SOSYODEMOGRAFİK DEĞİŞKENLERE GÖRE ÖĞRENCİLERİN SU TASARRUFU DAVRANIŞLARI VE BUNLARI ETKİLEYEN FAKTÖRLER

Abstract

Bu araştırmada öğrencilerin su tasarrufuna yönelik öznel norm, ADK, tutum ve davranışlarına sosyodemografik değişkenlerin etkisi incelenmiştir.  Araştırmanın çalışma grubunu ortaöğretim kurumlarında öğrenim gören öğrenciler (N= 497) oluşturmuştur. Veri toplama aracı olarak “Planlanmış Davranış Teorisi” temel alınarak geliştirilmiş olan “Su Tasarrufu Davranışı Anketi” kullanılmıştır. Sosyodemografik değişkenlerin “öznel norm”, “ADK” ve “tutum” üzerine etkisi tek yönlü MANOVA ile incelenmiştir. Sosyodemografik değişkenlerin davranışa etkisi ise T-Testi ve ANOVA ile incelenmiştir. Araştırma sonucuna göre kız öğrencilerin su tasarrufuna yönelik öznel norm puanları erkek öğrencilere göre daha yüksektir. Öğrencilerin tutumlarında annenin eğitim düzeyine göre anlamlı farklılık tespit edilmiştir. Anneleri okuma yazma bilmeyen öğrencilerin tutumları diğer öğrencilere göre daha yüksektir. Anlamlı etkisi bulunan diğer bir değişken de konut türüdür. Müstakil evde yaşayan öğrencilerin su tasarrufuna yönelik öznel norm ortalamaları apartmanda yaşayanlara göre daha yüksektir. Öğrencilerin su tasarrufu davranışlarında incelenen sosyodemografik değişkenlerin hiçbirine göre anlamlı fark bulunmamıştır.

Keywords

• Su tasarrufu, Planlanmış Davranış Teorisi, sosyodemografik değişkenler, ortaöğretim öğrencileri

Students’ Water Saving Behaviors and Its Influencing Factors According to Socio-demographic Variables

Abstract

In this study, students’ subjective norm, attitude, perceived behavioral control (PBC), and behavior towards water saving were examined according to various socio-demographic factors. Participants consists of students (N= 497) studying at secondary schools. A “Water Saving Behavior Questionnaire”, developed on the basis of Theory of Planned Behavior, was used as data gathering tool. Effect of socio-demographic variables on “subjective norm,” “PBC,” and “attitude” were examined via univariate MANOVA. Effect of socio-demographic variables on behavior was examined by T-Test and ANOVA. As a result of the study, it was seen that female students’ average of subjective norm towards water saving is higher compared to male students. There was a meaningful difference in students’ attitude towards water saving according to their mothers’ level of education. Students with illiterate mothers have a higher attitude compared to other students. It was also determined that students living in detached houses have a higher subjective norm compared to students living in apartment buildings. There was no meaningful difference in students’ water saving behavior in any of the socio-demographic variables examined in this study.

Keywords

• Water saving, Theory of Planned Behavior, socio-demographic variables, high school students

