Environmental citizenship behavior (the effect of environmental sensitivity, knowledge of ecology, personal investment in environmental issue, locus of control towards students’ environmental citizenship behavior)

Anggi Oktaviani,H Herdiansyah,Nadiroh Nadiroh,Agus Priadi,Dahlia Sarkawi,Erian Fatria

doi:10.1051/e3sconf/20187408002

Abstract

Environmental problems that continue to occur to this day has become a serious threat to the international world. Despite numerous research and investigation against the environmental problems continue to be done, but the solutions offered have not been fully able to cope with environmental problems. It is important that we should examine and change is our daily behaviors as a wise society to the environment. This article aims to review some research articles related to Environmental Citizenship Behaviors. Review this article based on the flowchart “Environmental Citizenship Behavior” developed by Hungerford & Volk in 1990. The research method used is survey with a causal approach and characterized by a data analysis technique using path analysis. The nature of the research used to test both direct and indirect effect among variables. In the framework of the flowchart was developed the variables in the Entry Level, the Ownership, and Empowerment of influential directly and indirectly towards the Environmental Citizenship Behavior to the environment. Based on the findings, it could be concluded that all of these entry level variables, ownership variables, and empowerment variables have direct and indirect effect towards environmental citizenship behavior.

Highlights

Over the last several years, individuals would involve themselves in the SDGs to gain adequate knowledge about SDGs itself
The purpose of this study was to gain a better understanding of the social–psychological mechanisms underlying innovative and spontaneous student acts directed at environmental improvement in the work context—otherwise known as ‘‘environmental citizenship behaviors’’ [3, 4]
Data normality test used Liliefors by Kolmogorov Smirnov (K-S) formulation and homogenity test used by Bartlett formulation

Summary

Introduction

Over the last several years, individuals would involve themselves in the SDGs to gain adequate knowledge about SDGs itself. Social, and environmental pillars or thinking mode in triple bottom line surely is not right, and deny the basic logic where SDGs madeEcological concerns are increasingly construed in a moralized fashion in the public arena, pressing companies to advance the environmental cause in a more responsive and holistic manner [1, 2]. Accompanying this trend, research on the civic attitudes and citizenship behaviors of individuals in organizations [3, 4] has emphasized the need to consider the natural environment as a stakeholder in its own right. A developing body of research has explored how both individual and organizational determinants influence the discretionary involvement of students in the management of a company’s environmental impact [6,7,8]

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Conclusion