Effects of climate change anxiety and environmental sustainability attitudes on pro-environmental behaviors among nursing students: A cross-sectional study.

Environmental awareness and pro-environmental behavior within China’s road freight transportation industry: Moderating role of perceived policy effectiveness

Religiosity is one of the most prominent and extensive social factors influencing one’s behavior; however, there is a lack of research analyzing the religiosity impact on pro-environmental behavior, particularly for women in rural areas. To narrow the research gap, this study established a theoretical research model by incorporating religiosity into the Theory of Planned Behavior to explore factors affecting rural female facilitators’ pro-environmental behavior. The extended Theory of Planned Behavior model was consequently tested by empirical data collected from 110 rural female facilitators in Qom Province in the center of Iran. The results of structural equation modeling indicated that subjective norms and environmental attitude were positively and significantly related to pro-environmental intentions. In addition, pro-environmental intentions and perceived behavioral control were found to be significantly associated with pro-environmental behaviors. The results revealed that there was a direct and indirect relationship between religiosity and pro-environmental behaviors via perceived behavioral control. In addition, there was an indirect relationship between religiosity and pro-environmental intentions via subjective norms and environmental attitudes. Therefore, this study revealed that religiosity as social pressure plays an important role in determining pro-environmental intentions and behaviors among rural female facilitators in Iran. Thus, in order to promote pro-environmental behavior, the religiosity aspects should be considered and people should be stimulated to act in a more environmentally friendly mode via religious prism.

Environmental education is important in the face of the climate crisis. Although previous studies suggest that knowledge could boost pro-environmental attitudes, behavioural change is complex and may go beyond knowledge acquisition. Previous research highlighted biospheric and altruistic values as motivational factors related to pro- environmental behaviour (PEB). Video-based education has arisen as an accessible environmental learning medium. Video-sharing platforms offer accurate educational videos, although, it is unclear if they can increase knowledge, PEB or change attitudes. An online experiment randomly allocated 72 students in two conditions to watch an informational video on climate change, with one condition engaging in a values clarification task. Participants completed questionnaires on environmental attitudes, PEB, environmental self-efficacy and knowledge. Cross-correlations indicated complex inter-relationships and a non-significant relationship between knowledge and PEB at baseline. The values clarification task did not offer an advantage on PEB or pro-environmental attitudes. Both conditions experienced increases in knowledge, indicating that watching an educational video on climate change contributes to knowledge acquisition. The findings highlight complex mechanisms involved in increasing pro-environmental attitudes and behaviours. The study was part of the project “Be the Change: Innovative Higher Education for Environmental Sustainability,” co-funded by the ERASMUS+ Programme of the European Union (Project number: 2022-1-SE01- KA220-HED-000087275).

Coastal tourism is a growing segment of the global tourist business. Nonetheless, the careless environmental behavior of travelers has precipitated significant problems. Thus, the purpose of this study is to examine the influence of visitors’ environmental knowledge and recreational experience on their environmental commitment and attitude, which subsequently impacts their pro-environmental behavior. It uses cognitive-affective-conative theory to deepen the comprehension of the factors affecting tourists’ pro-environmental behavior in the realm of coastal tourism in Vietnam. The proposed model was validated by partial least squares analysis with data collected from 303 online individuals with prior experience in coastal tourism in Vietnam, retrieved via Google Forms in April 2024 through convenience sampling. The findings reveal that environmental knowledge positively affected environmental commitment (β = .250, p = .000), environmental attitude (β = .331, p = .001), and travelers’ pro-environmental behavior (β = .220, p = .000). Moreover, the recreational experience positively impacted environmental commitment (β = .629, p = .000), environmental attitude (β = .385, p = .000), and travelers’ pro-environmental behavior (β = .259, p = .000). The research findings indicated a positive effect of environmental commitment on travelers’ pro-environmental behavior (β = .268, p = .000). Finally, visitors’ environmental attitudes positively influenced their pro-environmental behavior (β = .155, p = .006). AcknowledgmentThe author acknowledges the Industrial University of Ho Chi Minh City, which supported this study.

