High school students’ attitude, subjective norm, perceived behavioral control, and behavioral intention toward climate change in relation to pro-environmental behavior in Klaten regency Indonesia

Abstract

Currently, human-induced climate change causes difficulties, affecting the environment, health and well-being. Indonesia encounters distinct climate-related problems. It underscores the urgency of comprehensive educational approach. There is a lack of detailed evaluation specifically targeting high school students in Indonesia. The gap may impede the successful promotion of pro-environmental behavior (PEB) among youth generation. The absence of regular monitoring of high school students’ attitude (ATT), subjective norm (SN), perceived behavioral control (PBC), and behavioral intention (BI) towards climate change hinders effort to improve educational programs or initiatives in Indonesia. The objective of the study is evaluating the ATT, SN, PBC, and BI of high school students in Klaten Regency, Central Java Province, Indonesia about the climate change in relation to PEB. It aims to examine the correlation between these variables and their impact on PEB. The study employed a quantitative research approach within a positivist paradigm, non-experimental with crosssectional design. The data were collected through structured questionnaires administered to a sample of 1,336 students. The questionnaire included Likert-type scales to measure the constructs of interest. Data were analyzed using the Rasch Model Measurement, descriptive statistics, ANOVA, DIF analysis, correlational tests, and multiple regression analysis. The study reveals significant insights into high school students' ATT, SN, PBC, and BI towards climate change, and their influence on PEB. Descriptive statistics indicated that students generally exhibit moderate to high levels of PEB, with variations based on gender and school type. Female students and those from senior high schools demonstrated higher levels compared to their counterparts. Correlational analyses showed strong positive associations between SN (r = 0.548), PBC (r = 0.570), and BI (r = 0.533), which are significant predictors of PEB (r = 0.529). Multiple regression analysis confirmed that SN (β = 0.3329, p < 0.001) and PBC (β = 0.3876, p < 0.001) significantly influence BI, which in turn predict PEB (β = 0.2865, p < 0.001). However, ATT alone did not directly affect PEB (β = -0.0303, p = 0.2309), highlighting the critical role of social and control factors in driving environmentally friendly actions among students. The study concludes that enhancing climate change education (CCE) is crucial for fostering proactive attitudes and behaviors among high school students. To promote PEB, the study recommends integrating climate change topics across subjects, adopting gender-sensitive approaches, mandating environmental education at all schooling types, and providing resources and professional development for teachers.