The motivational dynamics of arousal and values in promoting sustainable behavior: A cognitive energetics perspective
Bibliographic record
Abstract
This research applies Cognitive Energetics Theory (CET) to explain when and why consumers engage in sustainable behavior. Across six studies, we find a positive interaction effect of arousal and openness-to-change on sustainable behaviors. In particular, openness-to-change (vs conservation) increases the likelihood of engaging in effortful sustainable behaviors in a high-arousal state rather than in a low-arousal state. Interestingly, our results reveal that this interactive effect is explained by the tendency of consumers to believe that the target sustainable behavior requires less effort, when they are in a high-arousal state and endorsing openness-to-change. Moreover, perceived effort is positively related to sustainable behavior for experienced consumers but negatively related to the behavior for less experienced consumers. In addition, the effect of value and arousal on perceived effort is stronger among less experienced consumers but attenuated among more experienced consumers. Thus, arousal can serve as a catalyst to enhance value-consistent sustainable behaviors and help the less experienced consumers form habits. These findings contribute to CET by highlighting the important roles that values and arousal play in the motivational forces that drive and restrain sustainable behaviors. The results improve our understanding of how to motivate value-consistent sustainable behaviors, with implications for both marketers and policy-makers.
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How this classification was reachedexpand
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 | 0.011 | 0.004 |
| 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 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".