Explaining Pro-Environmental Behavior in Student: An Extended Environmental Consciousness Pathway Model

Annisa Meristin, Mamat Supriatna, Wahyu Sopandi, Ana Ratna Wulan

Abstract

Environmental knowingness does not necessarily correspond to attitudes or consistent pro-environmental behavior. This study examined associations between environmental knowingness and pro-environmental behavior through consequence of awareness, attitude, personal norm, and self-regulation. A cross-sectional questionnaire survey involved 311 fifth-grade students from six elementary schools across three regencies or cities in Lampung Province, Indonesia. Partial least squares structural equation modeling assessed measurement quality, direct and indirect associations, and cross-validated predictive performance. The final 33-indicator model met the adopted reliability and validity criteria. Knowingness was positively associated with consequence awareness, whereas its association with attitude was not statistically significant. Consequence awareness and attitude were positively associated with personal norm, which was associated with self-regulation. Self-regulation was positively associated with behavior, for which the model explained 56.2% of the variance. The indirect pathway through consequence awareness, personal norm, and self-regulation was supported (β = 0.173, p < .001), whereas the corresponding pathway through attitude was not. Cross-validated predictive gains for behavior were modest. These findings extend the knowingness–attitude–behavior framework by incorporating the dimensions of awareness of consequences, personal norms, and self-regulation into the explanation of pro-environmental behavior among students. Research is needed to examine learning activities that connect awareness of consequences, personal responsibility, and action planning. Longitudinal and intervention studies are also required to investigate the temporal sequence and effectiveness of such activities

Keywords

Environmental knowingness; Personal norm; Self-regulation; Pro-environmental behavior; Elementary education

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References

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DOI: https://doi.org/10.20961/paedagogia.v29i3.128321

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