Examination of Water Saving Behavior within Framework of Theory of Planned Behavior
International Journal of Secondary Education
Volume 1, Issue 3, June 2013, Pages: 8-13
Received: Aug. 1, 2013; Published: Aug. 30, 2013
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Authors
Dilek Sultan Kilic, Hacettepe University, Faculty of Education, Department of Secondary Science and Mathematics Education, Ankara, Turkey
Sevilay Dervisoglu, Hacettepe University, Faculty of Education, Department of Secondary Science and Mathematics Education, Ankara, Turkey
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Abstract
Education is seen as an effective strategy to improve water saving awareness and thus existing water sources are used carefully. In this study, water saving behaviors of secondary school students and the factors affecting these behaviors were examined within the framework of the Theory of Planned Behavior (TPB) [1, 2]. The study was realized with the participation of 497 students. As a result of the study, it was seen that the water saving intentions and behaviors of students were high. It was determined that TPB explained students’ water saving behavioral intentions in 62%, and that their intentions were under the influence of subjective norm, perceived behavioral control and attitude, respectively. Behavioral explanation rate of behavioral intention and perceived behavioral control was calculated as 78%.
Keywords
Water Saving, Theory of Planned Behavior, Secondary School Students, Structural Equality Model
To cite this article
Dilek Sultan Kilic, Sevilay Dervisoglu, Examination of Water Saving Behavior within Framework of Theory of Planned Behavior, International Journal of Secondary Education. Vol. 1, No. 3, 2013, pp. 8-13. doi: 10.11648/j.ijsedu.20130103.11
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