Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been f...

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Mind the Gap: why do people act environmentally and what are the barriers to pro-environmental behavior?

This article develops a conceptual framework for advancing theories of environmentally significant individual behavior and reports on the attempts of the author’s research group and others to develop such a theory. It discusses definitions of environmentally significant behavior; classifies the behaviors and their causes; assesses theories of environmentalism, focusing especially on value-belief-norm theory; evaluates the relationship between environmental concern and behavior; and summarizes evidence on the factors that determine environmentally significant behaviors and that can effectively alter them. The article concludes by presenting some major propositions supported by available research and some principles for guiding future research and informing the design of behavioral programs for environmental protection. Recent developments in theory and research give hope for building the understanding needed to effectively alter human behaviors that contribute to environmental problems. This article develops a conceptual framework for the theory of environmentally significant individual behavior, reports on developments toward such a theory, and addresses five issues critical to building a theory that can inform efforts to promote proenvironmental behavior.

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New Environmental Theories: Toward a Coherent Theory of Environmentally Significant Behavior

https://www.czp.cuni.cz/czp/images/stories/Vystupy/Seminare/2010%20Theory%20of%20Planned%20Behavior/Bamberg_Moeser_2007.pdf

Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour

While there is a recognised need to adapt to changing climatic conditions, there is an emerging discourse of limits to such adaptation. Limits are traditionally analysed as a set of immutable thresholds in biological, economic or technological parameters. This paper contends that limits to adaptation are endogenous to society and hence contingent on ethics, knowledge, attitudes to risk and culture. We review insights from history, sociology and psychology of risk, economics and political science to develop four propositions concerning limits to adaptation. First, any limits to adaptation depend on the ultimate goals of adaptation underpinned by diverse values. Second, adaptation need not be limited by uncertainty around future foresight of risk. Third, social and individual factors limit adaptation action. Fourth, systematic undervaluation of loss of places and culture disguises real, experienced but subjective limits to adaptation. We conclude that these issues of values and ethics, risk, knowledge and culture construct societal limits to adaptation, but that these limits are mutable.

Are there social limits to adaptation to climate change

A social-psychological model is developed to examine the proposition that environmentalism represents a new way of thinking. It presumes that action in support of environmental quality may derive from any of three value orientations: egoistic, social-altruistic, or biospheric, and that gender may be implicated in the relation between these orientations and behavior. Behavioral intentions are modeled as the sum across values of the strength of a value times the strength of beliefs about the consequences of environmental conditions for valued objects. Evidence from a survey of 349 college students shows that beliefs about consequences for each type of valued object independently predict willingness to take political action, but only beliefs about consequences for self reliably predict willingness to pay through taxes. This result is consistent with other recent findings from contingent valuation surveys. Women have stronger beliefs than men about consequences for self, others, and the biosphere, but there i...

Value Orientations, Gender, and Environmental Concern:

Retention of the science processes of observation and comparison in junior high school students

The prominent perceived professional needs of 365 Jordanian and 1,162 Malaysian secondary-level science teachers were examined using the Science Teacher Inventory of Need. These were compared across subgroups of the respective samples and across the two samples. The Jordanian science teachers' needs were in the areas of delivering science instruction, managing science instruction, administering science instructional facilities and equipment, and improving one's competence as a science teacher. The Malaysian science teachers' needs came from those four areas plus the area specifying objectives for science instruction. Needs from the first four areas were shared across the two samples. These needs were similar to ones observed in U.S. samples. The reason for the similarities is questioned.

Audrey N. Tomera

Papers

Retention of the science processes of observation and comparison in junior high school students

Jordanian and Malaysian Science Teachers' Prominent Perceived Professional Needs: A Comparison.

Science Teaching Methods for the Elementary School: A Worktext

Notes on Researching the Process of Scientific Classification with Both Adolescent and Adult Populations.