasarkan pengertian yang dikemukakan oleh Gazda diatas, maka secara prinsip konseling kelompok adalah: (1) konseling kelompok merupakan hubungan antara konselor dengan beberapa konseli; (2) konseling berfokus pada pemikiran dan tingkah laku yang disadari; (3) dalam konseling kelompok terdapat faktor-faktor yang merupakan aspek terapi bagi konseli: (4) konseling kelompok bermaksud memberikan dorongan dan pemahaman
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Refbacks

Refbacks

Sustainable development which is one of the learning sub-fields of Science-Technology-Society-Environment of Science lesson contains “enabling future generations to meet their needs by using natural resources economically, developing conscious on individual, society and economic benefits of an economical usage.” (MEB, 2013). In order for sustainable development conscious to be improved, students have to hold the environmental attitude. It will be possible to reach a measuring instrument which shows to what extent this program succeeded in instilling the objectives of the program in the students. It also will help determine the environmental attitudes of the students who have not attended Science class since the class is introduced at the 3rd grade. There is a need for a scale that includes the dimensions of cognition, perception and behavior in regard to the importance of environmental attitude to be acquired at early ages. Individuals, who are conscious of environmental attitude, have to have the environmental knowledge, recognize the environmental problems, be sensitive to these problems and act accordingly.
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Creating a Different Kind of Innovator: Using health communication theory in entrepreneurship education to foster behavior change among entrepreneurship students in sub-Saharan Africa

Creating a Different Kind of Innovator: Using health communication theory in entrepreneurship education to foster behavior change among entrepreneurship students in sub-Saharan Africa

It is the contention of this paper that the analytical framework of health communication can usefully provide the basis for informing entrepreneurship education theory for development regions such as sub-Saharan Africa. This is because the behavior change theories underlying health communications have been shown to be effective in enrolling and motivating their audiences to engage in new behaviors and habits in Africa (Elmendorf, Cabanero-Verzosa, Lioy, & LaRusso, 2005), e.g., in the area of HIV prevention (Singhal & Rogers, 2003), and becoming an entrepreneur, to a large extent, involves changing one’s behavior and way of life. Additionally, the existing published literature related to entrepreneurship education in sub- Saharan African contexts consistently recommends moving away from technical entrepreneurship education, towards more action-oriented, experiential entrepreneurship training programs (see Table 1 for a detailed discussion). This is conceptually consistent with reviewers of western entrepreneurship education programs who suggest a similar shift towards more “relevant” (Edelman, Manolova, & Brush, 2008) and “synergistic” (Collins, Smith, & Hannon, 2006) education approaches in entrepreneurship education. Finally, entrepreneurship, as a field of study, is action-oriented, pragmatic in its focus, and multi-disciplinary, hence relevant literature can be found in diverse journals, from management, business administration, to organizational studies, and psychology (Rauch & Frese, 2000). This means that cross- fertilization between subject areas may usefully contribute to a deeper understanding of this domain for researchers and practitioners alike.
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Nutrient enrichment caused by marine cage culture and its influence on subtropical coral communities in turbid waters

Nutrient enrichment caused by marine cage culture and its influence on subtropical coral communities in turbid waters

Our study provides preliminary results suggesting that nutrient enrichment was likely caused by cage culture during the survey period (2006 to 2007), although this result could alternatively have been influenced by the environmental conditions of past years, for which we lack data. We investigated the idea that eutrophication by cage culture effluents may have altered suitable habitats for coral reef organisms of this region, and local hydrology and feed type could also have influenced our findings. Subtropical coral com- munities in the Penghu Islands may be more influ- enced by nutrient enrichment than turbidity and sedi- mentation. Consequently, this study suggests that chronic nutrient enrichment caused by marine cage culture might have negative implications for the sur- rounding waters, influencing interactions between macroalgae and corals. The most effective ways to minimize the risk of environmental degradation are to restrict the expansion of culture sites, remove cage cul- ture, or allow areas to remain fallow (Loya 2007). It is hoped that these suggestions will provide insights for local governments to develop appropriate conserva- tion management strategies, and for fishery authorities and aquaculture planning agencies to maintain a func- tional marine environment.
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The Behavior of Stage House Inhabitant Towards the Provision of Safe Drainage to the Environment in Soppeng District

The Behavior of Stage House Inhabitant Towards the Provision of Safe Drainage to the Environment in Soppeng District

Chave and Scornd and Backman cited by Azwar define attitudes to be certain consistencies in terms of feelings, thoughts and predisposing one's actions towards an environmental object [14]. Linggasari shows that attitudes consist of various levels: accepting, responding, appreciating, and taking responsibility for everything that has been chosen [15]. Holhan in Ojedokun explains that environmental attitudes are people's feelings to accept or reject some characteristics or issues related to the physical environment [16].

