Changing Behavior and Making it Stick: The Conceptualization and Management of Conservation Behavior
ABSTRACT A sustainable planet is not possible without patterns of conserving behavior. The resource-costly life-styles that are characteristic of the current scene present a historic challenge. Never before have so many behaviors needed to change in so short a time. More challenging is that they must stay changed. For many reasons the techniques commonly used to promote conservation behavior are more reliable at modulating short-term behavior than at achieving durable change. The perceived urgency of environmental problems tends to make immediate behavior change the major focus. But of equal importance is the stability of behavior once changed. Thus one goal of conservation behavior research is to discover techniques that change individual behavior while minimizing or eliminating the need for repeated intervention. This article categerorizes behavior change techniques first by their informational or motivational nature and second by the source of the change: derived from others or gained by direct personal involvement. Evaluating selected techniques using five proposed dimensions suggests why durable behavior change has been so hard to achieve. Research implications are discussed.
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ABSTRACT: Energy use per square foot from science research labs is disproportionately higher than that of other rooms in buildings on campuses across the nation. This is partly due to labs’ use of energy intensive equipment. However, laboratory management and personnel behavior may be significant contributing factors to energy consumption. Despite an apparent increasing need for energy conservation in science labs, a systematic investigation of avenues promoting energy conservation behavior in such labs appears absent in scholarly literature. This paper reports the findings of a recent study into the energy conservation knowledge, attitude and behavior of principle investigators, laboratory managers, and student lab workers at a tier 1 research university. The study investigates potential barriers as well as promising avenues to reducing energy consumption in science laboratories. The findings revealed: (1) an apparent lack of information about options for energy conservation in science labs, (2) existing operational barriers, (3) economic issues as barriers/motivators of energy conservation and (4) a widespread notion that cutting edge science may be compromised by energy conservation initiatives.Energy Policy. 50:581–591.
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ABSTRACT: This study generates insight into how environmental attitudes and sustainable lifestyles relate to worldviews. First, environmental attitudes are contextualized cultural-historically (using Charles Taylor's work) and psychologically (using self-determination theory, SDT). Then, a questionnaire exploring worldviews, environmental attitudes, and sustainable lifestyles was conducted (n=1043) in the Netherlands. Component-analyses resulted in five worldview-factors (Inner growth, Contemporary spirituality, Traditional God, Focus on money, Secular materialism) and three environmental attitudes (Connectedness with nature, Willingness to change, Instrumentalism). The results show that Inner growth and Contemporary spirituality relate to Connectedness with nature and Willingness to change (and more sustainable lifestyles), while Focus on money and Secular materialism relate to Instrumentalism (and less sustainable lifestyles). In line with STD, the results suggest that intrinsically oriented worldviews correlate positively with pro-environmental attitudes and lifestyles, while extrinsically oriented worldviews correlate negatively. In line with Taylor, the results indicate a more traditional, modern, and postmodern worldview in the Netherlands.Journal of Environmental Psychology 01/2013; · 2.40 Impact Factor
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ABSTRACT: The majority of environmental information is presented in factual, expository text format. Although this form of text may be sufficient when learner interest is already high or when incentives are strong, environmental communicators cannot always rely on traditional text to provide citizens or students with environmental information that is comprehensible and motivating. The literature suggests that the qualities of written material that make it more interesting, particularly those qualities found in stories, could make text more meaningful and memorable to readers. This twist on written material could open significant opportunities for research and new presentation techniques for written text. Children's Environments Vol. 11, No.3 (September 1994) ISSN 1546-2250Children, Youth and Environments. 03/1994;
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