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Future Teachers’ Sustainable Water Consumption Behavior: A Test of the Value-Belief-Norm Theory

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  • Birgül Çakır Yıldırım

    (Department of Primary Education, Faculty of Education, Ağrı Ibrahim Çeçen University, Ağrı 04100, Turkey)

  • Güliz Karaarslan Semiz

    (Department of Mathematics and Science Education, Faculty of Education, Ağrı Ibrahim Çeçen University, Ağrı 04100, Turkey)

Abstract

The impact of climate change and the demand of people for water resources are dramatically increasing. In order to protect water supply in the world, it is essential to develop individuals’ sustainable water consumption behaviors. Teachers play a key role in fostering students’ beliefs, attitudes, values and behaviors about sustainable water consumption. Therefore, the aim of this study was to explore pre-service teachers’ sustainable water consumption behaviors using the Value-Belief-Norm theory. 481 pre-service teachers completed a questionnaire measuring sustainable water consumption behavior, universal values, personal norms and beliefs that were categorized as awareness of consequences and ascription of responsibility. The results revealed that the Value-Belief-Norm theory could successfully explain sustainable water consumption behaviors of pre-service teachers. The study revealed that personal norm was a strong predictor to explain sustainable water consumption behavior. Mediation analysis confirmed the causal order of the variables in the model. In other words, personal norms mediated the relationship between ascription of responsibility and sustainable water consumption behavior; ascription of responsibility mediated the relationship between awareness of consequences and personal norms; awareness of consequences mediated the relationship between biospheric-altruistic values and ascription of responsibility; and lastly, personal norms mediated the relationship between biospheric-altruistic values and sustainable water consumption behavior. The results have important implications for education programs and environmental program designers. Through designing water conservation education programs, teachers and students’ sustainable water consumption behaviors can be fostered by strengthening their biospheric-altruistic values, environmental beliefs and personal norm to act for the environment.

Suggested Citation

  • Birgül Çakır Yıldırım & Güliz Karaarslan Semiz, 2019. "Future Teachers’ Sustainable Water Consumption Behavior: A Test of the Value-Belief-Norm Theory," Sustainability, MDPI, vol. 11(6), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:6:p:1558-:d:213932
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    2. Ellen Matthies & Theresa de Paula Sieverding & Lukas Engel & Anke Blöbaum, 2023. "Simple and Smart: Investigating Two Heuristics That Guide the Intention to Engage in Different Climate-Change-Mitigation Behaviors," Sustainability, MDPI, vol. 15(9), pages 1-27, April.
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    5. Sabrina Katharina Beckmann & Michael Hiete & Michael Schneider & Christoph Beck, 2021. "Heat adaptation measures in private households: an application and adaptation of the protective action decision model," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-12, December.

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