Antecedents,, Processes, and Outcomes of the Pro-Environmental Behaviors Development in High School Students ( A Theory-Generating Meta-Synthesis Approach)

Document Type : Original Article

Authors

Department of Education and Psychology, Shiraz University, Shiraz, , Iran

Abstract

Background: Since the beginning of the 21st century, it has become clear that environmental problems such as climate change, pollution, and deforestation are major challenges that threaten the health, economic prospects, and water and food supply of people around the world. It is also generally accepted that human behavior is one of the main causes of these environmental problems. One of the ongoing and growing concerns of environmental psychology is finding ways to change people's behavior to reverse environmental problems while maintaining human well-being and quality of life.

Purpose: The general purpose of this research was to present a model that explains the antecedents, processes, and consequences of the development of pro-environmental behaviors in high school students.
Materials and methods: The approach of this study was synthesis research and its current research method was theoretical synthesis. Based on this, the keywords such as “human* behaviour*” OR “pro-environmental behaviour*” OR “environmental behaviour*” OR “sustainable behaviour*” the studies related to the subject in the Latin databases of Springer, Emerald, Wiley, Science Direct, Taylor & Francis, EBESCO, Pro-Quest, Google Scholar, Scopus, Elsiever and Farsi Magiran, Noormagz, and SID were identified. After evaluating and screening the articles and dissertations, finally, 40 of articles and theses were selected and analyzed for use in the research. The method of data analysis was based on grounded theory and included open, central, and selective coding.

Findings: The findings of the research in the axis of antecedents consist of two axial code of individual including nine open codes such as including open codes such as environmental thinking, environmental attitude and environmental beliefs, , and social axial code including four open codes such as environmental attitudes of society, altruistic values, and supporting the environment in society, and axial code of students’ demographic charactrestics as moderator variables including three open codes such as gender, years of education, and training courses as moderators. These antecedents create the axial code of intention of doing pro-environmental behaviors including three open codes such as the intention of sacrifice, the intention of experiencing green activities, and the intention of recommending others to green activities in students. Based on students’intention, axial code of special programs for students in biology lessons including seven open codes such as teaching and learning approaches and learning goals including seven open codes such as the development of reasoning skills, moral reasoning in the environmental field and axial code of special programs for biology teachers including teaching and learning approaches including five open codes and their learning goals including six open codes such as getting to know the appropriate and relevant environmental viewpoints, understanding and distinguishing between different viewpoints in relation to socio-scientific environmental issues, and strengthening epistemological beliefs and strengthening the reasoning and logical skills of teachers about environmental issues. Based on these programs, axial code of pro-environmental behaviors including eight open codes including recycling, organic food consumption, saving and protecting green energy, environmentally friendly transportation, waste management, water or energy conservation, purchasing water or recycled goods, and environmental citizenship are formed.

Discussion and conclusion: The model presented in this study can serve as a practical guide for developing Pro-environmental behaviors in secondary school. Therefore, based on the findings, it can be seen that Pro-environmental behaviors can be improved in different ways. Pro-environmental beliefs, values, and attitudes should be established as a norm in students, families, and society to create a desire to perform Pro-environmental behaviors in them, then to change the behavior of students and teachers, specific educational programs should be designed to lead to the emergence of Pro-environmental behaviors in them.

Keywords

References

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Advanced Environmental Sciences
Volume 23, Issue 4
December 2026
Pages 915-936

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