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Pro environmental behavior : identifying determinants that could predict different types of pro environmental behavior

Pro environmental behavior : identifying determinants that could predict different types of pro environmental behavior

Over the past few decades, sustainability has increased in importance. A concern that exploitation of natural resources, economic development, and violation of environmental resources are not sustainable is expressed more and more frequently in policy debates, conferences, and analytical studies (Toman, 1992). Sustainability refers to addressing the needs of the present without undermining the needs of the future (Blackburn, 2007). The foundation of the concept sustainability starts in the Brundtland Report of 1987 (Kuhlman & Farrington, 2010). Within that report the tension between the ambitions of mankind towards a better life on the one hand and the limitations imposed by nature on the other hand is emphasized. The report proclaims to express the urgency of sustainability to the people and that awareness and responsibility regarding sustainability need to be increased.
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Browse Title Index

Browse Title Index

Universities in Malaysia have been working towards implementing Green Initiatives as outlined in the United Nations Environmental Programme (UNEP) Greening Universities Toolkit in 2013 to become sustainable Green Campuses. Universities are thought of as mini cities in the way they function and causes direct and indirect impact on the environment (Mat et al., 2011). In recent years, studies on campus sustainability have been conducted to measure the impact that universities have on the environment and several mechanisms to measure and rank universities globally on how they perform in sustainability have been proposed. In 2010, the University of Indonesia proposed for a global ranking list of universities’ sustainable performance ratings. The UI Greenmetrics is designed as a practical, entry-level tool for assessing campus sustainability efforts in both developed and developing countries and thought to be a simpler approach than other ranking systems such as GREENSHIP, STARS and the College Sustainability Report Card (Lauder et al., 2015). Results of the 2015 ranking saw 8 Malaysian tertiary institution listed as green campuses from a total of 407 universities that took part in the ranking worldwide. For Malaysia, Universiti Putra Malaysia came in first and ranked at number 17, followed by Universiti Utara Malaysia, 44, Universiti Malaya, 65, Universiti Tun Abdul Razak, 106, Universiti Kebangsaan Malaysia, 110, Universiti Teknologi Malaysia, 118, Universiti Malaysia Sabah, 173 and International Islamic University of Malaysia came in at number 361 (Universitas Indonesia, 2015).
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Moral Behavior in Stock Markets: Islamic finance and socially responsible investment

Moral Behavior in Stock Markets: Islamic finance and socially responsible investment

The organization of the article is as follows. I begin by briefly describing popular social movements in both the United States and Malaysia that partially shaped peoples’ preferences to extend ethical or religious criteria to their investment behavior. I also distinguish “Islamic finance” from “conventional” finance and introduce a Malaysia-specific concept of “ethical finance.” I then make two arguments to explain the more powerful influence of morality on investment behavior (and by extension, on corporate behavior) in Malaysia as compared to the United States. The first is a bottom-up argument that focuses on professional money managers’ behavior. I argue that clients’ preferences and their “mandates” (to use the native term) in both the United States and Malaysia are relatively weak external constraints on fund managers’ behavior because they are socially constructed by the interaction between powerful money managers and their relatively less powerful clients. As a consequence, SRI in the United States has a weak influence because it relies on mandates. I then make a top-down argument that the Islamic capital market in Malaysia has been shaped by a powerful social movement with a coherent ideology and backed by powerful actors, namely the Malaysian government, that has altered the market’s structure by institutionalizing Islamic finance. When this institutionalization is combined with bottom-up social pressure on asset management firms to invest in conformance to Islamic principles, the combined social forces create a potentially powerful influence over corporations in Malaysia, regardless of the religion (if any) of their leadership. This article draws on over 125 tape-recorded semi-structured ethnographic interviews with financial workers in Malaysia in 2001-2002 (Pitluck 2005) and in 2006, particularly a subset of 22 interviews with current and six interviews with former money managers (whom I also refer to as fund managers), three members of the Syariah 7 Advisory Council and three regulators at the Securities
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Water Conservation Behavior and Environmental Concerns

