How to Teach Recycling at an Advanced Phase of Diffusion

Abstract

The author conducted an empirical study based on structural equation modeling with a convenience sample of 246 individuals with the goal of demonstrating that recycling behavior is a routine conduct and should be addressed as such in educational materials. Although the classic hierarchy of effects dominates the interpretation of recycling behavior in existing literature, another cognitive model may explain this desired conduct more accurately. Results showed that the classic learning method was a powerful route to achieve the desired conduct because of its capacity to engage the evaluation holder in a conscious re-examination of ecological conscience and beliefs about recycling which underlie the evaluations. Nevertheless, recycling has become common, so todays environmentalists could provide a limited amount of information to activate recycling behavior and then to set in motion existing favorable evaluations. In addition, results showed that psychographic characteristics related to this adoption process play a moderating role in the adoption of recycling behavior. This research leads to recommendations that may improve environmental education.

Keywords:

• cognitive-based models
• ecological conscience
• recycling behavior