Changing environmental attitudes but not behaviors after coursework and travel

M. Katrina Smith

The data

Pro-environmental attitudes and actions were assessed using several methodologies: • Surveys – completed before and after the academic term • Ecological footprints – completed before and after the academic term• Interviews – conducted after the trip• Reflection writings - students were asked to directly contrast conservation efforts in rural

and urban areas in the southern United States with those in similarly sized cities in Ecuador and tourist destination known for its promotion of eco-tourism

The educational strategy

The participants were nine college students that took part in an interdisciplinary summer program of study. Coursework included Environmental Psychology, the Culture and People of Ecuador (sociology), and Flora and Fauna of the Galapagos Islands (biology). The highlight was travel to Ecuador and the Galapagos Islands. This set of courses challenged students to examine the world through several lenses. They were asked to make careful observations of the variety of plant and animal life in their travels, to experience and better understand the culture and daily lives of the people, and to explore the environmental challenges faced by people in these regions.

Abstract

Although media coverage promoting environmentally friendly action abounds, environmental psychologists have suggested that education alone may not be sufficient to increase pro-environmental behaviors (Koger & Winter, 2010; Abrahamse & Matthies, 2013). The present study documented changes in attitudes and behaviors among nine students that took part in an intensive summer study program that included international travel. Surveys, reflections, and interviews consistently revealed that students grew more aware of local and international environmental challenges. Participants increased their level of concern about the seriousness of the present state of the environment; however, there was little change in everyday actions. These findings seem to indicate that effective environmental programs require more than an education strategy. Even concerned and motivated individuals are unlikely to take action without some additional supports.

AcknowledgementsI would like to thank Reinhardt University and the department of psychology for their support and funding for this research.

For questions, please contact : mks@reinhardt.edu

Discussion

Almost all students saw environmental issues as a societal level problem as opposed to one solved on the level of the individual. Findings are consistent with others that have suggested perceived behavioral control is important to changing environmental behaviors (Cordano & Frieze, 2000; Green-Demers, Pelletier, & Menard, 1997; Largo-Wight, Johnston, & Wight, 2013). Applied to community level interventions, these findings would suggest that affecting change in well established habits will require more than simply educating the public.

Attitudes Before AfterHow often do you consider the environment 0% frequently

11% often89% sometimes

11% frequently 11% often78% sometimes

Severity of the state of the environment 11% situation is dire89% situation is reversible

56% situation is dire44% situation is reversible

Importance of conservation 33% very important67% important

11% very important78% important11% not very important

Importance of the environment 67% very important33% important

78% very important22% important

Who is responsible 89% society as a whole11% corporations

78% society as a whole22% corporations

Table 1. Attitudes about environmental issues before and after the summer program

Findings

Students reported high levels of awareness of conservation and environmental challenges both before and after the study program (Table 1, Figure 2). Participants increased their levels of concern about the seriousness of the present state of the environment; however, there was little change in everyday actions (Figure 1). One simple task presented during the environmental psychology class was to encourage students to take reusable shopping bags to the grocery store. Although students made a public commitment to this behavioral change, they reported that they were not successful in following through – even in the short-term.

Introduction

Conservation efforts often focus on making people more aware of environmental threats. Governments and corporations actively seek technological solutions to environmental problems while media documents the worsening conditions worldwide. The question is whether these combined efforts are effective in getting individuals to act. Environmental psychologists are in a unique position to provide insight into what factors motivate individuals to change everyday behaviors in ways that benefit the conservational cause. The present study was designed to provide such insight following a unique educational opportunity. Participants were students taking part in in intensive summer study program. They offered feedback on changes in their level of environmental awareness and the changes they made in daily habits as a result of the experience.

Figure 2. Percentage of participants that expressed agreement with various environmental concerns

Figure 1. Percentage of participants that indicated they regularly complete specific environmental actions

0%0

0

unplug appliance

s

buy loca

l products

purchase

based on orig

in

take th

e stairs

compost

fuel efficie

nt vehicle

walk or b

ike

rec ycle

at home

recycle at s

chool/w

ork

use public

transp

ortation

turn off lights

0

20

40

60

80

100BeforeAfter

Environmental Actions

% o

f par

ticip

ants

that

do

worry about t

he planet

we must

act so

on

government m

ust act

3rd world

countri

es bear t

he brunt

media overhyp

es the problem

technology w

ill fix p

roblems

solutions w

ill im

pact life

style

Other countri

es must

act0

20

40

60

80

100BeforeAfter

Environmental Concerns

% o

f par

ticip

ants

that

agr

ee