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achieve a lasting change in individual values, since values function just as any other
cognitive schema that influences behavioural choices based on environmental cues
(Bardi and Goodwin 2011). What are the implications of the knowledge on value
stability/change in fostering an environmentally conscious society? First, an education system that consistently reinforces desirable pro-environmental values is
needed. Second, the environment needs to reinforce and enable pro-environmental
behaviour and in turn provides reinforcement for pro-environmental values.
6.3 Relevance of Belief Formation on Environmental
Citizenship
There are two popular ways of thinking about beliefs. The first one is the conventional way of understanding beliefs, for example religious beliefs, political beliefs
and other socially and culturally relevant beliefs. This type of understanding implies
that there is no specific perception about behaviour-outcome relations but rather a
set of convictions that one might hold. The aforementioned understanding is more
akin to how people talk about beliefs in their everyday lives. In psychological terms,
beliefs can be defined as subjective probabilities of specific actions leading to specific outcomes (Fishbein and Ajzen 2011). This definition emphasises the subjective
cognitive component of beliefs and is very behaviour specific. On the one hand, we
have a lay understanding that encompasses a set of beliefs, while on the other hand
we have beliefs as behaviour-specific subjective probabilities of actions leading to
certain outcomes. In this subsection, we will discuss Environmental Citizenship in
the context of both definitions; however, we will be focusing more on the cognitive
definition of beliefs, as individual beliefs are more prone to change and are more
malleable through education and experience.
From the cognitive perspective, beliefs can be classified into being observational,
inferential and informational (Fishbein and Ajzen 2011). Observational beliefs are
formed through the direct observation of one’s actions leading to certain outcomes
and are therefore based on experiential factors and hands-on activities. Inferential
beliefs are formed through observing others’ behaviour and making inductive conclusions on how certain actions lead to certain outcomes; therefore, these beliefs are
a product of observed examples of behaviour. Lastly, informational beliefs are
formed indirectly through information that is learned from external sources such as
teachers, documentaries and public service announcements (PSAs) and without
directly performing any actions or observing the outcomes of actions being performed. Therefore, informational beliefs are best formed through educational means
(although it must be stressed that education should not be reduced to only providing
information, and hands-on experience is also key in providing high-quality
education).
An important point about belief formation is that beliefs are not assumed to
reflect objective reality (Fishbein and Ajzen 2011). It is crucial to understand that
6 Values, Beliefs and Environmental Citizenship
achieve a lasting change in individual values, since values function just as any other
cognitive schema that influences behavioural choices based on environmental cues
(Bardi and Goodwin 2011). What are the implications of the knowledge on value
stability/change in fostering an environmentally conscious society? First, an education system that consistently reinforces desirable pro-environmental values is
needed. Second, the environment needs to reinforce and enable pro-environmental
behaviour and in turn provides reinforcement for pro-environmental values.
6.3 Relevance of Belief Formation on Environmental
Citizenship
There are two popular ways of thinking about beliefs. The first one is the conventional way of understanding beliefs, for example religious beliefs, political beliefs
and other socially and culturally relevant beliefs. This type of understanding implies
that there is no specific perception about behaviour-outcome relations but rather a
set of convictions that one might hold. The aforementioned understanding is more
akin to how people talk about beliefs in their everyday lives. In psychological terms,
beliefs can be defined as subjective probabilities of specific actions leading to specific outcomes (Fishbein and Ajzen 2011). This definition emphasises the subjective
cognitive component of beliefs and is very behaviour specific. On the one hand, we
have a lay understanding that encompasses a set of beliefs, while on the other hand
we have beliefs as behaviour-specific subjective probabilities of actions leading to
certain outcomes. In this subsection, we will discuss Environmental Citizenship in
the context of both definitions; however, we will be focusing more on the cognitive
definition of beliefs, as individual beliefs are more prone to change and are more
malleable through education and experience.
From the cognitive perspective, beliefs can be classified into being observational,
inferential and informational (Fishbein and Ajzen 2011). Observational beliefs are
formed through the direct observation of one’s actions leading to certain outcomes
and are therefore based on experiential factors and hands-on activities. Inferential
beliefs are formed through observing others’ behaviour and making inductive conclusions on how certain actions lead to certain outcomes; therefore, these beliefs are
a product of observed examples of behaviour. Lastly, informational beliefs are
formed indirectly through information that is learned from external sources such as
teachers, documentaries and public service announcements (PSAs) and without
directly performing any actions or observing the outcomes of actions being performed. Therefore, informational beliefs are best formed through educational means
(although it must be stressed that education should not be reduced to only providing
information, and hands-on experience is also key in providing high-quality
education).
An important point about belief formation is that beliefs are not assumed to
reflect objective reality (Fishbein and Ajzen 2011). It is crucial to understand that
6 Values, Beliefs and Environmental Citizenship