The effects of information regarding sustainability issues and behavioral self-management instruction on college students’ energy conservation

Abstract

Purpose

The purpose of this paper was to evaluate the effectiveness of sustainability information and strategies to change pro-environmental (pro-e) behavior with introductory environmental science laboratory students.

Design/methodology/approach

A one-group pretest posttest study was used to evaluate a two-hour workshop in which 30 participants were instructed in sustainability education and behavior change strategies. Participants implemented self-management strategies and tracked their energy use every week for two weeks following the pro-e training.

Findings

A significant difference between participants’ baseline and Week 2 energy use assessments was found. The results suggest that the pro-e training increased participants’ energy conservation behavior for their targeted device. Moreover, participants decreased their energy usage for other measured electronic devices, suggesting generalization of treatment effects.

Research limitations/implications

A sizable savings in energy was realized across all participants and devices (approximately 300 hours). However, there was no control group in this one-group pretest posttest study and the effect of reactivity cannot be discounted.

Practical implications

This research suggests that behavior change strategies may be effective at improving pro-e behaviors. The relative ease and low cost of delivering the instruction, and minimal effort on the part of the participant to make behavior changes, provides a solid foundation from which to disseminate sustainability education.

Originality/value

This paper describes a preliminary evaluation of a behavior change approach to teach students about how to change their pro-e behaviors. Limited prior research has examined self-management to alter pro-e behavior.

Citation

Mosher, H.R. and Desrochers, M. (2014), "The effects of information regarding sustainability issues and behavioral self-management instruction on college students’ energy conservation", International Journal of Sustainability in Higher Education, Vol. 15 No. 3, pp. 359-370. https://doi.org/10.1108/IJSHE-03-2012-0027