Our results showed that LCT-based information was highly useful for introducing the LCT concept to the general public and significantly more useful than alternative information for both target behaviors. The LCT-based information provided was also understandable. These findings provide support for the use of the LCT concept information provision, as well as educating the public. The average scores on previous knowledge of the LCT information provided were 4.59 and 4.10 (of 6.00) for waste separation and purchasing refill products, respectively. A lower level of previous knowledge was observed for information on specific details—in this case the ‘calculated quantity’ of GHG reduction refill products. Thus, such quantitative data together with some explanation based on LCT could be more useful toward encouraging public knowledge. The present study has applied the concept of LCT to the designing of information provided to foster the PEBs of waste separation and purchase of refill products. The effects of LCT-based information were investigated regarding changes in people’s attitudes, intentions and behaviors, and compared with those of other information types. doing so. Most of the respondents did not practice waste separation ‘forgot,’ ‘bothersome,’ ‘inconvenient,’ and ‘no chance to do.’ For purchasing refill products, a variety of reasons for not purchasing were observed across the three groups (RC, RL and RA). The most common reasons were ‘inconvenient,’ ‘forgot,’ ‘cost’ and ‘no chance to do.’ 4. Discussion for the through from using Our results showed that information provision had positive impacts on respondents’ attitudes and intentions toward both target behaviors, but non-significant impacts on behavior improvement. These findings are similar to others in the literature showing that information provision did improve respondents’ knowledge (Schultz, 1999; Bolderdijk et al., 2013) and intentions (Lee et al., 2015), but was unsuccessful in improving their behaviors (Schultz, 1999; Lee et al., 2015). Regarding behavioral theories, internal variables such as attitudes, knowledge and intentions are important determinants for engaging in PEBs (Ajzen & Fishbein, 1977). Performing PEBs is, however, also a function of external variables (Guagnano et al., 1995; Olander & Thogersen, 1995; Kollmuss & Agyeman, 2002). Information provision can influence such internal variables, but improvement of internal variables alone cannot change behaviors without considering external factors. Considering the results of refill-product purchasing, both of the provided information increased people’s attitudes and intentions toward refill-product use. Nevertheless, some respondents could not increase their behavior practice rate for the following reasons: ‘inconvenient,’ ‘forgot,’ ‘cost,’ and ‘no chance to do.’ The reason of cost indicates that prices of the existing refill products are perceived as not consumer-friendly. The reason of inconvenience implies that the respondents want to perform the action, but cannot or are not yet ready for it. In the case of purchasing refill products, this may be due to the availability of preferred products or brands. The reason of no chance to types Effect of Life Cycle Thinking-based Information on Environmental Attitudes and Behaviors reasons: following buy indicates much stronger external influences: it is assumed that people want to perform the action or they are ready to, but there is no way or chance for them to purchase the products. This was supported by the characteristics of the respondents who selected ‘no chance to do;’ most of whom were in their 20s and lived in family groups of 3–5 members. Young people have fewer chances to purchase household products when they live with other family members. The effects of information type differed between the two target behaviors. The LCT-based information on refill products had a greater effect the alternative information on changes in attitudes, intentions and behaviors; whereas the results were opposite for waste separation. Although the differences between LCT-based and alternative statistically significant for either target behavior, the impacts observed in the study and the high level of usefulness of the LCT-based information indicated its benefits and potential for use as another valuable type of information to enhance people’s attitudes and behaviors. Additionally, the LCT concept would be useful in school education to encourage children’s awareness of possible connections between their daily behaviors and the environmental consequences, long-term development of which may help understanding and attitudes toward environmentally- friendly society and behaviors. Other pragmatic The results showed that the average score of knowledge about the mechanism of environmental-load reduction through waste separation was higher than that of information about GHG reduction through use of refill information about both products. The LCT-based behaviors was significantly more useful the alternative information provided. The effects of LCT-based information on changes in information were not in interventions should also be introduced and implemented along with information- intensive campaigns and environmental education for achieving behavioral change. Examples of behavior- changing tools include gaining commitment, developing community norms, improving infrastructure and using prompts to promote purchasing refill products, marketing price campaigns, a variety of product brands and quick reminders presented on the product shelf may be used together to remove cost barriers, inconvenience and the problem of forgetting to purchase refill products. (McKenzie-Mohr, 2000). For than instance, than 63 5. Conclusions
元のページ ../index.html#69