This document provides a literature review and theoretical framework for a research project aimed at increasing pro-environmental behavior toward paper use. It discusses how paper production contributes significantly to climate change. The research will develop an intervention using a wristband with the slogan "Reduce Reuse Recycle" to influence psychological factors like habits, identity, attitudes and social norms based on the Theory of Planned Behavior. It hypothesizes that the intervention will increase pro-environmental paper behaviors in students and that these psychological constructs can explain paper use behaviors. The research also aims to examine the long-term effects of the intervention on future pro-environmental participation.

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Constructing Pro-Environmental Behaviour Towards Paper Use
Through an Awareness and Identity Tool.
“Evidence has shown that if we do make people think about waste then they are more
likely to take care.” (Evison & Read, 2001, 278)
Abstract
With an increasing need to prevent global climate change there has to be a reduction of
resources, energy, emission and waste products in all areas of life (Szabo et al. 2009).
One area that contributes significantly to these factors of climate change is the paper
sector. The paper sector is believed to show an increase in the amount that is produced
therefore causing further damage to the environment and continuing to contribute to
global climate change, therefore creating a need for an increase in pro-environmental
behaviour towards paper use (Szabo et al. 2009). This research aims to develop an
intervention that will be able to create a pro-environmental behaviour towards paper
use by focusing upon factors within the theory of planned behaviour, as well as habit
and self-identity amongst teenage collage students who are subject to the educational
sector as it is believed that this sector produces large amounts of waste paper
(Amutenya et al. 2009). The intervention takes form as an green awareness wristband
with the slogan ‘Reduce Reuse Recycle’ upon it and aims to promote pro-environmental
behaviour by focusing on a number of psychological components such as forming
specific environmental habits, identities, and attitudes and also increasing social norm
pressures and their perceived ability to control their pro-environmental behaviour
ultimately increasing their pro-environmental behaviour towards paper use. This
research is to be carried out following Walker et al. (2009) research on health fashion
as it is suggested that further research into the effect that awareness promotions, such
as awareness wristbands, has on individuals in relation to a specific cause, in this case
the effect that the wristband has on pro-environmental behaviour focusing specifically
on paper use.

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Chapter 1: Literature Review
1.1: Introduction
A significant and immediate reduction effort in greenhouse gas emissions is
needed to prevent dramatic climate change and an increase in global temperature
(Szabo, Soria, Forsstrom, Keranen, & Hytonen, 2009). The climate change perspective
challenges the components that create the pulp and paper sector, from the properties of
its structure through to the production that is required in order to create the product
(Szabo et al. 2009). Amutenya, Shackleton and Whittington- Jones (2009) believe that
increasing environmental consciousness, and limited areas for the plantation forestry
sector to expand into means that paper use has to become more efficient and
sustainable. However, paper consumption worldwide is increasing dramatically, for
example, Szabo et al. (2009) describes that North America, Europe and Asia used 360
million tones of paper in 2004 and this figure is expected to rise 2.1 percent each year
until 2020 (Szabo et al. 2009). The paper production sector is divided into energy
intensive channels, firstly it is a big consumer of forestry products and secondly the
high fuel use used for production (Szabo et al. 2009). To cope with the mass destruction
of forests, changing practice of the way the sector is distributed could be implemented,
such as, a reduction in the global supply of paper or a large price increase that would
have dramatic effects on the global population (Szabo et al. 2009). Secondly, the energy
demand for paper production is vast, with energy needed to power the three crucial
categories of, electricity, heat and fuel that are required in order to produce paper into
its physical form. Amutenya et al. (2009) explains that due to the costs of paper
production there is a great need for paper use to become more efficient and recycling is
a strategy that can be implemented in order to increase efficiency and ultimately cut
global carbon emissions. One area where paper waste and consumption is a frequent
occurrence is found within educational sectors. Amutenya et al. (2009) believe that due
to the educational and academic endeavours of students and teachers, the educational
sector generates most of its solid waste in the form of paper products, this is because
paper and paper products are generally regarded as cheap and undervalued products
resulting in large amounts of waste and minimal reuse. Therefore creating an increasing

3. 3
need for the world population to develop a pro-environmental stance towards paper use,
in order to limit its association with climate change.
Steg and Vlek (2009) believe that many problems relating to climate change are
embedded in human behaviour and can be managed and manipulated into a behaviour
that offers a pro-environmental focus, which would inevitably reduce the
environmental impact of the specific behaviour. Therefore, allowing scope for certain
paper use behaviours to be manipulated towards a more pro-environmental stance
which would ultimately reduce the amount of paper being used and also reduce the
effects of global climate change. Steg and Vlek (2009) explain that pro-environmental
behaviour refers to,
“behaviour that harms the environmental as little as possible, or even benefits
the environment” (Steg, & Vlek, 2009, 309).
However, behaviour change involves a number of crucial factors that depend
on the strength to which the behaviour is able to change. Steg and Vlek (2009) believe
that behaviour change can be achieved if one follows the four key issues described here;
one must firstly, carefully select a certain behaviour that needs to be changed in order
to improve environmental quality, secondly, an examination of the relating factors that
cause the specific behaviour must be carried out, thirdly, there must be an application
of strategic interventions that aim to change the chosen behaviour and an individuals
antecedents, and finally, one must evaluate the effects of the interventions on the
examined behaviour. Therefore this research will apply Steg and Vlek’s (2009)
suggestion of behaviour change and develop an intervention towards changing a
existing paper use behaviours towards behaviours that are more pro-environmental and
focus on particular influential antecedents.
From the above literature, it is believed that an individual’s paper use behaviour
within the educational sector is a problem that has a potential to change in order to
increase environmental quality. Therefore, the ultimate aim of this research is to create
an increase in pro-environmental behaviour towards paper use within the educational
sector, creating the first aim of this research project: To enhance pro-environmental
behaviour towards paper use in 6th
Form students, which will be hypothesised by
arguing that the 6th
Form students wearing the environmental awareness wristband will

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report a higher score on reducing, reusing and recycling paper behaviour variables after
the intervention than before, as according to Steg and Vlek (2009) behaviour change
can be carried out by implementing a intervention that has a particular influence upon
specific psychological constructs. However, there may be many underlying
psychological constructs relating to paper use behaviour, therefore Steg and Vlek
(2009) suggest that these factors should be examined to further understand and explain
paper use behaviour, which will provide scope for an intervention to be implemented
within the educational sector aiming to encourage pro-environmental behaviour, for
example, recycling, with regard to paper use.
1.2: Theoretical Framework
It is widely believed that environmental attitudes and other psychological
constructs are important predictors of pro-environmental behaviours (Tonglet, Phillips,
& Read, 2004), However, in order to explore the influence of these underlying factors,
a theoretical framework has to be produced which will help identify the determinants
of pro-environmental behaviour. The Theory of Planned Behaviour (TPB) is a theory
that is believed by Tonglet et al. (2004) to provide a framework that can determine an
individual’s pro-environmental behaviour. The TPB is believed by Bonnes, Lee and
Bonaiuto (2003) to be similar to the Theory of Reasoned Action (TRA), because like
the TRA, the TPB possesses an attitudinal and subjective norm focus however the TPB
holds an extra concept that focuses upon perceived behavioural control. The theory
assumes that people behave rationally and consider the implications of their actions
they perform (Tonglet et al. 2004). Pro-environmental behaviour is described by
Tonglet et al. (2004) to require considerable effort from an individual to perform, this
effort which is then increased in relation to paper use due to its being cheap product
and undervalued (Amutenya et al. 2009), consequently causing the pro-environmental
decision towards paper use to be a complex one recruiting a number of underlying
factors, the TPB therefore provides a theoretical framework for systematically
identifying these underlying factors of attitude, subjective norms and perceived
behavioural control (PBC), that ultimately cause an individuals decision to act pro-
environmentally towards their paper use behaviour (Tonglet et al. 2004). An
individuals attitude towards a behaviour is caused by two differing concepts of beliefs
of an outcome and an evaluation of the outcome, for example an individual may