Water Conservation Behavior and Environmental Concerns

In order to consider factors, which might influence both water conservation behavior and environmental concerns we focus on some demographic and socio-economic characteristics. Specifically, we concentrate on the following features: (i) assessment of respondents on water rates as a proxy of water price; (ii) gender (female and male as the reference category); (iii) marital status including categories for married, divorced and widowed against a base category of being single; (iv) age (31-40, 41-50, 51-60, 61-70, 71-80, with age16-30 used as reference group); (v) the number of individuals living in the household (household size); (vi) age of children (Children0_5, Children6_12, Children13_17); (vii) level of education (low education, bachelor’s degree, with high school being the reference category); (viii) household income (household income (ln)); (ix) self-reported good health (good health); (x) tenure status (homeowner); (xi) number of rooms; (xii) employment status (unemployed, entrepreneur, employed, retired with other status utilized as reference category). The average respondent in the sample is married, poorly educated (elementary school and/or junior high school completed), is in good health and a homeowner.
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ENVIRONMENTAL CONCERN AND PRO-ENVIRONMENT BEHAVIOR IN A PAKISTANI SAMPLE WITHIN AN INDIVIDUAL RELIGIOSITY FRAMEWORK

ENVIRONMENTAL CONCERN AND PRO-ENVIRONMENT BEHAVIOR IN A PAKISTANI SAMPLE WITHIN AN INDIVIDUAL RELIGIOSITY FRAMEWORK

Pro-environmental behavior has received much recent attention in the academic and policy literatures [21,22]. According to Barr & Gilg, [23] and Hobson, [24] pro-environmental behavior has a minimal impact on the environment for example, recycling, reusing, switching off lights and using sustainable modes of travel and consumption. For many decades, social scientists have explored the factors that motivate an individual to engage in pro-environmental behavior. Because, gaining a thorough understanding of why people commence pro-environmental behavior is important for researchers and policy makers, searching solutions to environmental problems that call for behavioral change. For example, economists, tend to examine the influence of external conditions, for instance socio-economic characteristics, income and price, upon behavior. On the other hand, psychologists, focus on relating internal, or psychological, variables to behavior [25]. In this article researchers took the pro-environmental behavior as a dependent variable.
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Determinants of responsible hiking behavior: Results from a stated choice experiment

Determinants of responsible hiking behavior: Results from a stated choice experiment

Collectively, these three findings have highlighted a variety of ways recreation resource managers can more efficiently inform recreationists about the impacts of off- trail hiking and prioritize trail management needs. Further research is still needed to validate these findings with field- based observations. Proactive recreation resource managers are advised to experiment with and employ the widest variety of complementary solutions available within the given budgetary limitations, and the managerial recom- mendations offered here can be viewed as complementary. For example, engaged and committed resource managers could selectively seek out and engage with organizations that offer trail-based service-learning opportunities and place informative placards denoting the presence of sen- sitive soils and vegetation. The manager might also be able to educate visitors about recreation resource impacts through more active and engaging methods than simple trailhead signage. Altering recreation behavior in a manner that results in higher quality trail environments is not likely to emerge from one single solution. Rather, a full suite of tools and techniques should be deployed in a coordinated effort to successfully maximize recreation settings’ envi- ronmental integrity and the quality of the experiences that depend upon them.
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Climate change and environmentally responsible behavior on the Great Barrier Reef, Australia

Climate change and environmentally responsible behavior on the Great Barrier Reef, Australia

Abstract.—This study explored the relationship between Australians’ perceptions of climate change, its impact on the Great Barrier Reef (GBR), and predictors of environmentally responsible behavior (ERB). Our hypothesized model suggested that general attitudes toward climate change, social pressure for engaging in ERBs (subjective norms), and perceived behavioral control (PBC) over ERB would be positively related to intentions to engage in ERB. We hypothesized that attitude, subjective norms, and PBC would negatively influence the constraints of ERB, intention to engage in ERB, and actual ERB. We used data from a survey of Australian residents on the impacts of climate change and individual human ERB on the GBR to test our hypotheses. The most important predictor of intention to engage in ERB was perception of one’s control over the behavior. For both residents and nonresidents, attitudes toward climate change were negatively associated with constraints impinging on their ability to adopt ERBs – although this effect was much more pronounced for nonresidents. By emphasizing the accessibility/ easiness of environmental behaviors, GBR marine park managers can reinforce perception of individual control over behaviors and reduce the constraints to
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The Relationship between University Students’ Environmental Identity, Decision-Making Process, and Behavior

The Relationship between University Students’ Environmental Identity, Decision-Making Process, and Behavior

First, research has often shown a discrepancy between attitude and behavior (Kollmuss & Agyeman, 2002). Diekmann and Preisendoerfer (1992) used a cost analysis model to suggest people choose pro-environmental behaviors that require the least economic and psychological (i.e. time, effort, motivation) cost. They found that environmental attitude and pro-environmental behaviors such as recycling were significantly correlated but other pro-environmental behaviors like driving less did not correlate with environmental attitudes. Similarly, Heberlein (2012) found that the strength of the behavior barrier mattered when understanding the relationship between attitude and behavior. Economic concerns would be considered a strong behavior barrier. If it will cost money to act environmental an individual may not participate in the behavior
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