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Article

Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

1
School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia
2
School of Distance Education, Universiti Sains Malaysia, Penang 11800, Malaysia
*
Author to whom correspondence should be addressed.
Sustainability 2021, 13(1), 18; https://doi.org/10.3390/su13010018
Received: 2 November 2020 / Revised: 24 November 2020 / Accepted: 12 December 2020 / Published: 22 December 2020
(This article belongs to the Special Issue Academic Motivation, Performance and Student Well-Being)
The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels and agricultural activities significantly contribute to Earth warming. Preventing the aforementioned activities reduce the greenhouse gas emission to the atmosphere and subsequently slows the changes in climate. Thus, climate change education is integral to educate people on the destructive consequences of their actions to the climate. Past studies revealed that well-established theories and models guided the designing of education to deliver behavioral change in many countries and reportedly improved participants’ knowledge, attitude and motivation. However, these theories and models exist as an after effect of the education and the long-term impact of the initiative frequently not found and less information available on the sustainability of such education. Additionally, effective climate change education is typically context-based and designed based on factors related to local students’ behavior. Hence, this study examined how knowledge and psychological factors such as belief and motivation explain the formation of climate conserving behavior among secondary school students. A total of 221 questionnaires was distributed to 14 years old Malaysian secondary school students to measure knowledge, motivation and belief. The data obtained were later analyzed using the partial least squares structural equation modelling (PLS-SEM) approach. The findings revealed that knowledge (β = 0.259, p < 0.05), belief (β = 0.295, p < 0.05) and motivation (β = 0.546, p < 0.05) positively affects the behavior. These findings reflected that knowledge, belief and motivation collectively explain a total of 65.5% of variances in the formation of climate conserving behavior among Malaysian secondary school students. View Full-Text
Keywords: belief; climate conserving behaviors; climate change knowledge; secondary school students; self-determined motivation belief; climate conserving behaviors; climate change knowledge; secondary school students; self-determined motivation
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MDPI and ACS Style

Mohamed Ali Khan, N.S.; Karpudewan, M.; Annamalai, N. Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students. Sustainability 2021, 13, 18. https://doi.org/10.3390/su13010018

AMA Style

Mohamed Ali Khan NS, Karpudewan M, Annamalai N. Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students. Sustainability. 2021; 13(1):18. https://doi.org/10.3390/su13010018

Chicago/Turabian Style

Mohamed Ali Khan, Nur Sabrina, Mageswary Karpudewan, and Nagaletchimee Annamalai. 2021. "Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students" Sustainability 13, no. 1: 18. https://doi.org/10.3390/su13010018

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