Effect of Students’ Attitude on Environmental Factors and Green Practice (Reduce, Recycle & Reuse)

Abstract

Going green must derive from green practice. The green practice involves 3R process that focus on effort to reduce, recycle, and reuse. The recycle issue always became on top in the list, indirectly other effort reduce and reuse also important toward environmental concerns. Thus, the researchers found it vital to conduct a study on the green practice process related to 3R (reduce, recycle, and reuse) based on affective and cognitive environmental, also interested to assess the role of students’ attitude as a mediator in the relationship between the variables of interest. For that reason, 112 respondents were selected to participate and all of them completed set of questionnaires. The findings show that, only affective environmental and students’ attitude have a significant and positive influence towards 3R processes. In addition, students’ attitude does not mediate the relationship between affective environmental and 3R since the indirect effect is smaller than direct effect. This finding determine Universiti Teknologi MARA students are putting their efforts and support toward environmental concern. Thus, business industry and tertiary institutional may need to collaborate to start encouraging their customers move effort toward 3R process to support green practice. Introduction Going green is not just recycling all the products that we used, it involves more effort than this. Each person playing the important roles to maintain, sustain and protecting the environment. A study from Chua et al (2011) said the prospect of a green future in Malaysia is very bright, meanwhile pursuing green technology in economic and social developments not only helps to sustain the non-renewable fuels, safeguards and minimises the environmental degradation due to carbon emissions, it also creates a strong green economy and industry, in line with the country's vision as well as the rest of the world economies. The International Journal of Academic Research in Business and Social Sciences Vol. 1 1 , No. 3, 2021, E-ISSN: 2222-6990 © 2021 HRMARS 593 environmental issues have been brought into many discussions. Previous studies in entrepreneurship education also mentioned that emotions have received much less attention from researchers (Kurczewska et al., 2017) compared to cognition. According to Wolski (2009) several universities around the world have made commitments to promote strategies for creating more sustainable universities, through their teaching, their campuses and their management. Activities of going green held in 3R program that comprising activities of reduce, recycle and reuse. Even though the trend of sustainable development has not yet fully permeated to all disciplines, academics, and university leaders, many universities have become engaged in it (Lozano et al., 2013). Furthermore, trend in business have been seen having an increasing awareness on the significance of going green. Savolainen (2015) also stated in modelling information behaviour, the main emphasis on its cognitive dimensions while the role of which affective factors such as emotions and feelings has remained secondary. Literature Review Affective Environmental Affection is regarded as a subjective concept concerning both dispositional affect (personality that is more stable), specific emotion (intense and short-term), and mood (low intensity but lasting, resulting from stimuli) (Cardon et al., 2012; Kurczewska et al., 2017; Mustapha et al., 2018). While, affective dispositions can be defined as affective reactions that individuals display towards environmental deterioration (Hines, Hungerford and Tomera, 1987; Kals and Maes, 2002; Kollmuss and Agyeman, 2002; Fettahlioglu, Timur and Timur; 2016). In other words, affective tendencies are the state of the individual to be sensitive both to the environment and the environmental problems and to take moral and ethical values of the society into consideration while making decisions about the environment and showing responsibilities towards the environment (Roth, 1992; Fettahlioglu et al., 2016). Cognitive Environmental Cognition is a term for the process of gaining awareness in which individuals recognize and seek information. It relates to perceiving, recognizing, conceiving, judging, and reasoning. The cognitive construct consists of declarative and procedural knowledge. The difference between these two is that the first refers to the method of link the concepts together and the second is the abilities to apply this knowledge. Dieser (2015) mentioned positive correlations between pro-environmental preferences and scores on a knowledge test and negative correlations with egocentric environmental attitudes and knowledge scores. Furthermore, Bogner (2016) reported a connection between environmental attitudes and knowledge where positive relationships between knowledge and environmental perception were found. Meanwhile, Mustapha et al (2018) in their