Integrating Factors that Predict Energy Conservation: The Theory of Planned Behavior and Beliefs about Climate Change
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A survey of college students was used to examine predictors of four types of energy conservation behavior. Our proposed predictors were derived from Ajzen’s Theory of Planned Behavior (TPB) and from problem awareness variables (environmental concern, and knowledge and beliefs about global warming) thought to have indirect effects on conservation via TPB constructs. TPB constructs were significant direct predictors of target behaviors. Perceived behavioral control (PBC) was the strongest and most consistent predictor, predicting all four behaviors, followed by perceived worth (attitude), predicting three behaviors. TPB variables mediated the effects of either environmental concern or beliefs about the consequences of global warming on three behaviors. Finally, there were also significant mediating relationships among TPB variables themselves. Subjective norm predicted perceived worth and PBC, and perceived worth predicted PBC for all but one behavior. Theoretical implications and implications for intervention are discussed. To our knowledge this is the first study to separately demonstrate, in one sample, the predictive value of TPB with respect to different types of energy conservation, and to integrate TPB variables with climate-change beliefs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it