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consider recycling some waste paper, this behaviour is then evaluated by a number of
beliefs towards the behaviour, such as recycling the paper is good for the environment,
or recycling the paper takes up too much time (Bonnes et al. 2003). These beliefs are
evaluated analysing the advantages and the disadvantages towards recycling paper
ultimately forming an attitude towards the behaviour (Ajzen, 1991). Bonnes et al.
(2003) describes the subjective norm concept of the TPB as being similar to the attitude
concept as it also has two sub concepts called, the normative belief and the motivation
to comply. The normative belief indicates the extent that an individual believes a
referent person wants them to perform certain behaviours, this normative belief is then
assessed by the individual’s motivation to comply, which increases as the degree to
which the individual allows this referent person to exert influence on them increases
also. (Bonnes et al. 2003). The PBC analyses the extent to which people perceive the
ease or difficulty of performing a specific behaviour (Ajzen, 1991), for example,
individuals would behave more pro-environmentally towards paper use if they believe
it is easy to do so. The PBC, together with the behavioural intention, formed by the
attitude and subjective norm concept, can be used directly to predict and explain
behaviour (Ajzen, 1991), therefore supporting the need to analyse these three
psychological constructs within the TPB of attitude, subjective norms and PBC, and
consequently creating the second, third and fourth hypotheses of this research project,
as the second aim of this research is to explain and predict pro-environmental behaviour
towards paper use relating to psychological constructs. However, although there have
been numerous studies supporting the TPB, several authors (Bamberg, Rolle and Weber
, 2003, and Whitmarsh, & O’Neill, 2010) believe that the theory does not adequately
explain pro-environmental behaviour and have suggested several variables that could
be held more accountable for explaining pro-environmental behaviour (Tonglet et al.
2004), therefore these alternative variables shall also be included within this research.
Bamberg et al. (2003) argue that the TPB has been challenged by the argument
that behaviour is not predicted by the strength of the intention, but that human
behaviour is habitual or automatic. Verplanken and Orbell (2003) suggest that through
repetition, a specific behaviour may become automatic in the sense a specific response
is triggered through an environmental cue, therefore forming a relationship between
past and future behaviour. If a behaviour is performed numerous times it may be the
automaticity in responding to certain cues that determines an individuals future

6. 6
behaviour (Verplanken & Orbell, 2003). Habits can be defined as “Learned sequences
of acts that have become automatic responses to specific cues, and are functional in
obtaining certain goals or end-states” (Verplanken & Aarts, 1999, 104). The more
frequently a particular behaviour is performed, the more likely it is that the particular
behaviour becomes habitual even if an negative attitudinal approach towards the
behaviour is held (Veplanken & Orbell, 2003), for example, in the case of an individual
who has a strong habit towards car use, persuasive communication changes towards
attitude and intention should have little effect on behavioural change because the habit
is not under intentional control but is automatically activated by the situation, i.e. using
the car to get to work (Bamberg et al. 2003). Therefore, this research shall focus on
habit as a function in explaining and predicting an individual’s paper use behaviour as
it is believed that habit can determine the specific future behaviours, relating to the
second research aim, therefore creating the fifth hypotheses of this research project,
that habit will explain and predict pro-environmental behaviour towards paper use in
6th
Form students. However, in order to create this new pro-environmental behaviour
an intervention has to be set in place that that is powerful enough to change a habit as
Verplanken and Orbell (2003) argue that habitual behaviours are very difficult to
change, therefore it is suggested that an awareness strategy could be implemented,
which will be taken into account when producing the intervention for this research.
There is a need to further explore the underlying factors that can determine pro-
environmental behaviour, as Whitmarsh and O’Neill (2010) explain that self-identity is
a significant predictor of pro-environmental behaviour over the TPB, therefore identity
shall now be examined describing how it is formed, how it determines behaviour, and
how it can be used to create pro-environmental behaviour towards paper use. There
have been various attempts to encompass the self-identity concept within to the TPB in
order to improve its ‘behaviour predicting’ power (Whitmarsh, & O’Neill, 2010).
Identity proves to be a influential behaviour predictor as Whitmarsh and O’Neill (2010)
argue that it is the label used to describe oneself and is influenced by both personal
motivations as well as social interactions, such as the demands and expectations of
others and also roles that we perform ourselves (Tajfel, & Turner, 1986). Identity is
constructed by conforming to certain values, beliefs and behaviours of a particular
social group that one wishes to belong to, for example, wishing to belong to a pro-
environmental social group by adopting pro-environmental beliefs, values and

7. 7
behaviours (Whitmarsh, & O’Neill, 2010). Whitmarsh and O’Neill (2010) also give
two differing levels at which identity operates which can determine the strength of pro-
environmental behaviour carried out by an individual. The first level is generic, which
means that a an individual could encompass a whole set of environmental actions, such
as green-consumption, while the second level is knows as behaviour specific, which
means that an individual labels themselves towards a certain behaviour, such as a
‘typical recycler’ or a ‘typical reducer of waste’ (Whitmarsh, & O’Neill, 2010). As this
research aims to create a pro-environmental behaviour towards paper use, then the
behaviour specific level of identity will be adopted within the framework in order to try
and analyse an individual’s behaviour towards paper use through their behaviour
specific identity, however identity could inevitably spill over into the generic level of
environmental actions. Whitmarsh, & O’Neill (2010) found that identity can be
identified as a significant predictor of pro-environmental behaviour therefore identity
will be included in aim two of this research and it is hypothesised that identity will
explain and predict pro-environmental behaviour towards paper use.
1.3: Intervention
In keeping with Steg and Vlek’s (2009) factors to change behaviour it is now
necessary to develop an intervention that can be measured and have a relationship to
the specific attributes mentioned above such as the TPB, habit and identity and also for
the intervention to ultimately change current behaviours towards paper use, to paper
use behaviours that are more pro-environmental. There have been a vast amount of
interventions that aim to increase an individuals or groups pro-environmental behaviour
(Hansmann, Loukopoulos, & Scholz, 2009), from interventions through policy change
(Lucas, Brooks, Darnton, & Jones, 2008), to interventions based on information,
feedback and through social interaction groups (Statts, Harland, & Wilke, 2004). Even
though there have been many pro-environmental schemes in operation throughout the
world, people tend to turn back to their previous behaviour that was performed before
the pro-environmental behaviour was adopted (Hansmann et al. 2009). Due to this
problem of pro-environmental participation rates, there is an increasing need to
encourage effective public participation in pro-environmental behaviour that continues
after the environmental scheme has ended, therefore creating an increased incentive to
examine this specific area of continued pro-environmental participation and therefore

