Taylor Bentley
Research Mentor: Noah Webster
Mentor Department: Institute for Social Research, Other
Author(s): Taylor Bentley, Noah Webster
Session: Session 1 (9:00 AM – 9:50 AM)
Presentation Type: Poster 56
Abstract
Objectives: Universities have increasingly expanded sustainability learning opportunities through coursework, co-curricular programming, and institutional initiatives aimed at improving students’ understanding of environmental issues. Many institutions also attempt to measure students’ sustainability literacy to evaluate the effectiveness of these educational efforts. However, it remains unclear how strongly sustainability literacy is associated with students’ sustainable behaviors. Research on this relationship among college students remains limited, and findings are often mixed. At the same time, motivational factors such as environmental commitment are emphasized in pro-environmental behavior frameworks, including the Value–Belief–Norm theory and the Theory of Planned Behavior. These frameworks suggest that stronger environmental commitment increases the likelihood of sustainable action. Methods: This study examines whether sustainability literacy is associated with multiple sustainable behaviors and whether sustainability commitment helps explain this relationship across domains. Data come from the 2024 Sustainability Cultural Indicators Program (SCIP) survey of undergraduate students at the University of Michigan–Ann Arbor campus. Sustainability literacy is measured as the sum of correct responses to 12 environmental sustainability knowledge questions included in the survey. Sustainability commitment is measured using a single self-reported commitment item on a 0–10 scale. Sustainable behaviors are measured using indices ranging from 0 to 10 across four domains: conservation, waste prevention, travel/transportation, and sustainable food purchasing. Separate linear regression models are estimated for each behavioral, and mediation is assessed using Hayes’ PROCESS Model, controlling for gender, academic year, and residential location. Results: We found higher sustainability literacy is associated with greater sustainability commitment. However, literacy shows inconsistent direct relationships with sustainable behaviors across domains. Commitment is positively associated with conservation, waste prevention, and sustainable food purchasing. Mediation analyses indicate significant indirect effects of literacy through commitment for several domains.
