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The VBN model integrates both values and beliefs and infers a causal relationship between them. While one can make a good case for values and beliefs having
reciprocal relationships, in the VBN model, values act as predictors of normative
beliefs which, in turn, predict moral norms that form behaviour. Thus, in this model,
values are assumed to be linearly associated with beliefs and affect them directly
(Stern et al. 1999). This allows for a practical understanding of how educational
strategies could be tailored towards value education, i.e. educational strategies
could be targeted at instilling pro-environmental values in the hope of individuals
developing pro-environmental moral beliefs that would lead to actions congruent
with Environmental Citizenship.
In the TPB model, three types of beliefs are used to predict behaviour: attitudinal
beliefs, normative beliefs and control beliefs (Fishbein and Ajzen 2011). These
beliefs then form attitudes, personal norms and perceived behavioural control, all of
which are used to predict behavioural intention, which, in turn, predicts behaviour
(Fishbein and Ajzen 2011). Attitudinal beliefs reflect the subjective appraisal of
behaviours and their favourability and desirability. Normative beliefs reflect the perceptions of whether behaviours are desirable and prevalent, as well as which behaviours are punished or rewarded. Lastly, control beliefs reflect the subjective
perception of whether actions would be easy to perform and whether these actions
are afforded by the available environment. The TPB offers an applicable framework
of how specific behaviours can be targeted through forming all of the aforementioned types of beliefs.
The three types of beliefs used in the TPB model and the three types of belief
formation mechanisms all need to be utilised in order to most effectively promote
Environmental Citizenship. For example, attitudinal beliefs need to be formed not
only through information that certain behaviours are worthwhile but also by providing first-hand experience of how certain pro-environmental actions can be pleasurable. Similarly, it is not sufficient just to tell someone to recycle (forming
informational beliefs), but it is necessary to show good examples of recycling
(forming inferential beliefs) and provide opportunities to recycle (forming observational beliefs). Thus, the TPB allows for a structured way of addressing education
for Environmental Citizenship and ways of forming values that would lead to
favourable outcomes.
6.4 Using Values and Beliefs to Understand and Promote
Environmental Citizenship
While the VBN model proposes a direct relationship between values and moral
beliefs, the relationship between values and beliefs should not necessarily be conceptualised in this way. We assume that values might share a goal component with
beliefs in the sense that behaviour-specific beliefs relate to desirable outcomes and
personal values, which, in turn, dictate the desirability of outcomes. In other words,
6 Values, Beliefs and Environmental Citizenship
The VBN model integrates both values and beliefs and infers a causal relationship between them. While one can make a good case for values and beliefs having
reciprocal relationships, in the VBN model, values act as predictors of normative
beliefs which, in turn, predict moral norms that form behaviour. Thus, in this model,
values are assumed to be linearly associated with beliefs and affect them directly
(Stern et al. 1999). This allows for a practical understanding of how educational
strategies could be tailored towards value education, i.e. educational strategies
could be targeted at instilling pro-environmental values in the hope of individuals
developing pro-environmental moral beliefs that would lead to actions congruent
with Environmental Citizenship.
In the TPB model, three types of beliefs are used to predict behaviour: attitudinal
beliefs, normative beliefs and control beliefs (Fishbein and Ajzen 2011). These
beliefs then form attitudes, personal norms and perceived behavioural control, all of
which are used to predict behavioural intention, which, in turn, predicts behaviour
(Fishbein and Ajzen 2011). Attitudinal beliefs reflect the subjective appraisal of
behaviours and their favourability and desirability. Normative beliefs reflect the perceptions of whether behaviours are desirable and prevalent, as well as which behaviours are punished or rewarded. Lastly, control beliefs reflect the subjective
perception of whether actions would be easy to perform and whether these actions
are afforded by the available environment. The TPB offers an applicable framework
of how specific behaviours can be targeted through forming all of the aforementioned types of beliefs.
The three types of beliefs used in the TPB model and the three types of belief
formation mechanisms all need to be utilised in order to most effectively promote
Environmental Citizenship. For example, attitudinal beliefs need to be formed not
only through information that certain behaviours are worthwhile but also by providing first-hand experience of how certain pro-environmental actions can be pleasurable. Similarly, it is not sufficient just to tell someone to recycle (forming
informational beliefs), but it is necessary to show good examples of recycling
(forming inferential beliefs) and provide opportunities to recycle (forming observational beliefs). Thus, the TPB allows for a structured way of addressing education
for Environmental Citizenship and ways of forming values that would lead to
favourable outcomes.
6.4 Using Values and Beliefs to Understand and Promote
Environmental Citizenship
While the VBN model proposes a direct relationship between values and moral
beliefs, the relationship between values and beliefs should not necessarily be conceptualised in this way. We assume that values might share a goal component with
beliefs in the sense that behaviour-specific beliefs relate to desirable outcomes and
personal values, which, in turn, dictate the desirability of outcomes. In other words,
6 Values, Beliefs and Environmental Citizenship