Self-Efficacy in Conservation: Relationships between Conservation Behavior And Beliefs in the Ability to Make a Difference

Rose A. Woods and Lisa A. Skumatz, Skumatz Economic Research Associates, Inc.

Keywords

Abstract

The focus of education impacts is to modify behavior toward conservation. Several areas of the literature (the community-based social marketing literature and the literature on selfefficacy) imply that considerations beyond demographics are important in the adoption of new behaviors, and that non-traditional education methods may in fact be critical determinants the impacts of education and outreach efforts.

The community-based social marketing approach directs education at communities rather than individuals, and emphasizes factors beyond economic best interests. These factors include elements of culture, social interactions, and human feelings. Ignoring these factors diminishes the value of education programs. Self-efficacy theory argues that internal factors are strong components of behavior change – specifically, the perceived facility of an individual to produce desired results. Education programs that incorporate these factors may be more effective at inducing change. We briefly address these theories and present examples of these approaches on real-world programs from the literature – including experience in the western United States and elsewhere. These applications include residential utility and environmental programs.

The paper then presents the results of new research on self-efficacy conducted by the authors. One study provides information linking self-efficacy indicators with actual behavior and open-ness to new program options. The other study relates self-efficacy indicators with program participation decision-making. The presentation will summarize the results of the surveys, including significant links between efficacy indicators, demographics, program needs, and actual behaviors.