RESPONSIBLE ENVIRONMENTAL BEHAVIOR

Responsible Environmental Behavior

Abstract

Environmental behavior was first formally presented to Malaysian schools in 2001. Its implementation since then has been restricted be obliged to diverse constraints opposite educators, and its achievement in accomplishing asserted environmental behavior objectives continues uncertain. In outlook of this, an empirical, exploratory, descriptive study was undertaken to measure grades of environmental understanding, perception and information, and the engagement of lesser school scholars in sustainable utilisation practices. A review was undertook utilising a self-administered questionnaire with 306 scholars who were randomly chosen from four lesser schools in the state of Johor, Malaysia. The equipment had parts speaking to demography, causes of environmental information, notion of natural environment, environmental knowledge, environmental awareness and anxiety, sustainable utilisation behaviours, and nature-related activities. The facts and numbers show that scholars were cognizant of, but only quite worried with, environmental issues. Only 10% of the scholars were adept to characterise natural environment in periods of a relational beginning (as are against to an object). The adoption of Janikowski's four values of sustainable utilisation (selection, decrease, maximization and segregation) in their every day dwelling was modest. Environmental behavior 'in' and 'with' environment knowledge was discovered to be negligible amidst the respondents. The connection between variables was furthermore investigated. The outcome displayed that environmental behavior had increased the environmental consciousness of scholars but was rather ineffective in altering activity and demeanour patterns. Ways of enhancing comprehending and participation of Malaysian school scholars in environmental behavior and sustainable development are furthermore proposed.

Table of Content

ABSTRACTII

CHAPTER 01: INTRODUCTION1

Background of the Study1

Problem Statement1

Rationale1

Aims and Objectives2

Significance2

Research Question/Hypothesis3

Theoretical Frame work3

Limitation of the Study4

Assumptions & Limitation4

Ethical Concerns5

CHAPTER 2: LITERATURE REVIEW6

The Theory Of Responsible Environmental Behavior6

Entry-level Variables7

Ownership Variables8

Empowerment Variables8

The Theory Of Planned Behavior (Tpb)8

The Three Considerations Of The Theory Of Planned Behavior9

Residual Effects of Past on Later Behavior10

Theory Of Planned Behavior/ Reasoned Action10

Explaining human behavior11

History and Orientation11

Core Assumptions and Statements11

Conceptual Model12

Favorite Methods12

Scope and Application12

Example13

Responsible Environmental Behavior In Malaysia With Relation To Theroies13

Values21

Environmental Beliefs22

Environmental Concern23

Environmental Behavior24

Cognitive Behavior Theory26

Consciousness26

A Biological Theory To Underpin Cognitive Behavior Management26

Precepts & Concepts27

Belief Systems27

Communication28

Culture28

Restructuring Judgement28

Language & Thinking29

Metaphor29

Perceptive & Personality29

Rationality30

Reality30

Science30

Social Context31

Emotions31

Fear, Anger and Attachment32

Telos & Responsibility32

CHAPTER 3: METHODOLOGY33

Research Design33

Sample34

Instrument (interview/ Questionnaire)34

Data Collection Method35

CHAPTER 4: ANALYSIS AND DISCUSSION37

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS49

REFERENCES51

QUEATIONNAIRE64

CHAPTER 01: INTRODUCTION

Background of the Study

According to the World Youth Report (2005), 20% of the world's population are between 15 and 24 years of age. Numerous actions and recommendations within the international community have been proposed (e.g. United Nations, 2008) to ensure that the world's youth are provided with a secure and healthy future, including a high quality environment, improved standards of living, and access to education and employment. In 1970, 24% of persons aged six and over had some secondary education and only 1% had attained tertiary education. However, in 2000, these proportions had increased to 53% and 9% respectively (UNDP, 2005). In Malaysia, youths represent about 19% of the country's population (National Statistics Department, 2001). Generally, those aged 15 to 17 years attend secondary schools, while those 18 and above will be in colleges and ...