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producing aim three of this research project, to examine the effect of the environmental
intervention and the effect upon future pro-environmental participation of 6th
Form
students.(Hansmann et al. 2009). Hansmann et al. (2009) examined the effect of
different pro-environmental slogans on individual’s behaviour, and found that “a
factual slogan, which was negatively evaluated in the questionnaire survey, was
effective in encouraging greater battery recycling” (Hansmann et al. 2009. 229). This
factual slogan informed people of a pro-environmental descriptive norm but did not
encourage people to just recycle batteries as it gave an awareness of general recycling
behaviour and had a successful outcome in changing peoples behaviour (Hansmann et
al. 2009). With this in mind, the present research shall develop a slogan to encourage
pro-environmental behaviour, however there is now a need to develop a strategy to
implant this encouragement within individuals to analyse the effects of the intervention
on their self-identity, habit and the factors within the TPB towards paper use.
Within the health sector there have been a number of projects aimed at
increasing awareness of certain health problems and Walker, Hart, Gregg and LaJoie
(2009) believe that the best known item for promoting a certain problem is the rubber
awareness wristband, with several large organisations imprinting selected slogans on
coloured wristbands to raise awareness and money for their specific cause. The best
example of this awareness scheme can be seen from the ‘Livestrong’ wristband, where
in 2004, Nike, sponsored cyclist and testicular cancer survivor Lance Armstrong, and
developed the Lance Armstrong Foundation which produced a yellow rubber wristband
that had the slogan ‘Livestrong’ printed on it and was aimed at creating awareness of
cancer and generating funds for the charity (Walker et al. 2009). The foundation did
not anticipate the demand and Walker (2004) believes that this was because the
wristbands were worn as a tribute or to support an individual known to the wearer,
suggesting that the wristbands were worn not only for awareness but for personal values
too. After consumers purchased over 50 million ‘Livestrong’ wristbands a Nike official
stated that “The bracelet has transcended cancer. . . . It’s about inspiration, on many
levels. Losing weight. Quitting smoking. There’s 50 million different reasons to wear a
Livestrong bracelet” (Walker et al. 2009. 3). This statement also suggests that the
wristband is no longer about awareness but something that an causes an individual to
change their behaviour and can also develop values and beliefs from, forming an
identity. Berger and Heath (2007) also believe that an awareness wristband creates an
identity. From research focusing upon divergence from identity, Berger and Heath

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(2007) examined two contrasting social groups identities who were given the Livestong
wristbands and it was found that once the groups were aware that they were both
wearing the wristband they decided to discard it because they felt that their identity was
threatened from the other group, concluding that a wristband with a general awareness
can form an identity. From the above literature an intervention has been formed which
will aim to create pro-environmental behaviour towards paper-use. The intervention
will take form as an awareness wristband with a slogan that describes generic pro-
environmental behaviour but is also behaviour specific, such as ‘Reduce Reuse
Recycle’, which aims to promote an awareness of pro-environmentalism and change
previous factors of the TPB, habit and identity to factors that are more pro-
environmental ultimately increasing pro-environmental behaviour.
1.4: Research Aims
The first aim of this research project is to examine the enhancement of pro-
environmental behaviour towards paper use through the use of an environmental
wristband on 6th
Form students. The second aim of the research project is to explore
which psychological constructs can predict pro-environmental behaviour towards paper
use due to the environmental wristband. The third and final aim of this research project
was to analyse future pro-environmental participation in 6th
Form students. The
following hypotheses have been formulated.
Aim 1: Enhancement of Pro-environmental Behaviour.
Hypothesis 1: The 6th
Form students wearing the environmental awareness
wristband will report a higher score on reducing, reusing and recycling paper
behaviour variables after the intervention than before.
Aim 2: Explanation and Prediction of Pro-environmental Behaviour towards paper-use
relating to Psychological Constructs.
Hypothesis 2: Attitude will predict pro-environmental behaviour towards paper
use.

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Hypothesis 3: Subjective norms will predict pro-environmental behaviour
towards paper use.
Hypothesis 4: PBC will predict pro-environmental behaviour towards paper
use.
Hypothesis 5: Habit will predict pro-environmental behaviour towards paper
use, as the wristband will have a positive effect on automatic responses and
learned sequences.
Hypothesis 6: Identity will predict pro-environmental behaviour towards paper
use, as the wristband will have a positive effect on values, beliefs and
behaviours.
Aim 3: Analysing the effect of the environmental awareness wristband on participants
and the effect upon future pro-environmental participation of 6th
Form students.
1.5: Anticipated Problems
As this research is reliant on participants wearing the wristbands for a period of
time which could prove problematic, then a monetary incentive shall be presented at
the end of the study in compliance with the participant wearing the wristband for as
long as they possibly could, aiming to increase the participants desire to wear the
wristband. Social desirability may also prove to be problematic throughout the results
section, therefore in order to deter this, the section focusing on paper use behaviour
shall be asked first during the questionnaire, aiming for participants not to become fully
aware of problem of paper use and therefore not biasing the results of the participants
behaviour.
1.6: Conclusions
After a discussion of the relevant literature, it can be suggested that Steg and
Vlek’s (2009) first two stages of behaviour change have been examined and applied to
the research design formulating an area of research that needs to be explored. This
chapter firstly selected a behaviour that needs to be changed in order to improve
environmental quality. Paper use behaviour in collage students was targeted due to the

11. 11
increasing need for efficient paper use especially within the educational sector.
Secondly, the research then discussed the relating factors that may be the cause of paper
use behaviour. These relating factors that influence the particular environmental
behaviour of paper use are believed to be habit, identity, attitude, social norms and
perceived behavioural control. This chapter then discussed a specific intervention that
could lead to an increase in pro-environmental behaviour, however, the implementation
of the intervention has not been discussed in detail. The next chapter aims to discuss
the research design and the implementation of the intervention, it also aims to explain
the strategic quantitative and qualitative analysis components that were set in place to
ultimately answer the key questions and aims of the research.

