Positive connections between pro-environmental attitudes (PEAs) and pro-environmental behaviors (PEBs) are documented in the literature, with findings applying to both adults and adolescents. While research also shows that emotional intelligence (EI) influences PEAs and PEBs in adults, this association has not been investigated in adolescents. EI includes the ability to focus on perceiving, using, understanding and managing emotions in self and others.
The current study investigated the relationship between PEA, PEB, and EI in 382 Australian adolescents. The adolescents completed an online survey which included the Pro-Environmental Behaviours Scale (PEBS), the New Ecological Paradigm Scale for Children (NEP), and the Adolescent Swinburne University Emotional Intelligence Test (SUEIT). The PEBS measures adolescents' pro-environmental behaviors across home and school over the past six months. The NEP measures adolescents' pro-environmental attitudes, and the SUEIT measures four dimensions of EI: Emotional Recognition and Expression (ERE); Understanding Emotions of Others (UEO); Emotions Direct Cognition (EDC); and Emotional Management and Control (EMC).
Findings confirm and add to previous research. Consistent with other studies is the finding that PEAs predict PBAs. New to this study, however, is the finding that PEA and PEB are associated with several areas of EI. Both PEA and PEB were associated with better understanding of others emotions. PEB was also associated with better management and control of one's own and others emotions. Additionally, overall findings showed that “the ability to manage and control emotions predicted PEBs over and above PEAs.” The positive relationship between understanding the emotions of others and PEAs supports the idea “that PEAs are driven by biospheric and altruistic values that reflect a strong concern for the natural environment and for others.”
These findings suggest that fostering the development of adolescents' ability to manage and control their own and others' emotions may promote the translation of PEAs to PEBs. While further research is recommended, the findings of this study have important implications for the development of environment education (EE) initiatives targeting adolescents. Developers of EE programs may, for example, intentionally promote emotional management and control and emotional recognition and empathy alongside environmental competencies. The ability to manage and regulate emotions may increase adolescents' engagement in PEBs, while better identification and understanding of others' emotions might foster PEAs.
Research Partner