study has found that it is not hidden fact that environmental affection highly affected towards student’s environmental attitude compared to the environmental cognition. Students’ Attitude Attitudes about littering include feelings scepticism about whether littering is truly a deviant behaviour, if it seriously harmful to the environment, and whether it is worth mitigating (Keep Louisiana Beautiful, 2017). In one of public Malaysian university, mentioned the students’ positive littering behaviour was high due to lack of littering facility provided, followed by low littering awareness and infrequent campaign activities (Asmui et al., 2019). International Journal of Academic Research in Business and Social Sciences Vol. 1 1 , No. 3, 2021, E-ISSN: 2222-6990 © 2021 HRMARS 594 This is consistent with a previous study conducted in one of the private universities in Bandung, Indonesia, students still throw garbage carelessly even though in place there is garbage pit (Anwar et al., 2017). Therefore, those factors showed the affective and cognitive environmental affect the students’ attitude and 3R processes. 3R Processes 3R processes are not new for many citizens including university students. In Malaysia, the trash bins equipped with three different colours widely provided by many university campuses and colleges as to mainly facilitate students to practice 3R. In addition, consumers claimed that the less the facilities provided, and the more inconvenience felt by them in carrying out the process of recycling, the lower would be the participation in recycling (Latif, Omar, Biding and Awang, 2013; Asmui et al., 2018). Littering education has been taken place since the students were in kindergarten and primary schools. However, the problematic point of view of today’s generations is that they have the rights of limitless ownership without taking into account the responsibilities towards society and humanity (Astrom, 2011; Ashtankar, 2016; Asmui et al., 2018). This condition caused the efforts of government and university to achieve and maintain the cleanliness of campuses and colleges failed. The Relationship between Affective environmental, Students’ Attitude and 3R Affective learning in environmental education in relation to individual attitudes is significant and has laid the groundwork that environmental education helps promote positive attitudes toward the environment (Gardner, 1983). Findings on several studies have shown that there were impacts of affection on attitude (Carrus et al., 2008). Moreover, there were also studies on the impact of affection on green behaviours (reduce, reuse and recycle) (Meneses, 2010). Furthermore, some studies findings show a more significant impact of affection towards consumers’ green behaviour (Lee, 2009). Methodology This study is based on adapted questionnaire from the previous studies (Nameghi et al., 2013 & Ehsaneh et al., 2012) targets students at higher learning university as the sample. The questionnaire used is divided into two parts where Part 1 accumulated by four sections such as the environmental affective (five items); environmental cognitive (six items); students’ attitude (five items); and 3R (reduce, reuse, recycle) process (three items each), whereas Part 2 is a demographic section. The questions are in a five Likert-scale format range from 1 (strongly disagree) until 5 (strongly agree). The questionnaire was distributed and a total of 112 respondents completed the survey. The data analyses were conducted by two steps using IBM-SPSS AMOS version 24 software including descriptive analysis and structural equation modelling. First, analysis of covariance structure was used to examine the mediation model and investigate the causal relations between the main variables. Second, mediation test procedures used to obtain estimated value of the indirect effects and to test their significance by using standardized regression weight with students’ attitude used as mediating variable. The mediation occurs statistically if the indirect effect obtained is higher than the direct effect. International Journal of Academic Research in Business and Social Sciences Vol. 1 1 , No. 3, 2021, E-ISSN: 2222-6990 © 2021 HRMARS 595 Reliability and Validity Reliability and validity were used in this study through unidimensionality, validity and reliability to ascertain or evaluate the fitness of the measurement models (Zainudin, 2015). Zainudin (2015) and Hair et al. (2010) stressed that unidimensionality is achieved when the measuring items have acceptable factor loading for the respective latent construct and the recommended factor loading value for latent construct is around 0.6 and above, and all in one direction. Secondly, validity is access through convergent validity, discriminant validity, and constructs validity. Convergent validity is achieved when the average variance extracted (AVE) is at least 0.5, construct validity achieved for each of the fitness indexes, as shown in Table 1 for a required level, and discriminant validity achieve