When Legitimacy Shapes Environmentally Responsible Behaviors: Considering Exposure to University Sustainability Initiatives

Autor/inn/en	Watson, Lesley; Hegtvedt, Karen A.; Johnson, Cathryn; Parris, Christie L.; Subramanyam, Shruthi
Titel	When Legitimacy Shapes Environmentally Responsible Behaviors: Considering Exposure to University Sustainability Initiatives
Quelle	In: Education Sciences, 7 (2017), Artikel 13 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Environmental Education; Sustainability; Student Behavior; School Support; Regression (Statistics); Student Surveys; Recycling; Conservation (Environment); Peer Influence; Student School Relationship; Consciousness Raising; Likert Scales; Predictor Variables; Context Effect; College Seniors; Student Participation + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Student behaviour; Schülerverhalten; Schulförderverein; Regression; Regressionsanalyse; Schülerbefragung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Schüler-Lehrer-Beziehung; Bewusstseinsbildung; Likert-Skala; Prädiktor; College; Colleges; Senior; Hochschule; Fachhochschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This study examines how perceptions of the legitimacy of university sustainability efforts--support by the administration (authorization) or from students' peers (endorsement)--as well as the physical context in which students live, matter in shaping students' environmentally responsible behaviors (ERBs). Using survey data collected from fourth-year students at a university in the Southeastern US, we employ Seeming Unrelated Regression to analyze the impact of perceived legitimacy and context on recycling and conservation behaviors, controlling for demographic characteristics, pro-environmental attitudes, and environmental identity. Our findings indicate that students' perceptions of what university administrators support affect the likelihood of students to enact recycling and conservation behaviors, and peer support influences conservation behaviors. This research contributes to the literature on legitimacy by examining how legitimacy processes work in natural, rather than experimental, settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01