Unpacking the Drivers of Sustainable Consumption Behavior Among Children: An Empirical Investigation of Key Determinants
Bibliographic record
Abstract
This study contributes to the existing literature by specifically investigating the cognitive factors associated with ESCB among school children.Self-regulation, environmental values, and social influence contribute to the development of a comprehensive model for understanding and promoting sustainable behavior in this demographic.This research adds original insights into the field of sustainable consumption and highlights the need for further exploration and modelling of all relevant variables.This paper aims to identify the key cognitive factors that impact environmentally sustainable consumption behavior (ESCB) among school children.The study investigates the correlation between various cognitive factors and ESCB to provide insights into promoting sustainable behavior in this demographic.A survey was conducted among a sample of 643 school children to gather data on the factors (self-regulation, environmental values, social influence, environmental attitude, environmental responsibility, and environmental knowledge) related to ESCB.Factor analysis and multiple regression were employed to analyze the data.The study focused on examining the influence of self-regulation, environmental values, social influence, environmental attitude, environmental responsibility, and environmental knowledge on ESCB.The analysis revealed that self-regulation emerged as the most significant cognitive factor influencing ESCB among children.Environmental values and social influence also played significant roles in shaping their consumption behavior.However, environmental attitude, environmental responsibility, and environmental knowledge were found to have no significant impact on ESCB.These findings shed light on the cognitive factors that need to be addressed to enhance environmentally sustainable behaviors among school children.The results suggest that efforts to improve ESCB among school children should focus on strengthening self-regulation, fostering environmental values, and leveraging social influence.It is important to understand that promoting environmental awareness among children requires influencing their peers and parents as well.The findings provide practical implications for designing interventions and educational programs targeting school children's consumption behavior.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".