References

1. [1] Shiklomanov, A., Appraisal and Assessment of World Water Resources. Water International, 2000, 25:1, 11-32.
2. [2] Pimentel D, Harman R, Pacenza M, Pecarsky J., & Pimentel M., Natural resources and an optimum human population. Population and Environment, 1994, 15, 347-369.
3. [3] Bates, B., Kundzewicz, Z.W., Wu, S. & Palutikof, J., Climate Change and Water: IPCC Technical Report VI, IPCC Secretariat, 2008, Geneva.
4. [4] Bayazit, M., & Avci, i., Water resources of Turkey: potential, planning, development and management. Water Resources Development, 1997, 13(4), 443-452.
5. [5] Aksay, C. S., Ketenoğlu, O., & Kurt, L, Küresel Isınma ve İklim Değişikliği, Selçuk Üniversitesi Fen Fakültesi Dergisi, 2005, 25, 29-41.
6. [6] Karadağ, A. A., Türkiye’deki su kaynakları yönetimine ilişkin sorunlar ve çözüm önerileri [Problems of Water Resources Management in Turkey and suggestion of solutions]. TMOOB 2. Su Politikaları Kongresi Bildiriler Kitabı, 2. Cilt, 2008, (pp. 389-400). Ankara.
7. [7] Komuscu A.U., Erkan, A., & Oz, S., Possible impacts of climate change on soil moisture availability in the Southeast Anatolia Development Project Region (GAP): an analysis from an agricultural drought perspective. Climatic Change, 1998, 40, 519–545.
8. [8] Middlestadt, S., Grieser, M., Hernandez, O., Tubaishat, K., Sanchack, J., Southwell, D. & Schwartz, R., Turning minds on faucets off: water conservation education in Jordanian schools. The Journal of Environmental Education, 2001, 32 (2), 37-45.