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Chapter 2: Methods
2:1 Participants
The volunteer sample in this study (N=52) consisted of 21 male and 31 female
students from Penistone Grammar School 6th
Form in South Yorkshire. Twenty-two of
the participants were twelfth year students at an age of 17, and thirty participants were
thirteenth year students at an age of 18, with an overall mean age of 17.58 years. Five
students were eventually removed from the research due to several problems related to
the awareness wristband, such as, the wristband gave one participant a rash so it was
then decided to allow the participant to take the wristband off and withdraw from the
study. Three other participant’s wristbands snapped and so were withdrawn from the
study and finally, one participant decided to withdraw from the study due to them not
wanting to wear the wristband for the entire eight week period.
2:2 Instrument
A questionnaire was developed in order to collect and analyse the relevant data
required for the study, see appendix B. The quantitative 121-item questionnaire
measured the following constructs that were all rated on a 1-11 Likert scale; Firstly,
behaviour was measured on three separate occasions in order to measure how often
participants reduced, reused and recycled paper. The participants reducing behaviour
was firstly measured using three questions to gauge how much participants reduce
paper, for example, in the last week I have photocopied and printed out on both sides
of paper, 1 (never) - 11(Always). Reusing paper behaviour was then measured using
four questions, for example, in the last week I have used both sides of the paper for
lecture notes, 1 (never) - 11 (Always). Then recycling behaviour was measured which
was also measured using four questions, for example, in the last week I have placed all
used items of writing paper in a recycling box, 1 (never) - 11 (Always). The
questionnaire was then separated into three sections, designed to measure the
psychological constructs relating to reducing, reusing and recycling paper. The first
part of the divided sections measured participants habits, which was measured using 12
questions, for example, reducing the amount of paper I use is something I do frequently,
1 (disagree) - 11 (Agree). The participants attitudes were then measured using five
questions, for example, for me, reusing paper is 1 (harmful) - 11 (Beneficial).

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Subjective norms were then measured using 6 questions, for example, there are many
people who are similar to me who reuse paper all the time, 1 (Extremely unlikely) – 11
(Extremely likely). The questionnaire then measured PBC relating to reducing, reusing
and recycling paper using four questions, for example, for me to recycle all the paper I
use is, 1 (Impossible) - 11 (Possible). Finally the three individual sections of the
questionnaire then measured participants identity using 10 questions, for example, I
consider myself as a “Recycler” of paper, 1 (Disagree) -11 (Agree). On completion of
the questionnaire the participants were given a green environmental awareness
wristband with a pro-environmental stance as written upon it were the words “Reduce
Reuse Recycle”, demonstrated in Figure 1, 2 and 3 below.
Figure 1: Demonstrates the Environmental Awareness Wristband

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Figure 2: Demonstrates the Environmental Awareness Wristband
Figure 3: Demonstrates the Environmental Awareness Wristband on a Participant

15. 15
At the end of the study, participants were also asked to complete a following
qualitative questionnaire with open-ended questions located in Appendix C, focusing
upon the positive and negative things relating to wearing the awareness wristband, the
affect that is had on them as participants, their current environmental behaviour and
finally their future environmental behaviour. The reason for conducting a follow up
questionnaire focusing on open-ended formats as well as closed-ended formats was in
order to gather information on a wider basis about their pro-environmental behaviour,
as Breakwell, Hammond, Fife-Schaw and Smith (2006) explains that closed-ended
questions can create forced choices and rule out any unexpected responses that maybe
a vital strand of information.
2:3 Procedure
The participants were recruited by firstly approaching and then explaining to
the 6th
Form head teacher, the basis of the research and what it entailed. The head
teacher then announced in an assembly that the research project needed participants and
that the students were welcome to volunteer and take part in the eight-week study. The
research project was then explained individually to the volunteers, who then were given
a pre-project questionnaire to complete in their own time that particular day and which
took approximately 20 minutes to complete. Once participants had completed the pre-
project questionnaire they were then asked to wear the environmental awareness
wristband for eight weeks. The qualitative questionnaire and the post-project
quantitative questionnaire were distributed after the eight-week study and analysed the
same constructs as the pre-project questionnaire. The eight-week study was completed
during March-May 2010.
2:4Analysis
In order to fully answer the research hypotheses it was necessary to conduct
paired samples T-Tests and regression analysis on the data, as this would generate key
determinants of the factors that best explain and predict the specific pro-environmental
behaviour and psychological constructs (Field, 2005).
2:5 Ethical Considerations
Throughout this research it was a fundamental principle that ethical
considerations are taken into account. Breakwell et al. (2006) give several ethical

16. 16
considerations that should be practiced when carrying out social research in order to
achieve feasibility, as it is necessary that a research study is possible on practical
grounds as well as ethical grounds. Breakwell et al. (2006) state that that the protection
and welfare of all participants must be taken into account when conducting a research
study, and must also be protected from being physically or mentally harmed. In
practice, this means that the risk of harm to a participant in the study should never be
greater than the risk that the participant would encounter in relation to their normal
lifestyle. Breakwell et al. (2006) also states that ethical feasibility of a research project
should allow participants to be debriefed of all the research that they are taking part in
and that they consent to all the research that is being carried out, that participants have
the right to withdraw from the study at any time, and that participants have the right to
expect that their results that they produced from the data collection method are to be
confidential. In relation to this research study, as one of the participants attained a rash
from wearing the wristband they were immediately told to withdraw from the study in
order to protect their health and wellbeing. It was explained to all participants the basis
of the research and reasons for undertaking it allowing for any participants to ask certain
questions that they may have had about the awareness wristband and other aspects of
the research. From the outset of this research study it was made clear all participants
they have the right to withdraw from the study at anytime and ultimately five
participants exercised this right due to three contributing factors described earlier.
Finally, the research project kept the names of the participants confidential, which were
changed into letters that represented them, allowing their results to remain confidential.
The participant names within this research project changed into letters range from A-
Z and AA-ZZ.

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Chapter 3: Results
The data was collected and processed into SPSS (Statistical Package for Social
Sciences). This computer program is able to analyse large amounts of data and draw
numerous conclusions and results from the type of analysis it is instructed to conduct
(Dancey and Reidy, 1999). A post test qualitative questionnaire was also conducted
that was anaylsed and codified into clear results suggesting conclusions about the
effects of the environmental wristband on participants and their future behaviour.
3:1 Analysis of Pre and Post Paper Use Behaviours
The first part of analysis conducted a series of Dependant T-tests to gather
results relating to the first aim of the research project, which hypothesized that the 6th
Form students wearing the environmental awareness wristband will report a higher
score on reducing, reusing and recycling paper behaviour variables after the
intervention than before. This method of analysis is believed by Field (2005) to
establish whether two means collected from the same sample of participants differ
significantly from each another, therefore the analysis would provide a clear difference
between pre behaviour and post behaviour relating to the 6th
Form students reducing,
reusing and recycling behaviour. First of all a dependant t-test was carried out to see if
there was a difference in 6th
Form students reducing paper behaviour before and after
the intervention. The results of the t-test showed that reducing paper behaviour did
significantly differ before (M = 4.0, SD = 2.4) and after (M = 5.3, SD = 2.3) the
intervention as t (51) = 5.4, d = 0.55, p <.001. It was then necessary to conduct a
dependant t-test to see if there was a significant difference in 6th
Form students reusing
paper behaviour before and after the intervention. The results of the t-test showed that
reusing paper behaviour did significantly differ before (M = 6.0, SD = 2.8) and after
(M = 7.1, SD = 2.1) the intervention as t (51) = 3.1, d = 0.35 p <.01. In order to conclude
hypothesis one a final dependant t-test was conducted to see if there was a significant
difference in 6th
Form students recycling paper-use behaviour before and after the
intervention. The results of the t-test showed that recycling paper behaviour did
significantly differ before (M = 6.0, SD = 3.0) and after (M = 7.7, SD = 2.0) the
intervention as t (51) = 4.0, d = 0.55 p <.001.