On the predictors of pro-environmental behaviors: integrating personal values and the 2-MEV among secondary school students in Tanzania

High environmental sensitivity, known as sensory processing sensitivity, characterizes certain individuals, causing them to perceive and react intensely to external stimuli. Individuals with sensory processing sensitivity, referred to as highly sensitive people (HPSs), exhibit heightened emotional reactivity and empathy, alongside a profound aesthetic sensitivity and a unique connection to nature. This trait can lead to both advantages and challenges, including increased vulnerability to sensory overload. This correlation study explored the hypothesis that highly sensitive people could be more sensitive to natural stimuli, leading to a stronger environmental identity, a higher level of eco-anxiety, and more pronounced pro-environmental attitudes and behaviors. Data collection involved 501 Italian citizens (65.1% women; M age = 27.69 years; SD = 10.54). This study found positive correlations (between 0.20 and 0.47) between high sensitivity and environmental attitudes (e.g., New Ecological Paradigm and Climate Change Attitude Survey dimensions), identity aspects (e.g., connectedness to nature), behavioral aspects (e.g., pro-environmental behaviors), and eco-anxiety, suggesting that the highly sensitive person trait might be related to a stronger environmental identity, higher levels of eco-anxiety, and more pronounced pro-environmental attitudes and behaviors. However, some exceptions were identified: ease of excitation and low sensory threshold were not significantly correlated with conservation behaviors and environmental citizenship, while aesthetic sensitivity was consistently associated with pro-environmental behaviors (PEBs). Additionally, the low sensory threshold dimension appears to have a low association with attitudinal aspects measured by the Climate Change Attitude Survey. This suggests the complexity of sensory processing sensitivity and its nuanced impact on environmental dynamics. The findings emphasize the need for future research to explore the implicit dimensions of environmental attitudes and the emotional responses of HSPs to climate change. Practical recommendations include tailoring environmental education and policy strategies to address the unique emotional sensitivities of HSPs, fostering stronger engagement in pro-environmental actions.

BackgroundAnticipated emotions are important predictors of pro-environmental behavior within the extended theory of planned behavior. However, their mechanisms need further exploration through emotion theories. This study applies Affective Events Theory (AET), a framework originally developed to explain emotional influences on behavior in workplace settings and more recently extended to the context of pro-environmental behavior, to examine how anticipated positive and negative emotions influence pro-environmental behavior, with environmental attitudes serving as a mediator.MethodsA cross-sectional survey was conducted to measure anticipated positive and negative emotions, environmental attitudes, pro-environmental behavior, and demographic variables. A total of 500 questionnaires were randomly distributed via the Credamo online platform, yielding 442 valid responses.Results and conclusionBoth anticipated positive and negative emotions positively influence pro-environmental behavior, with environmental attitudes mediating these effects. Specifically, anticipated positive emotions not only exert a direct impact on pro-environmental behavior but also indirectly influence it through environmental attitudes. In contrast, anticipated negative emotions affect pro-environmental behavior exclusively through the mediating role of environmental attitudes. The direct effect of anticipated positive emotions may reflect the approach-oriented motivational function of positive emotions. Meanwhile, the indirect effects of both types of emotions through environmental attitudes suggest that anticipated emotions promote pro-environmental behavior by influencing individuals’ perceptions of the human–environment relationship. These findings significantly advance our understanding of the emotional mechanisms underlying pro-environmental behavior and offer valuable implications for designing emotion-based interventions aimed at fostering environmentally responsible actions.

This chapter’s study was undertaken to explore outcomes of an outdoor environmental education programme relating to the motivation of pro-environmental behaviour (PEB). Inspired by the value-belief-norm model of environmentalism and the theory of planned behaviour, the study explored changes in Grade 6 students’ environmental knowledge, attitudes, and self-reported behaviours occurring through participation in the programme. The quantitative methods employed found no change in measured environmental knowledge nor environmental attitudes. However, both archival and newly collected data revealed a statistically significant increase in students’ self-reported PEB. Results suggest that while the programme was successful in stimulating Grade 6 students’ self-reported PEB, the shift occurred without an associated change in students’ environmental knowledge or attitudes. This finding suggests that environmental knowledge and attitudes may be unnecessary in the motivation of PEB. The study supports the value of outdoor environmental education as related to the encouragement of PEB and provides insight into the pathways by which PEB can occur. Awareness of these pathways is considered a valuable guideline for teachers or teacher educators hoping to inspire PEB among their students.

