What makes students of green universities act green: application of protection motivation theory

Abstract

Purpose Many environmental problems are due to the unfavorable environmental intentions and cultural–behavioral weaknesses in the relationship between man and nature. This study aims to adopt an environmental psychological perspective to green intention (GI) and green behavior (GB) of agricultural students; to this end, protection motivation theory (PMT) was used as the core of the theoretical base. Design/methodology/approach This research method was based on descriptive–correlational and causal–relational analyses. The statistical population included agricultural students of Iranian universities with green university standards (N = 5,582). Out of the total population, 384 students were selected as the study sample. The research instrument was a questionnaire whose validity was confirmed using a panel of experts and the average variance extracted. Also, its reliability was verified by Cronbach’s alpha coefficients (0.61 ≤ α ≤ 0.92), principal component analysis and composite reliability index. Findings The results of structural equation modeling showed that the obtained model is able to explain 36.3% and 5.56% of GB and GI variance changes, respectively. In addition, the results revealed that GI has the greatest effect on GB (β = 0.362). Research limitations/implications It is worth to mention that according to the results, most of the independent variables, besides the direct effects they have on students’ GB, also indirectly affect this variable. This effect was performed through the key variable – GI. In other words, it can be concluded that the GI variable successfully mediates the effects of variables such as response efficacy (RE), self-efficacy (SE) and environmental norms (EN). Therefore, it is suggested that in the behavioral changes interventions in GB of agricultural studies, it should be considered that the presence or absence of GI can affect the actual behavior of individuals. In other words, it is recommended that to accelerate actual behavioral changes, behavioral interventionists should first focus on encouraging people’s GI. Practical implications It can be said that the conclusion of this research can provide a basis for the successful encouragement of students to GB. First, GI, as a key element, can mediate the impacts of variables such as RE, SE and EN on students’ GB. Second, PS only directly affects students’ GB. Third, RE has no significant impact on GB, but its effect on GI is significant. Fourth, RC affects students’ GI directly, without mediation. Fifth, SE and EN constructs affect students both directly and indirectly GB of students through GI. Knowing the location of the effect of these variables on each other and the role they have in explaining GI and GB of agricultural students presented some suggestions that can prepare the ground for further development of GB. Hence, managers, students, agricultural educators and other users can use these results to accelerate GB changes. Originality/value The conclusion of this research might provide a basis for the successful encouragement of students to GB. In interventions to change GB, it would be essential to pay enough attention to the fact that the presence or absence of GI might affect the actual behavior. It is suggested that behavioral interventionists focus on encouraging people’s GI so as to be able to accelerate the actual behavioral changes.