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3:2 Pre and Post Reduce Paper Use Behaviour Predictors
In order to demonstrate the outcome of aim two, the research analysis
conducted Multiple Regression analysis as this method seeks to predict an outcome
variable from a single predictor variable (Field, 2005). This predictive model aims to
predict values of the dependant variable (DV), post paper-use behaviours, from several
predictors which are the independent variable (IV), focusing on the pre and post values
of the variables, for example, habit, attitude, subjective norms, PBC and identity. This
would allow the research to conclude which IV predicts and explains pro-
environmental paper use behaviour, and to also conclude if pre psychological constructs
are better predictors of paper use behaviours than post test psychological variables.
Firstly, the multiple regression analysed post reducing paper behaviour (M =
5.39, SD = 2.33 which was the DV with several IV reduce paper behaviour predictors
of pre reduce habit (M =4.31, SD =2.05), pre reduce attitude (M =7.97, SD = 1.88), pre
reduce subjective norms (M = 6.45, SD = 1.87), pre reduce PBC (M = 7.48, SD = 2.18)
and pre reduce identity (M=2.92, SD = 1.51). The pre reduce model accounted for
22.9% of the variation in reducing paper behaviour in the general population and
significantly explains more variance than chance in predicting levels of reducing paper
behaviour as F(5,46) = 4.035, p <.01. The results from Table 1 demonstrate each
variables predicting power of reducing paper behaviour, with the first column
representing the variable being analysed, the second column, B, represents the
regression weight, that demonstrates if there was a one unit increase in the independent
variable the reducing paper behaviour would increase by the value in the B column, the
SE B column representing the standard error of B, and the final column, , represents
the regression weight when all variables have been standardized, the best predictor will
also have the highest  value.
From Table 1 it is clear that pre reduce identity is the highest predictor of reducing
paper as, if the variable increased one unit reducing paper behaviour would increase by
.845 if the other predictors held constant, which is significant to p <.01. It can also be
seen that attitudes and subjective norms are also predictors of paper reducing behaviour
as if they increased one unit reducing paper behaviour would increase by .012 and .081
respectively if the other predictors held constant. However, habit and PBC are poor
predictors of paper reducing behaviour as it can be seen that if habit and PBC increase

19. 19
by one unit reducing behaviour would slightly decrease by .033 and .037 in that order
if the other predictors held constant.
Table 1: Multiple Regression of Pre Reducing Paper Behaviour Predictors
Note: *=p<.05, **=p<.01, ***=p<.001.
It is therefore necessary to carry out multiple regression on post test reduce
variables in order to conclude if the environmental awareness wristband had any effect
on predicting levels of reducing paper behaviour. The multiple regression used post
reduce behaviour (M = 5.39, SD = 2.33) once again as the DV, and the IV’s were post
reduce habit, (M = 4.96, SD = 1.51), post reduce attitude (M = 8.11, SD = 2.03), post
reduce subjective norms (M =6.61, SD = 1.47), post reduce PBC (M = 8.67, SD = 1.82)
and post reduce identity (M = 4.25, SD = 1.62). The post reduce model accounts for
42% of the variation in reducing paper behaviour in the general population and the
analysis concluded that this model significantly explains more variance than chance of
predicting levels of paper reducing behaviour as F(5,46) = 8.401, p <.001. The results
for the multiple regression analysing post test paper reducing predictors are
demonstrated in Table 2, with each column representing the same as was represented
in Table 1.
From the results in Table 2, reduce identity is once again believed to be the highest
predictor of reducing behaviour, as it has a  value of .362 which is significant to p
<.01 if the other predictors held constant, and if this variable were to increase by one
unit reducing paper behaviour would increase by .521 if the other predictors held
constant. Table 2 also shows that the environmental awareness wristband had an
increase in all variable prediction levels of reducing paper behaviour as post habit,
attitude, subjective norms and PBC all increased from their pre test scores. Habit for
Variable B SE B 
(Constant) 2.739 1.486
Pre Reduce Habit -.033 .205 -.029
Pre Reduce Attitude .012 .181 .009
Pre Reduce SN .081 .191 .065
Pre Reduce PBC -.037 .145 -.035
Pre Reduce Identity .845 .294 .548**

20. 20
example, went from being one of the least powerful predictors of reducing paper
behaviour to being the second highest predictor and if the post habit variable increased
one unit, reducing paper behaviour would increase by .340 if the other predictors held
constant. Therefore, the results state that the environmental awareness wristband had a
positive effect upon all reduce variables increasing their prediction levels of reducing
paper behaviour, with identity being the most significant predictor, however even
though the PBC increased its prediction levels it still remains to be the least powerful
at predicting levels of paper reducing behaviour.
Table 2: Multiple Regression of Post Reducing Paper Behaviour Predictors
Variable B SE B 
(Constant) -2.212 1.410
Post Reduce Habit .340 .190 .221
Post Reduce Attitude .308 .169 .269
Post Reduce SN .155 .233 .098
Post Reduce PBC .021 .179 .016
Post reduce Identity .521 .163 .362**
Note: *=p<.05, **=p<.01, ***=p<.001.
3:3 Pre and Post Reuse Paper Use Behaviour Predictors
The multiple regression then analysed pre and post paper reusing variables to
determine the extent to which certain variables predicted post reusing paper behaviour
(M = 7.10 , SD = 2.16) which was the DV, pre reusing variables were analysed first
that were the IV’s of pre reusing habit (M = 4.17, SD = 2.32), pre reusing attitude (M
= 7.91, SD = 2.01), pre reusing subjective norms (M = 6.25, SD = 2.19), pre reusing
PBC (M = 7.40, SD = 2.37), and pre reusing identity (M = 2.55, SD = 1.10). The pre
reusing model accounts for 15.3% of the variation in paper reusing behaviour in the
general population and the analysis concluded that this model significantly explains
more variance than chance of predicting levels of paper reusing behaviour as F(5,46) =
2.841, p <.05. Table 3 further describes this model and explains the pre test variables
that predict the levels of reusing paper behaviour.

21. 21
Table 3: Multiple Regression of Pre Reusing Paper Behaviour Predictors
Variable B SE B 
(Constant) 5.196 1.299
Pre Reuse Habit .205 .167 .221
Pre Reuse Attitude .197 .160 .183
Pre Reuse SN -.013 .175 -.013
Pre Reuse PBC -.236 .134 -.259
Pre Reuse Identity .519 .341 .265
The results from Table 3 demonstrate the psychological constructs that predict
pre reusing paper behaviour. The results conclude that as occurred within the previous
two models of behaviour that identity is the largest predictor of behaviour as if the pre
reusing identity variable were to increase by one unit then reusing paper behaviour
would increase by .519 if the other predictors held constant. Habit and attitude are also
positive predictors of reusing behaviour which would increase by .205 and .197
respectively if they both increased by one unit and if the other predictors held constant.
However, the results also demonstrated that subjective norms and the PBC are negative
predictors of reusing paper behaviour as for every one unit increase in these predictors
there will be a .013 and a .236 decrease in paper reusing behaviour if the other
predictors held constant.
The multiple regression then analysed post reusing variables to examine the
effect of the environmental awareness wristband on prediction levels of reusing paper
behaviour. The post reusing paper behaviour (M = 7.10, SD = 2.16) was used as the
DV and the IV’s were post reuse habit (M = 5.87, SD = 1.97), post reuse attitude (M =
8.20, SD = 1.89), post reuse subjective norm (M = 6.08, SD = 1.66), post reuse PBC
(M = 8.38, SD = 2.09) and post reuse identity (M=4.77, SD = 2.11). The post reusing
model accounts for 35.3% of the variance in reusing paper behaviour in the general
population and the analysis stated that this model significantly explains more variance
than chance in predicting levels of reusing paper behaviour as F(5,46) = 6.566, p <.001.
Table 4 further describes this model and explains the post test variables that predict the
levels of reusing paper behaviour.

