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A Motivational Model for Environmentally Responsible Behavior

  • Carmen Tabernero (a1) and Bernardo Hernández (a2)

This paper presents a study examining whether self-efficacy and intrinsic motivation are related to environmentally responsible behavior (ERB). The study analysed past environmental behavior, self-regulatory mechanisms (self-efficacy, satisfaction, goals), and intrinsic and extrinsic motivation in relation to ERBs in a sample of 156 university students. Results show that all the motivational variables studied are linked to ERB. The effects of self-efficacy on ERB are mediated by the intrinsic motivation responses of the participants. A theoretical model was created by means of path analysis, revealing the power of motivational variables to predict ERB. Structural equation modeling was used to test and fit the research model. The role of motivational variables is discussed with a view to creating adequate learning contexts and experiences to generate interest and new sensations in which self-efficacy and affective reactions play an important role.

Este artículo analiza si autoeficacia y motivación intrínseca están relacionadas con el comportamiento ecológico responsable. El estudio analiza la relación del comportamiento proambiental en el pasado, los mecanismos de autorregulación (autoeficacia, satisfacción, metas) y la motivación intrínseca y extrínseca con el comportamiento ecológico responsable actual, en una muestra de 156 estudiantes universitarios. Los resultados muestran que todas las variables motivacionales estudiadas están vinculadas con el comportamiento ecológico responsable. Los efectos de la autoeficacia en el comportamiento ecológico responsable están mediados por las respuestas de motivación intrínseca de los participantes. Se confirmó mediante análisis de vías un modelo teórico, que puso de manifiesto la potencia de las variables motivacionales para poder predecir el comportamiento ecológico responsable. Mediante un modelo de ecuaciones estructurales se probó el ajuste el modelo. Se discute el papel de variables motivacionales a la hora de crear contextos de aprendizaje adecuados y nuevas experiencias, en los que la autoeficacia y las reacciones afectivas tienen gran importancia.

Corresponding author
Correspondence concerning this article should be addressed to Carmen Tabernero. Universidad de Córdoba, Departamento de Psicología. Avenida San Alberto Magno s/n. 14004- Córdoba (Spain). Phone: +34-957212513. E-mail:
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The Spanish Journal of Psychology
  • ISSN: 1138-7416
  • EISSN: 1988-2904
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