Fostering environmental behaviors through observational learning

Abstract

This study applied and operationalized Bandura’s (1977, 1986) four-step observational learning process (i.e., attention, retention, production, and motivation) to investigate how tour-guides, peer ecotourists, and local community members influenced a convenience sample of South Korean ecotourists’ environmentally responsible behavioral (ERB) intentions. Questionnaires were administered immediately after an ecotourism experience (n = 207). Path analysis results largely supported a hypothesized Ecotourist Observational Learning Model and predicted ecotourists’ ERB intentions moderately well. Production (i.e., opportunities to engage in modeled ERBs) and motivation (i.e., positive reinforcement for engaging in these ERBs) predicted participants’ ERB intentions. Production was predicted by retention (i.e., observation of tour-guides and peer ecotourists’ modeled ERBs), which was, in turn, predicted by attention (i.e., physical, verbal and cognitive engagement). The findings indicate that Bandura’s (1986) four-step observational learning process helps explain how ecotourists develop ERB intentions. The implications of the study indicate that tour-guides should model ERBs for participants, encourage participants to model ERBs for each other, provide opportunities for participants to engage in ERBs, and provide them with positive feedback for doing so. Others who seek to understand the processes underlying ecotourists’ ERBs during and after their experiences are encouraged to further test and build on the Ecotourist Observational Learning Model.

Key Words:

• Ecotourism
• environmentally responsible behaviors
• observational learning
• path analysis
• social learning theory
• South Korea

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In Korea, everyone is one-year-old from the time that they are born, and everyone gets one year older on New Year's day. Koreans are therefore one or two years older than their Western counterparts.

Additional information

Funding

This work was supported by the Horace H. Rackham School of Graduate Studies, University of Michigan; School of Environment and Sustainability, University of Michigan; and Nam Center for Korean Studies, University of Michigan.

Notes on contributors

Benjamin A. B. Morse

Benjamin Morse graduated with an MS in behavior, education and communication from the School for Environment and Sustainability at the University of Michigan, United States. His research interests include sustainable tourism, environmental education, and innovative education methods.

Jennifer P. Carman

Jennifer Carman is a doctoral candidate at the School for Environment and Sustainability at the University of Michigan, United States. Her research areas include environmental education, program evaluation, and sustainable behavior. Her current work focuses on identifying the predictors and practices associated with sustainable behaviors in response to climate change impacts.

Michaela T. Zint

Dr Michaela Zint is a professor in the School for Environment and Sustainability, College of Literature, Science & the Arts, and School of Education at the University of Michigan, United States. Her research interests include environmental education with a focus on behavior change and program evaluation as well as exploring how integrative social science-based approaches can help us understand and overcome environmental sustainability challenges.