22. 22
Table 4: Multiple Regression of Post Reusing Paper Behaviour Predictors
Variable B SE B 
(Constant) 1.656 1.218
Post Reuse Habit .112 .202 .102
Post Reuse
Attitude
.418 .175 .365*
Post Reuse SN .323 .222 .248
Post Reuse PBC -.191 .147 -.185
Post Reuse Identity .210 .149 .205
Note: *=p<.05, **=p<.01, ***=p<.001.
The results from Table 4 produced some significant findings, stating that the
environmental awareness wristband had a positive effect upon predicting levels of
reusing paper behaviour however the two largest pre predictors of habit and identity
actually decreased their predicting levels. The environmental awareness wristband had
a dramatic effect upon reusing attitude as the results demonstrate that this variable is
the largest predictor of reusing paper behaviour as if the post reusing attitude was to
increase by one unit reusing behaviour would increase by .418 which is significant
predictor at p <.05, if the other predictors held constant. Subjective norms also
increased to be the second largest predictor in levels of behaviour due to the
environmental awareness wristband as if this variable increased by one unit paper
reusing behaviour would increase by .323 if the other predictors held constant. The
results also show an increase in PBC towards predicting levels of paper reusing
behaviour, however this variable still demonstrates a decrease of .191 in paper reuse
behaviour if the PBC increase by one unit and the other predictors held constant. Post
habit and identity decreased their predicting levels of reusing paper behaviour form
their pre test prediction levels, and if they individually increased by one unit paper
reusing bahviour would only increase by .112 and .210 respectively, if the other
predictors held constant.
3:4 Pre and Post Recycle Paper Use Behaviour Predictors
The multiple regression then analysed pre and post paper recycling variables to
determine the extent to which certain variables predicted post recycling paper

23. 23
behaviour (M = 7.76, SD = 2.04) which was the DV and the IV’s were pre habit
recycling (M = 4.77. SD = 2.51), pre recycling attitude (M = 8.19, SD = 2.14), pre
recycling subjective norm (M = 6.78, SD = 2.19), pre recycling PBC (M = 7.84, SD =
2.40) and pre recycling identity (M = 2.77, SD = 1.37). The pre recycling model
accounts for 15.5% of the variation in recycling paper behaviour in the general
population and the results state that this model is significantly better than chance at
explaining the variance when predicting levels of recycling paper behaviour as F(5,46)
= 2.874, p <.05. Table 5 further describes this model and explains the pre test variables
that predict the levels of recycling paper behaviour.
Table 5: Multiple Regression of Pre Recycling Paper Behaviour Predictors
Variable B SE B 
(Constant) 4.035 1.246
Pre Recycling Habit .149 .151 .184
Pre Recycling Attitude .162 .138 .171
Pre Recycling SN -.016 .173 -.017
Pre Recycling PBC .117 .123 .138
Pre Recycling Identity .318 .234 .215
The results from Table 5 demonstrate the psychological constructs that predict pre
reusing paper behaviour. As occurred within the two previous models of pre predictors
of paper use behaviour, identity is the largest predictor of recycling paper behaviour
and if this variable were to increase by one unit, recycling paper behaviour would
increase by .318 if the other predictors held constant. Pre recycling Habit, attitude and
PBC are also good predictors of recycling behaviour as the results from Table 5
conclude that if each one of these variables were to increase individually by one unit
then paper recycling behaviour would increase by .149, .169 and .117 respectively, if
the other predictors remained constant. However, the results also state that the
subjective norm variable is a poor predictor of recycling behaviour and it is suggested
that a one unit increase in the recycling subject norm would result in a .16 decrease in
recycling paper behaviour.

24. 24
The multiple regression then analysed post recycling variables to examine the
effect of the environmental awareness wristband on prediction levels of recycling paper
behaviour. The post recycling paper behaviour (M = 7.90, SD =1.82) was used as the
DV and the IV’s were post recycling habit (M = 6.84, SD = 1.84), post recycling attitude
(M = 8.23, SD = 1.75), post recycling subjective norm (M = 6.83, SD = 2.02), post
recycling PBC (M = 8.65, SD = 1.88), post recycling identity (M = 5.63, SD = 1.87).
The post recycling model accounts for 61.4% of the variation in paper recycling
behaviour in the general population and the model is significantly better than chance at
explaining the variance when predicting levels of recycling paper behaviour as F(5,45)
= 16.905, p <.001. Table 6 further describes this model and explains the post test
variables that predict the levels of recycling paper behaviour.
Table 6: Multiple Regression of Post Recycling Paper Behaviour Predictors
Variable B SE B 
(Constant) -.535 .937
Post Recycling Habit .231 .107 .234*
Post Recycling
Attitude
.126 .111 .122
Post Recycling SN .061 .107 .068
Post Recycling PBC .517 .109 .536***
Post Recycling Identity .163 .090 .167
Note: *=p<.05, **=p<.01, ***=p<.001.
The results from Table 4 produced some significant findings, stating that the
environmental awareness wristband had a some positive effect upon predicting levels
of recycling paper behaviour however the largest pre predictor of identity actually
decreased in its predicting levels. The results suggested that the environmental
awareness wristband significantly increased the predicting levels of the PBC as p <.001
stating that if the PBC increased in one unit, paper recycling behaviour would increase
by .517 if the other predictors held constant. Habit also increased to become a
significant predictor of recycling paper behaviour as p <.05, and if this variable
increased by one unit paper recycling behaviour would increase by .231 if the other
predictors held constant. The recycling subjective norm also increased its predicting

25. 25
levels and what was once a negative predictor of recycling behaviour is now a good
predictor, increasing recycling behaviour by .061 if all the other predictors held
constant and the subjective norm variable increased by one unit. However, attitude and
identity decreased in predicting levels due to the environmental awareness wristband,
and if each variable individually increased by one unit recycling paper behaviour would
only increase by .126 and .163 respectively if the other predictors held constant.
Figure’s 1, 2 and 3 in Appendix A, demonstrate the variables predicting levels
of reducing, reusing and recycling paper behaviour as the values next to the predictor
variables reveal the extent to which the paper using behaviour would increase or
decrease if the predictor variables were to increase by one unit.
3.5: Analysing the effect of the environmental awareness wristband on participants and
the effect upon future pro-environmental participation of 6th
Form students.
The post test qualitative questionnaire examined factors examining the positives
and negatives about wearing the environmental awareness wristband, the effects that
the participants felt the wristband had on them, and finally the effects that the wristband
may have on their future pro environmental behaviour.
The results from the post qualitative questionnaire produced interesting results
that would have not been able to be to be concluded if just a quantitative questionnaire
was completed. When the participants were asked “What was the best thing about
wearing the wristband?” The first finding from the qualitative analysis focused upon
the behavioural and habitual responses as participant CC1 explained that the wristband
“made me think about how I use paper. It made me realise I have to reduce the amount
of paper I use, or at least reuse it.” This finding can also be seen in numerous other
accounts, for example participant EE1 stated that the wristband “was a constant
reminder to try and recycle more”. The above two results suggest an explanation for
the increased all round paper use behaviour demonstrated in 4:1. Another finding
suggested that the environmental awareness wristband made the participants more
aware of general pro-environmental behaviour that they could participate in
themselves, and also made other member of the public aware of pro-environmental
behaviour. Participant T1 suggested that the best thing about wearing the wristband was
that “I was more conscious of campaigning for a greener Britain. It made me aware of
when I was recycling.”. Participant S1 also found the wristband was used as a tool to