9. [9] Dietz, T., Stern, P. C., & Guagnano, G. A., Social structural and social psychological bases of environmental concern. Environment and Behavior, 1998, 30, 450-471.
10. [10] Schultz, P.W., & Zelezny, L., Values as predictors of environmental attitudes: Evidence for consistency across 14 countries. Journal of Environmental Psychology, 1999, 19, 255-265.
11. [11] Stern, P. C., & Dietz, T., The value basis of environmental concern. Journal of Social Issues, 1994, 50 (3), 65–84.
12. [12] Stern, P. C., Dietz, T. & Kalof, L., Value orientations, gender, and environmental concern. Environment & Behavior, 1993, 25, 322-348.
13. [13] Stern, P. C., Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 2000, 56, 407-424.
14. [14] Alp, E., Ertepınar, H., Tekkaya, C., & Yılmaz, A., A survey on Turkish elementary school students' environmental friendly behaviours and associated variables. Environmental Education Research, 2008, 14 (2), 129 – 143.
15. [15] Blocker, T. J., & Eckberg, D. L., Gender and environmentalism: Results from the 1993 general social survey. Social Science Quarterly, 1997, 78 (4), 841-858.
16. [16] Borden, F., & Francis, J. L., Who cares about ecology? Personality and sex differences in environmental concern. Journal of Personality, 1978, 46 (1), 190-203.
17. [17] Cavas, B., Cavas, P. Tekkaya, C., & Çakiroglu, J., Turkish students’ views on environmental challenges with respect to gender: An analysis of rose data. Science Education International, 2009, 20 (1/2), 69-78.
18. [18] Taskin, O., The environmental attitudes of Turkish senior high school students in the context of postmaterialism and the New Environmental Paradigm. International Journal of Science Education, 2009, 31, 481–502.
19. [19] Tikka, P. M., Kuitunen, M. T., & Tynys, S. M., Effects of educational background on students’ activity levels, and knowledge concerning the environment. Journal of Environmental Education, 2000, 31, 12–20.
20. [20] Tuncer, G., Ertepinar, H., Tekkaya, C., & Sungur, S., Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 2005, 11, 215–233.
21. [21] Yilmaz, O., Boone, W. J., & Andersen, H. O., Views of elementary and middle school Turkish students toward environmental issues. International Journal of Science Education, 2004, 26, 1527–1546.
22. [22] Zelezny, L. C., Poh-Pheng, C. & Christina, A., Elaborating on gender differences in environmentalism. Journal of Social Issues, 2000, 56 (3), 443– 457.
23. [23] Makki, M.H., Abd-El-Khalick, F., & Boujaoude, S., Lebanese secondary school students’ environmental knowledge and attitudes. Environmental Education Research, 2003, 9 (1), 21–33.
24. [24] Varisli, T., Evaluating eighth grade students’ environmental literacy: The role of socio-demographic variables. Unpublished Master’s Thesis, Middle East Technical University, Ankara, 2009
25. [25] Thompson, J., & Gasteiger, E., Environmental attitude surveys of university students: 1971–1981. The Journal of Environmental Education, 1985, 17 (1), 13–22.
26. [26] Uyeki, E. S., & Holland, L. J., Diffusion of pro-environmental attitudes. American Behavioural Scientist, 2000, 43 (4), 646-662.
27. [27] Gilg, A. & Barr, S., Behavioural attitudes towards water saving? Evidence from a study of environmental actions. Ecological Economics, 2006, 57, 400– 414.
28. [28] Lam, S., Predicting Intention to Save Water: Theory of Planned Behaviour, Response Efficacy, Vulnerability, and Perceived Efficiency of Alternative Solutions. Journal of Applied Social Psychology, 2006, 36 (11), 2803-2824.
29. [29] Clark, W. A. & Finley, J. C., Determinants of Water Conservation Intention in Blagoevgrad, Bulgaria. Society & Natural Resources, 2007, 20 (7), 613-627.
30. [30] Gregory, G. & Di Leo, M., Repeated behavior and environmental psychology: The role of personal involvement and habit formation in explaining water consumption. Journal of Applied Social Psychology, 2003, 33 (6), 1261–1296.
31. [31] Russell, S., & Fielding, K., Water demand management research: A psychological perspective. Water Resources Research, 2010, 46, 1-12.
32. [32] Harland, P., Staats, H., & Wilke, H. A. M., Explaining proenvironmental intention and behaviour by personal norms and the theory of planned behaviour. Journal of Applied Social Psychology, 1999, 29, 2505–2528.
33. [33] Kantola, J., Syme, G. J., & Campbell, N. A., The role of individual differences and external variables in a test of the sufficiency of fishbein's model to explain behavioral intentions to conserve water. Journal of Applied Social Psychology, 1982, 12 (1), 70–83.
34. [34] Lam, S.-P., Predicting intentions to conserve water from the theory of planned behavior, perceived moral obligation, and perceived water right. Journal of Applied Social Psychology, 1999, 29, 1058-1071.
35. [35] Nancarrow B. E., Leviston Z, Po, M., Porter N. B., & Tucker, D. I., What drives communities' decisions and behaviours in the reuse of wastewater. Water Science and Technology, 2008, 57 (4), 485-91.
36. [36] Spinks, A., Fielding, K., Russell, S., Mankad, A., & Price, J., Water demand management study: baseline survey of household water use (part a). Urban Water Security Research Alliance technical report; 2011, no. 40., 76 p.
37. [37] Frey, D., Stahlberg, D. & Gollwitzer, P.M., Einstellung und Verhalten: Die Theorie des überlegten Handelns und die Theorie des geplanten Verhaltens. Frey, D. und Irle, M. (Hrsg.), Kognitive Theorien der Sozialpsychologie, (Band I) (s.368-398). Huber, Bern, 1993.
38. [38] Ajzen, I. (2005). Attitudes, personality, and behavior (2nd. Edition). Open University Press / McGraw- Hill, Milton-Keynes, England, 2005.
39. [39] Dervişoğlu, S., & Kılıç, D. S., Planlanmış davranış teorisi çerçevesinde geliştirilen su tasarrufu davranışı anketi [Questionnaire of water-saving behavior developed within the framework of the theory of planned behavior] X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde Üniversitesi., 2012. Retrieved 15.01.2013 from http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin pdf/2272-24_05_2012-14_00_39.pdf
40. [40] Leviston, Z., Nancarrow, B. E., Tucker, D. I. & Porter, N. B., Predicting community behaviour: Indirect potable reuse of wastewater through Managed Aquifer Recharge, CSIRO Land and Water Science Report 29/06: Perth, 2006.
41. [41] De Oliver, M., Attitudes and action: a case study of the manifest demographics of water conservation Environment and Behavior, 1999, 31, 372–92.
42. [42] Mayer, P.W., De Oreo, W. B., Opitz, E., Kiefer, J., Dziegielewski, B., Davis, W., & Nelson, J.O., Residential End Uses of Water. American Water Works Association Research Foundation, Denver, 1999.