The relationships between environmental sensitivity, ecological worldview, personal norms and pro-environmental behaviors in Chinese children: Testing the value–belief–norm model with environmental sensitivity as an emotional basis

Environmental sensitivity provides an emotional basis for activating personal norms and is a strong predictor of pro-environmental behaviors in childrenStudies in environmental psychology have identified various factors contributing to the development of individual pro-environmental behaviors (PEBs). In the ethical/moral (versus rational) domain, these factors include (a) ecological worldview (beliefs about the environment and the relationship between humans and the environment), (b) environmental sensitivity (empathic perspective toward the environment), and (c) personal norms (moral obligations).  An increasingly popular model of environmentalism is based on the idea that personal norms provide the essential motive for the development of individual PEBs. This model is referred to as the value– belief–norm (VBN) model of environmentalism.  The current study investigates ways in which environmental sensitivity might fit into this model. It specifically looks for a causal link between environmental sensitivity and PEBs.

Over 400 Grade 6 students (age 10-13) attending 8 different Green Schools in Shenzhen, China participated in this study. The Green School Program is a national initiative promoting environmental education and environmental management in primary and secondary schools nationwide. Participating students completed a survey focusing on their PEBs, worldview, personal norms, and environmental sensitivity.

Results showed that environmental sensitivity and personal norms were two critical factors in determining students’ pro-environmental behaviors. Ecological worldview also influenced PEBs, but this was by way of personal norms. Overall, environmental sensitivity significantly predicted worldview, personals norms, and PEBs. This study, then, indicates that environmental sensitivity could serve as an emotional basis for norm activation in the VBN model.

This research supports the idea that “personal moral norms play an essential role in the development of PEBs and that ecological worldview serves as a critical precursor of personal norms.” This research also confirms the understanding that environmental sensitivity is a prerequisite for the development of individual PEBs. These findings support the integration of moral education in environmental education and provides a rationale for emphasizing emotional and aesthetic experiences in natural settings.