26. 26
promote the awareness of pro-environmental behaviour as they stated that “People
asked about it out of curiosity which game me the opportunity to talk about the
recycling project.” Participant F1 also found that “people asked me what it was for, so
I told them all about environmentally friendly behaviour.”
The results then concluded the negative things relating to the environmental
wristband and it was clear that the majority of the participants focused upon actual
physical wearing of the wristbands, such as fashion and the size of it, and not that the
wristband had a negative effect on any psychological constructs, however one
participant suggested that the wristband negatively impacted upon the identity concept.
For example when asked “What was the worst thing about wearing the wristband?”
Participant D1 explained that “I got some abuse for wearing it”, which was concluded
to be due to the participant’s peer groups negatively reacting towards the wristband as
it intruded upon their own identity. However, participants generally discussed negative
fashion and physical concepts, for example, W1 explained that the wristband “didn’t
match my other pieces of jewellery, such as watch, bracelets.” Participant CC1 believed
that the wristband “was too big. As a result, it was not enjoyable to wear.”
The analysis then focused upon the personal effects that the environmental
wristband had upon the participants, which produced some interesting results focusing
on the PBC and also habit constructs. The wristband was believed to be a prompt within
the analysis as it acted as a reminder to increase their pro-environmental behaviour
which over time would increase participants habit. Participant S1 stated that, “It was a
constant reminder to recycle, so when I was going to throw paper away it reminded me
to recycle.” The wristband was also believed to have a significant effect on the PBC as
the participants became more knowledgeable about the processes of recycling and
behaviours that can be carried out to recycle paper, Participant X1 stated that “it made
me more aware of the opportunities that I had to recycle”. It is suggested that this result
is now an explanation of the significant increase in predicting levels of recycling
behaviour through the PBC after the intervention.
The analysis finally focused upon the effect that the environmental wristband
may have on future environmental behaviour producing a number of contrasting results,
as there were a minority of participants who stated that the wristband will have no effect
on their future environmental behaviour, for example, participant L1 explained that “the
wristband will have a particularly short effect, as I was already recycling paper
wherever possible, and found that re-using the paper I use is particularly difficult.”

27. 27
This result demonstrates that the wristband may not have a particularly large effect on
future environmental behaviour of participants who already recycled as they did not
need the wristband to enhance their behaviour. However, the majority of the other
participants stated that their future environmental behaviour would increase if they
were to keep wearing the wristband, for example, participant I1 stated that “Yes, I will
recycle from now on” and participant U1 explained that “I will use it [the wristband] to
remind me of recycling and to make sure I do it.” This result suggests that the wristband
had a increased effect on individuals future environmental behaviour who did not
participate in recycling before and if the participant were to keep wearing the wristband
the pro-environmental behaviour will continue.

28. 28
Chapter 4: Discussion
As a result of the research, a series of issues were identified as being
fundamentally related to the effects of the environmental awareness wristband. The
findings of this study have important suggestions, both for the development and
implementations of pro-environmental behaviour schemes in 6th
Form Collage
students, and also for the support of specific psychological constructs that predict pro-
environmental paper use.
4.1: Enhancement of Pro-environmental Behaviour.
According to Steg and Vlek (2009) pro-environmental behaviour change can be
carried out by implementing an intervention that has a particular influence upon specific
psychological constructs. In order to support this claim the research carried out a
particular intervention that was believed to impact upon particular psychological
constructs that were determinants of such pro-environmental behaviour. The results of
this research suggest that the environmental awareness wristband did significantly
increase pro-environmental paper use in 6th
Form students as the results of the
dependant t-test showed that reducing paper behaviour did significantly differ before
(M = 4.0, SD = 2.4) and after (M = 5.3, SD = 2.3) the intervention as t (51) = 5.4, d =
0.55, p <.001, that reusing paper behaviour did also significantly differ before (M = 6.0,
SD = 2.8) and after (M = 7.1, SD = 2.1) the intervention as t (51) = 3.1, d = 0.35 p <.01,
and finally that recycling paper behaviour did significantly differ before (M = 6.0, SD
= 3.0) and after (M = 7.7, SD = 2.0) the intervention as t (51) = 4.0, d = 0.55 p <.001.
Previous research by Clark and Maantay (2006) suggests that environmental awareness
schemes can support pro-environmental behaviour change if communication and
consistency of the program is clear and continuous, it is therefore believed that the
environmental awareness wristbands was successful in increasing pro-environmental
paper use behaviour due to this very fact, as the wristband promoted a clear
environmental awareness message, to reduce, reuse and recycle, and as the wristband
was with the participants for the majority of the study then the consistency of the
scheme was supported too. Therefore concluding that the environmental awareness
wristband is a successful tool in supporting pro-environmental behaviour change in 6th

29. 29
Form students. It is also suggested that the wristband had a significant positive effect
on behaviour due to the impact it had on the specific psychological constructs measured
within this research project as Steg and Vlek (2009) suggested within chapter 2.
However, this poses the question of which psychological constructs were sufficient
predictors of pro-environmental paper use behaviour? In order to answer this question,
aim 2 of this research analysed the degree to which pre and post test psychological
constructs predicted and explained paper use behaviour, this analysis would also
support or reject the findings of past literature.
4.2: The Explanation and Prediction of Pro-environmental Behaviour towards Paper-
Use Relating to Psychological Constructs.
The psychological construct of attitude was first to be analysed as it was
hypothesised that this variable is a major determinant of individuals behaviour as
discussed in chapter 2. The results found that the environmental wristband increased
attitude towards the three paper use behaviours that were analysed and that this variable
was also a good predictor towards the three pro-environmental paper use behaviours. It
was also found that attitude was a significant predictor towards reusing paper behaviour
after the intervention had been implemented as post reusing attitude (M = 8.20, SD =
1.89) would increase reusing paper behaviour by .418 if the other predictors remained
constant. This finding supports the research of Tonglet et al. (2004) as they found that
attitudes towards pro-environmental behaviour were the main predictors of pro-
environmental behavioural and intentions, as individuals are believed to engage in
environmental schemes if they view these schemes and the outcome positively.
Therefore, it is suggested that the environmental wristband increased prediction levels
of reusing behaviour as participants viewed this behaviour and its outcome more
positively than they did before the intervention forming a positive attitudinal construct.
The results then examined the subjective norm construct as a predictor of paper
use behaviour and found contrasting results. The participants subjective norm before
the study took place was found not to be a good predictor of paper use behaviour, for
example if pre reusing and recycling subjective norms were to increase by one unit,
reusing and recycling behaviour would actually decrease by .013 and .016. However,
the results suggest that the environmental awareness wristband had a positive impact
upon subjective norms after the study had been carried out as the predicting levels of

