Depiction of Energy-Conservation Behaviors and the Related Attributes: Reflections from Value–Belief–Norm Theory †

Date

2026-04-01

Author

Ozturk, Duygu
Sagdic, Ali
Şahin, Elvan
Öztekin, Ceren

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Previous research provides valuable insight into energy knowledge, attitudes, and behavior in the context of energy literacy. However, a research gap exists in dealing with a comprehensive understanding of complex relationships on energy-related attributes for adolescents. In this aspect, utilizing the framework of the Value–Belief–Norm (VBN) theory, this study highlighted these complex relationships for the selected adolescents as potential future energy consumers and future decision makers. Participants of the study were a total of 530 8th-grade students attending public schools located in a district of Istanbul, Türkiye. To test the hypothesized connections among the latent constructs, Structural Equation Modeling (SEM) was performed. This dataset demonstrates that altruistic values develop pro-environmental beliefs and awareness of consequences directly, but ascribed responsibility indirectly. Interestingly, biospheric and egoistic values showed no significant influence. In line with VBN theory, these students with more strong beliefs about human-nature interdependence develop an awareness of the consequences of their own actions and ascribed responsibility. The finalized model reveals that the relevant behaviors were linked to personal norms that could be positively explained by pro-environmental beliefs, awareness of consequences, and ascribed responsibility. These adolescents believing in the severity of global warming, while focusing on human well-being could be active in creating sustainable energy consumption patterns. This research provides valuable insight into strategies for promoting behavior aimed at reducing the persistent rise in energy consumption.

Subject Keywords

altruistic values, education for sustainability, energy-conservation behavior, middle school students, new environmental paradigm scale, value–belief–norm theory

URI

https://hdl.handle.net/11511/119400

Collections

Department of Mathematics and Science Education, Article