Purpose – The primary aim of this quantitative survey research is to explore the connection between environmental education, participation in environ-mental programs or actions, and the enhancement of pro-environmental attitudes and behaviors in individuals. In light of global challenges such as climate change, biodiversity loss, and environmental degradation, under-standing how education and active engagement can promote sustainability is increasingly crucial. This study aims to determine whether exposure to environmental education and participation in environmental actions can influence individuals’ environmental consciousness and encourage more sustainable practices. Design/Methodology/Approach – The study sample consisted of 2,687 Greek consumers, aged 18 to 29 years. This age group was specifically chosen to capture insights from young adults, who are key to future sustainability efforts. The Mann-Whitney non-parametric test was used to analyze potential differences in environmental awareness among participants who had received environmental education and those who had participated in environmental programs. The survey gathered responses related to specific actions, dailyhabits, and individual choices to assess the level of environmental consciousness among the participants. The research method focused on determining how environmental education and participation in programs impacted behaviors related to sustainability.Findings – The findings of this survey indicate that individuals who received environmental education in school are more likely to consider the environmental consequences of their purchasing decisions. Furthermore, those who have participated in environmental programs or actions were more inclined to adopt pro-environmental behaviors, such as reducing waste, conserving energy, and opting for sustainable products. Additionally, the analysis revealed that participants aged 26–29 demonstrated higher environmentalconsciousness than their younger counterparts aged 18–21, suggesting that environmental awareness increases with age and experience. Originality – This study contributes to the body of research on environmental education and sustainability by highlighting the significant role that both education and active participation in environmental initiatives play in fostering environmental awareness. It emphasizes the importance of these factors in encouraging sustainable behaviors and helping create a more sustainable andeco-conscious society. Design/Methodology/Approach – The sample involved 2,687 Greek consumers aged 18 to 29 years. The non-parametric Mann–Whitney test was used to explore possible differences in the environmental consciousness of the research participants in relation to whether they have been taught environmental education at school and/or they have participated in an environmental program or action in the past. The survey participants were asked to respond regarding the frequency of specific actions and daily habits, which frame their environmental consciousness and awareness. The questionnaire included behaviors such as recycling, reducing water and energy use, and choosing eco-friendly products. A multiple linear regression analysis was also conducted to assess the effect of age and other factors on environmental attitudes and actions. Findings – The results of this survey showed that the people who have been taught about environmental education at school are more likely to consider the environmental impact of the products they buy, while those who have participated in environmental programs or actions adopt more consistent pro-environmental behaviors. These include limiting single-use plastics and supporting sustainability-related initiatives. Furthermore, through the multiple linear regression analysis, it was found that the participants aged 26–29 have an increased environmental consciousness compared to the participants aged 18–21, possibly due to increased maturity, life experience, and exposure to sustainability-related information. Originality – This survey adds to the existing literature on environmental education and sustainability by highlighting the importance of environmental education and participation in environmental programs or actions towards increasing environmental consciousness and awareness and building a sustainable society. It underscores the necessity of incorporating structured environmental education within formal curricula and promoting active participation through community-based programs.

PurposeThrough the application of the theory of planned behavior (TPB), this study aims to explore the main determinants of higher education students’ pro-environmental behavior.Design/methodology/approachAn online survey was conducted among the students of a public higher education institution (HEI) in Portugal, from March to May of 2020. The data were analyzed with the structural equation modeling technique, considering environmental attitude, knowledge, subjective norm and perceived behavioral control as exogenous latent variables, and pro-environmental intention and behavior as endogenous latent variables.FindingsThe results show that the students’ environmental attitude and knowledge have no significant impact on their pro-environmental intention, while the students’ subjective norm and perceived behavioral control have a positive impact on their pro-environmental intention. The results also reveal that the students’ perceived behavioral control and pro-environmental intention have a strong and positive impact on their pro-environmental behavior.Research limitations/implicationsThis study focuses on the students from a single public HEI, in accounting and administration area, and deepens environmental behavior in relation to resources’ consumption.Practical implicationsThis study provides findings that can be useful for HEIs to be more effective in their policies, strategies and practices to improve students’ environmental behavior.Originality/valueThe paper contributes to the literature by exploring the main determinants of higher education students’ pro-environmental behavior in a Portuguese HEI and extending the TPB considering the additional variable environmental knowledge.

