Abstract
The study investigated a sample population of 675 students drawn from high schools nationwide, to grasp how literate they were about energy issues and to construct accordingly, a model that depicted the interplay among their knowledge, attitudes, self-efficacy, and behaviors. Students were found to possess better knowledge about scientific basics than related issues of energy, attitudes favoring renewable energy underlaid by relatively anthropocentric environmental value, and energy-saving habits. In explaining personal energy-related behaviors, the most influential component was attitude, and knowledge had little effect. Males were more knowledgeable about energy but held a less positive attitude than females, whose energy literacy components were also more strongly interconnected in the structural relationship model. Implications and other findings including the role of family behavior are discussed.
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