<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shyang-Chyuan Fang</style></author><author><style face="normal" font="default" size="100%">Tai-Kuei Yu</style></author><author><style face="normal" font="default" size="100%">Tai-Yi Yu</style></author><author><style face="normal" font="default" size="100%">I-Cheng Chang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOLOGICAL DISTANCE AND PRO-ENVIRONMENTAL BEHAVIOR: AN APPLICATION OF BEHAVIOR MODEL TO</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">behavioral intention</style></keyword><keyword><style  face="normal" font="default" size="100%">emerging contaminants</style></keyword><keyword><style  face="normal" font="default" size="100%">partial least squares</style></keyword><keyword><style  face="normal" font="default" size="100%">Theory of Planned Behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">value–belief–norm theory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482503264.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To help mitigate and educate the negative impacts of emerging contaminants (ECs), this research tried to realize the environmental attitude and environmental behavioral intention of students in the field of environmental education at higher education level. However, little is known about integration of psychological distance, environmental attitude, behavioral intention and effective teaching strategies on emerging contaminants for undergraduate students within a behavior model. This research proposed a pro-environmental behavior model, integrated with Theory of Planned Behavior (TPB), Value-Belief-Norm (VBN) model and psychological distance to realize causal relationships among latent variables that instructors concerned. In a cross-sectional survey, this research effectively surveyed 851 respondents of five universities in Taiwan through self-report questionnaires. This research utilized bootstrapping manner and Smart-PLS software to identify the crucial relationships between two formative factors (environmental attachment and psychological distance), value and beliefs and behavior intention on ECs. The level of ECs knowledge was treated as a moderator, and results indicated significant moderator effects on environmental attachment toward environmental attitude, and environmental attitude toward behavioral intention. The results provide empirical support for some previous identified barriers to pro-environmental behavioral intention and suggest guidelines for effective pro-environmental behavior on ECs issues.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">759–775 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shyang-Chyuan Fang</style></author><author><style face="normal" font="default" size="100%">Tai-Yi Yu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A RISK PERCEPTION MODEL OF CLIMATE CHANGE FOR UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">partial least square</style></keyword><keyword><style  face="normal" font="default" size="100%">personality trait</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479497044.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study establishes a behavioral model for university students by utilizing the theories of planned behavior and value-belief-norm, and proposes key latent variables for risk perception toward climate change to establish a structural equation model. Partial least squares analyses and three indicators are utilized to test the reliability, validity, and goodness-of-fit of the model. This study establishes a mixed model with formative and reflective indicators, and assesses both environmental concern and personality traits as formative indicators. Using standardized path coefficients, eight out of 10 paths demonstrate statistical significance, indicating that environmental value and environmental attitudes influence environmental behavior. Three of the five included personality traits (e.g., agreeableness, extraversion, and openness) demonstrate a positive correlation with environmental behavior and environmental attributes. Individuals’ risk perception positively influences their environmental value, environmental attitudes, and environmental behavior with respect to climate change. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">339-350</style></section></record></records></xml>