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Über dieses Buch

This book presents a social-psychology model delineating the factors that may influence in an altruistic manner sustainable behaviour (SB) of students, faculty and administrators in four higher education institutions (HEI) with very different economic and social characteristics. It presents the areas where these individuals work (education and community management), and in which of them education for sustainability is promoted, focusing on four alternative methods of learning: play, art, group therapy, and personnel management. The book is intended for bachelors and graduated students, as well as researchers in social psychology, environmental psychology, conservation psychology, environmental education, education for sustainable development, cross-cultural psychology, and social sciences.



Chapter 1. Introduction

Due to a lack of critical considerations related to dignity, human rights, equity, care for the environment, and sustainable development, along with human diversity, inclusiveness, participation, and sufficiency for all; as well as major concerns that have demanded global attention such as HIV/AIDS, migration, climate change, and urban sprawl which reflect social, political, economic, and environmental challenges facing humanity and the planet, the UNESCO (in report by the Director-General on the United Nations of Education for Sustainable Development: Draft International Implementation Scheme and UNESCO´S contribution to the implementation of the Decade, 2005) has promoted the Decade of Education for Sustainable Development (DESD), which, implemented in March 2005, emphasizes the importance of quality basic education and stresses that education must provide specific skills such as learning to know, learning to live together, learning to do, and learning to be (Delors et al. in Learning: The treasure within. UNESCO, Geneva, 1998).
Margarita Juárez-Nájera

Socio-psychological Model to Determine Sustainable Behavior


Chapter 2. Theoretical Explanatory Frameworks for Sustainable Behavior

In the previous chapter, the discussion focuses on the definition of sustainable behavior, underlying principles, and the background of education for sustainable development (ESD). This chapter discusses the cognitive theory which models sustainable behavior under the information-processing approach. Additionally, in this section, the most widely known social-psychology models for explaining attitudes which promote the study of sustainable behavior and the factors associated with them are shown. This provides conceptual frameworks which identify the factors explaining sustainable behavior (specifically in situations in which social dilemmas exist, as is the case for many environmental problems and their economic, social, and cultural contexts as indicated in ESD).
Margarita Juárez-Nájera

Chapter 3. Research Method

This chapter presents the research method used to answer the research questions, modification made to norm-activation theory based on value-belief-norm theory, the connection of the theoretical approach with the research design, a justification for the selected case study, a model developed to describe sustainable behavior, and the criteria for data analysis. It also includes a description of how the research was conducted, how the data were collected, and the criteria for the sample selection.
Margarita Juárez-Nájera

Chapter 4. Mapping Latent Variables of Sustainable Behavior

In the previous chapter, the author proposed a model to describe sustainable behavior (see Fig. 3.​1) and explained how to built a questionnaire to test such proposed model among HEIs in different countries. In this chapter, firstly, an exploratory factor analysis (EFA) was used to prespecify the factors in terms of how well it reproduces the sample correlation (covariance) matrix of the measured variables to establish the underlying structure of SB construct. Secondly, a confirmatory factor analysis (CFA) was used to guide the specification and evaluation of the factor model based on a strong empirical, conceptual foundation to validate such SB construct.
Margarita Juárez-Nájera

Actor’s Scopes for Changing Peoples’ Believes at HEI


Chapter 5. What to Promote for Achieving Education for Sustainability

The previous chapter assessed, in a confirmatory manner, the sustainable-behavior construct at different HEIs. FCA outcomes showed significant relationships among psychological indicators explain greater than 70 % of the explained variance. Similarities and differences between HEIs however could be explained by their status, the permeability of group borders, or group size or power (Sánchez 2002), and the method in which a questionnaire is administered should be determined by item content or theoretical approaches (Van de Vijver and Tanzer 1998).
Margarita Juárez-Nájera

Chapter 6. Conclusions

At the outset of this study, it was stated that the main question of this investigation is to identify sociopsychological factors related to personality traits which can influence sustainable behavior of the individuals within higher educational institutions (HEI), as well as to present the areas where these individuals work, and in which higher education for sustainability is fostered. This study draws on social-psychology which is the scientific study of the reciprocal influence of the individual and his or her social context through the behavioral expression of his or her thoughts and feelings. Therefore, the research presented here addresses a range of contexts from intrapersonal processes and interpersonal relations to inter-group behavior and societal analyses.
Margarita Juárez-Nájera


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