30. 30
all three paper use behaviours increased. This result suggests that the wristband
increased the extent that the participants believed a referent person thought that they
should carry out pro-environmental paper use, which would support the beliefs of
Bonnes et al. (2003) described in chapter 2.
The results then produced findings relating to the PBC, which suggested that
the PBC is a negative predictor of reducing and reusing paper behaviour however, the
PBC is reported to be a significant predictor of recycling paper behaviour. Although
the environmental awareness wristband increased the mean score for the PBC variable
the predicting levels were low for reducing paper behaviour and actually were a
negative predictor of reusing paper behaviour which would decrease by .236 before the
intervention (M = 7.40, SD = 2.37) and .191 after the intervention (M = 8.38, SD =
2.09), if the PBC variable were to increase by one unit and if all other predictors held
constant. The above results support the findings of Tonglet et al. (2004) as it is
suggested that the PBC does not significantly predict and explain these two
environmental behaviours. However, the results from this research project indicate that
the pre recycling PBC (M = 7.84, SD = 2.40) is a good predictor of recycling paper
behaviour and after the intervention the post recycling PBC (M = 8.65, SD = 1.88)
became a significant predictor of recycling paper behaviour at p <.001. This result
supports Ajzen’s (1991) explanation of the PBC towards increasing behaviour
described within chapter 2, as it is suggested that the wristband made participants aware
of the apparent ease to recycle paper and therefore enabling them to do so. Concluding
that the PBC is a good predictor towards recycling, however it is a poor predictor of
reducing and reusing paper behaviour.
The results suggest that habit was also a variable that produced contrasting
results towards the three differing behaviours. Initially pre reducing habit was found to
be a negative predictor of reducing paper behaviour decreasing it by .033 if the habit
variable were to increase, however the wristband had a positive effect upon predicting
levels of reducing habit, as the post reducing habit variable became a good predictor of
reducing paper behaviour increasing it by .340 if the habit variable increased by one
unit. Post recycling habit was found to be a significant predictor of recycling paper
behaviour at p <.05, increasing it by .231 if the habit variable were to increase by one
unit. These results are believed to support the findings of Holland, Arts and Langendam
(2006) as it was found that if conscious planning and persuasive communication is
undertaken towards performing a new behaviour this could break old habitual

31. 31
behaviour and create new habits. Therefore it is suggested that the environmental
wristband enabled the participants to consciously plan performing a new behaviour, for
example recycling, as the wristband acted as a constant reminder to do so, Verplanken
and Orbell (2003) believe that if this new behaviour of recycling paper was then
performed numerous times it would then become an automatic response and this would
form a new habit towards recycling, increasing paper recycling behaviour. An increase
in habit towards reducing, reusing and recycling paper can also be seen from the results
as the mean scores for each post test habit variable were greater than the pre test habit
variable.
In order to conclude aim 2 of this research project it was found that the
behaviour specific pre and post identity of reducing, was a significantly good predictor
of reducing paper behaviour, and even though this identity variable was not a significant
predictor of reusing and recycling paper it was still a consistently good predictor of
behaviour. These finding support the research of Whitmarsh and O’Neill (2010) as it
was found that behaviour specific identity is an important and significant predictor of
pro-environmental behaviour. The results also suggest that the environmental
awareness wristband increased mean scores of identity, this finding supports the
research of Berger and Heath (2007) and Walker et al. (2009) as it is believed that the
awareness wristband does create an identity towards a specific cause that is identified.
However, the results suggest that pre identity was consistently better at predicting levels
of paper use behaviour than post identity was. This finding is unexplained as there has
been no previous research finding to support or compare with this research, therefore it
is suggested that there needs to be a increased amount of research into changing
identities and its predicting levels of behaviour. This research can only suggest that
initial identity is constantly good predictor of behaviour and if identity is manipulated
this can only result in a decrease in behaviour prediction as it is believed that individuals
resist to a change in their beliefs and values that form their identities, therefore
decreasing behaviour prediction.
To conclude aim two of this research project it is suggested that different
psychological constructs predict different behaviours more than others, as it was found
that identity significantly predicts reducing paper behaviour over the other variables
within the model, attitude significantly predicts reusing paper behaviour over the other
variables in the model and the PBC and habit significantly predict recycling paper
behaviour over the other variables in the model, it is therefore suggested that future

32. 32
research should focus upon other determinants of pro-environmental behaviour such as
knowledge and motivation, to examine the effect of the environmental wristband on
these variables. It is also concluded that the wristband increased almost every variables
prediction levels of pro-environmental paper use behaviour that was analysed within
the model however it consistently decreased identity’s prediction levels of pro-
environmental paper use behaviour and also decreased reusing habit and recycling
attitude’s prediction levels of paper use behaviour too.
4.3: Analysing the effect of the environmental awareness wristband on participants and
the effect upon future pro-environmental participation of 6th
Form students.
Aim three of this research project was to analyse the effect that the
environmental awareness wristband had on participants and the effect upon their future
pro-environmental behaviour participation. The results suggested a number of
contrasting view points that suggest explanations for why the specific psychological
constructs increased their predicting levels of pro-environmental behaviour and also
suggestions for future research concerning the environmental awareness wristband. The
results suggest that the participants thought that the wristband was especially good at
reminding people to act pro-environmentally due to the constant presence of it upon
their person. It was also suggested that the participants were able to promote the
environmental awareness message to other people better than before the intervention
took place, therefore it is suggested that future research could focus upon the effect of
the wristband upon individuals who are not subject to wearing it and also how
individuals perceive other individuals who are wearing the wristband. The results of
this research project also suggested that the worst thing about the wristband was that it
was not fashionable and suitable to wear, therefore it is suggested that future research
could focus upon modelling and fashion of the wristband, aiming to increase the effect
of the wristband due to the status of people wearing it and also altering the fashion
design of the wristband. Finally the results suggested that the environmental awareness
had more of effect on individuals who were previously less pro-environmental towards
paper use than on individuals who were previously more pro-environmental towards
paper use. Therefore it is suggested that future research should focus upon the effect of
the environmental awareness wristband on individuals from different environmental
experience and participation levels and also from individuals who hold different social

33. 33
and demographic backgrounds, this will therefore extend the knowledge and research
base for the effect of the environmental awareness wristband on pro-environmental
behaviour.
This research project has been successful in terms of answering the aims and
hypotheses, producing clear and relevant conclusions supported by previous research
and allowing suggestions for future research. The research has also supported the
suggestion of Walker et al. (2009) to carry out further research on the effect of the
awareness promotions has on individuals, the research also supports the continuous
need for an understanding and explanation into individual’s pro-environmental
behaviour in order to help sustain a healthy living environment.

34. 34
References
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