Degradation of natural resources exacerbates a country’s vulnerability to the effects of climate change. IPCC projections suggest that countries within the horn of Africa, which include Kenya, will suffer most from extreme climate change events, particularly more frequent and prolonged droughts. Women and children suffer disproportionately from the consequences of environmental degradation. Public participation is one of the strategies governments pursue to combat environmental degradation; however, there has been limited research to better understand students’ environmental attitudes and pro-environmental behavior to better inform student-led participatory designs. Students comprise a significant proportion of the population in Kenya. This research conducted in 2018 at Nginda Ward, Embu County, comprised a survey of 121 students: 58 high school and 63 primary school students. The research investigated students’ environmental knowledge, environmental attitudes, and pro-environmental behavior. Qualitative data were analyzed thematically. Multivariate statistics (MANOVA) were used to examine the relationship between the dependent variables and the participant’s gender and level of schooling. From the results obtained, the top five most frequently mentionedlocalenvironmental problems by the students sampled included water pollution, deforestation, air pollution, scarcity of safe sources for water for domestic use, and soil erosion. Inferential statistical results revealed that there is a significant relationship between students’ level of schooling and environmental attitudes,F = 11.79, (1, 120),p < 0.01. In addition, there is a significant relationship between students’ level of schooling and environmental knowledge,that is, perceived severity of environmental problems,F = 5.33, (1, 120),p < 0.05. Research findings further revealed a significant relationship between gender and environmental knowledge,F = 9.62, (1, 120),p < 0.01. However, gender differences in pro-environmental behavior were not statistically significant. Also, differences between primary and high school students’ pro-environmental behavior were insignificant.

Degradation of natural resources exacerbates a country’s vulnerability to the effects of climate change. IPCC projections suggest that countries within the horn of Africa, which include Kenya, will suffer most from extreme climate change events, particularly more frequent and prolonged droughts. Women and children suffer disproportionately from the consequences of environmental degradation. Public participation is one of the strategies governments pursue to combat environmental degradation; however, there has been limited research to better understand students’ environmental attitudes and pro-environmental behavior to better inform student-led participatory designs. Students comprise a significant proportion of the population in Kenya. This research conducted in 2018 at Nginda Ward, Embu County, comprised a survey of 121 students: 58 high school and 63 primary school students. The research investigated students’ environmental knowledge, environmental attitudes, and pro-environmental behavior. Qualitative data were analyzed thematically. Multivariate statistics (MANOVA) were used to examine the relationship between the dependent variables and the participant’s gender and level of schooling. From the results obtained, the top five most frequently mentionedlocalenvironmental problems by the students sampled included water pollution, deforestation, air pollution, scarcity of safe sources for water for domestic use, and soil erosion. Inferential statistical results revealed that there is a significant relationship between students’ level of schooling and environmental attitudes,F = 11.79, (1, 120),p < 0.01. In addition, there is a significant relationship between students’ level of schooling and environmental knowledge,that is, perceived severity of environmental problems,F = 5.33, (1, 120),p < 0.05. Research findings further revealed a significant relationship between gender and environmental knowledge,F = 9.62, (1, 120),p < 0.01. However, gender differences in pro-environmental behavior were not statistically significant. Also, differences between primary and high school students’ pro-environmental behavior were insignificant.

