APPLICATION OF THE THEORY OF PLANNED BEHAVIOR TO PREDICT PRO-ENVIRONMENTAL BEHAVIOR: A CASE STUDY OF HIGH SCHOOL STUDENTS AT AN ECO-SCHOOL IN BANGKOK
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Abstract
This study aimed to examine the effects of attitude, subjective norms, and perceived behavioral control on environmental behavior, with behavioral intention serving as a mediating variable among upper secondary school students in Eco-Schools in Bangkok Metropolitan Area. The sample consisted of 647 upper secondary school students. Data were collected using a questionnaire and analyzed using descriptive statistics, Pearson’s correlation coefficient, and path analysis.
The results revealed that the model accounted for 60.3% of the variance in behavioral intention (R² = .603). Perceived behavioral control had the highest positive direct effect on intention (β = .583, p < .001), followed by subjective norms (β = .281, p < .001). Furthermore, the model explained 40.5% of the variance in pro-environmental behavior
(R² = .405). Attitudes toward pro-environmental behavior exhibited the highest positive direct effect (β = .367, p < .001), followed by perceived behavioral control (β = .227, p < .001) and behavioral intention (β = .225, p < .001), respectively. Regarding mediation analysis, subjective norms had a significant indirect effect on pro-environmental behavior through behavioral intention (β = .063, p < .001), and indirect effects through intention (β = .131, p < .001), indicating partial mediation. Attitudes had no significant indirect effect on behavior through intention.
These findings suggest that promoting students' pro-environmental behavior should focus on enhancing their perceived behavioral control, fostering positive subjective norms from family, teachers, and peers, and developing positive attitudes through experiential learning. This will effectively enable students to translate their intentions into continuous and sustainable pro-environmental actions.
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