The continuous growth of the world's population has emphasised the need for pro-environmental behaviour. As the condition of the environment continues to deteriorate, concerns to preserve the environment have begun to increase dramatically. While much research has been conducted on the environmentally-conscious consumer, the results pertaining to pro-environmental purchase behaviour are mixed. Ajzen's Theory of Planned Behaviour model has been an incremental tool in the description of past behaviour patterns in previous studies and recently has been utilised in various environmental behaviour studies around the world. The prediction of pro-environmental behaviour remains an essential tool in the fight towards sustainability, and also offers organisations a possible means of creating a competitive advantage in the process. Therefore, the purpose of this study was to identify any relationships between the variates formed by African Generation Y students' perception and assessment of their beliefs concerning pro-environmental behaviour and their likelihood to engage in pro-environmental purchase behaviour in the South African context. The study followed a cross-sectional descriptive research design that utilised a sample questionnaire to gather data from a convenience sample of 500 students registered at the campuses of four South African higher education institutions in the Gauteng province. The data was analysed using principle component analysis and canonical correlation. This study found that environmental attitudes, subjective norms and perceived behavioural control have a positive direct relationship with African Generation Y students' likelihood of engaging in pro-environmental purchasing behaviour. DOI: 10.5901/mjss.2014.v5n21p101

To investigate the relationship between climate change cognition and behaviours (awareness, concern, motivation, behaviours at home and behaviours at work), positive and negative future cognition, and environmental sustainability attitudes in nurses and to identify the factors affecting environmental sustainability attitudes. A cross-sectional study. In total, 358 nurses currently working in tertiary hospitals in Korea were recruited. Data were collected using an online questionnaire link from 1 August to 7 August 2022. Climate change cognition and behaviours were measured using the Korean version of the Climate, Health, and Nursing Tool. Positive and negative future cognition were measured using the Korean version of the Future Event Questionnaire. Environmental sustainability attitude was measured using the Korean version of the Sustainability Attitudes in Nursing Survey-2. Multiple regression analysis was used to identify the factors affecting environmental sustainability attitudes. Motivation, concern and behaviours at work were factors affecting environmental sustainability attitudes. Motivation was a pivotal influencing factor. Better scores for environmental sustainability attitudes were specifically correlated with higher scores for motivation, concern and behaviours at work. Nurses' motivation, climate change concern and pro-environmental workplace practices should all be considered to improve their attitudes towards environmental sustainability. To enhance nurses' environmental sustainability attitudes and behaviours, nurse educators must educate them to increase their motivation for climate action. Nurses are increasingly expected to contribute to environmental sustainability. Hence, awareness of climate change and environmental sustainability among nurses must be improved, and nursing engagement and action encouraged. Nurse educators and managers should explore barriers to pro-environmental behaviour engagement among nurses, examine workplace cultures that encourage pro-environmental behaviours and develop policies/regulations to develop more environmentally sustainable workplaces. We adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. Neither patients nor the public were involved in our research's design, conduct, reporting or dissemination plans. The nurses partook in this study exclusively as research participants and were not involved in any research process.

Healthcare professionals play a vital role in addressing planetary health; however, their proenvironmental behaviour (PEB) remains underexplored, particularly in Pakistan. The study aimed to assess healthcare professionals' knowledge and attitudes regarding planetary health and the new ecological paradigm (NEP) and to determine the PEB of healthcare professionals. The cross-sectional study was conducted in Rawalpindi and Islamabad, Pakistan, from July to November 2024. A total of 307 healthcare professionals filled out a structured questionnaire. Spearman's correlation was used to assess the relationship between knowledge of planetary health and the NEP, as well as PEB. The mean age of participants was 40±11.4 years. Regarding knowledge, 238 (77.5%) of participants agreed that environmental problems have a direct impact on human health. The majority, 283 (92.2%), expressed their concern about climate change. Most respondents recognised the limits to Earth's resources (268; 87.3%), agreed that humans are abusing the environment (260; 84.7%) and expressed concern about ecological crises (280; 91.3%). Almost 85% (261 respondents) thought that encouraging sustainable healthcare practices is necessary for both present and future generations. PEBs included frequent recycling, conserving water and educating others about environmental impacts, as mentioned by 249 (81.1%) respondents. A highly significant, positive correlation was observed between participants' endorsement of the NEP and their PEB, specifically in 'day-to-day activities' (correlation coefficient=0.47, p value<0.001), as well as between NEP and attitude (correlation coefficient=0.45, p value<0.001). Knowledge about planetary health and the NEP has a positive influence on environmental attitudes and PEBs. Similarly, environmental attitudes have a positive impact on PEBs.