本研究利用計畫行為理論模式作為理論基礎，透過文獻分析，建立大專校院學生節能減碳行為意圖模式，探討大專校院學生的利社會行為、知識、價值、主觀規範、知覺行為控制及態度對於節能減碳行為意圖的影響，以及不同性別、年級及學門的大專校院學生，其節能減碳行為意圖的差異。本研究採用自編之「大專校院學生節能減碳行為意圖問卷」進行施測，共取得有效樣本800份。所得資料以描述性統計、模式適配度考驗、複迴歸分析、積差相關、徑路分析、Sobel考驗公式、單因子多變量變異數分析進行考驗。
研究結果顯示大專校院學生節能減碳行為意圖模式整體模型契合度良好，影響大專校院學生節能減碳行為意圖的因素獲致六點結論：（1）價值、主觀規範、知覺行為控制及態度變項對節能減碳行為意圖有正相關；（2）知覺行為控制對節能減碳行為意圖的影響最大；（3）節能減碳態度扮演著重要的中介角色，維持主觀規範及知覺行為控制並引導節能減碳行為意圖；（4）節能減碳知識之影響效果有限；（5）利社會行為能提升節能減碳的態度，進而加強節能減碳行為意圖；（6）大專校院學生對節能減碳的結果評價越正面，但是個人呈現出對節能減碳主動參與或討論的喜好卻越低。
不同背景變項的大專校院學生節能減碳行為意圖之差異，獲致三點結論：（1）女生在主觀規範與知覺行為控制高於男生；男生在知識及態度高於女生；（2）四年級與二年級學生在知識部分高於三年級學生；四年級學生在知覺行為控制部分高於二年級學生；（3）工程、製造及營造領域以及教育領域在知識部分高於社會科學、商業及法律領域；社會科學、商業及法律領域以及科學領域在價值部分高於工程、製造及營造領域；社會科學、商業及法律領域、科學領域以及教育領域在知覺行為控制部分高於醫藥衛生及社福領域；科學領域在行為意圖部分高於醫藥衛生及社福領域。
本研究依據研究結論，分別針對教育行政機關提出三點建議，針對學校提出五點建議，針對後續研究者提出五點建議，以作為推動節能減碳教育之參考。

The aim of this study is the discussion of how environmental knowledge, value, subjective norm, perceived behavior control, attitude, and prosocial behavior affect the intention of energy saving and carbon reduction behaviors. It also attempted to analyze the difference in students’ behavioral intention in terms of different backgrounds. The proposed extension variables were based on the theory of planned behavior (TPB) and related literature. This study implemented a survey with an edited version of the “Questionnaire on the Energy Saving and Carbon Reduction Behavioral Intention of Post-secondary School Students” was conducted and obtained a sample of 800 valid samples participants. The obtained data were analyzed with using descriptive statistics, structural equation modeling, multiple regression analysis, Pearson correlation, path analysis, and multivariate analysis of variance.
The results indicate that the model possessed an ideal goodness of fit. The six conclusions are as follows: (1) Value, subjective norm, perceived behavior control, and attitude, these variables were directly or indirectly correlated with behavior intentions. (2) the higher the perceived behavioral control is of an individual, the stronger his or her behavioral intentions; (3) the higher the subjective norm and perceived behavioral control are the more positive an individual’s attitude will have, and the stronger his or her behavioral intentions; (4) being more profound knowledge able about behaviors does not necessarily lead to a more positive attitude; (5) prosocial behavior can improve the attitudes, thereby enhancing their behavior intentions; (6) students consider that energy savings and carbon reduction are important issues; however, they are not willing to participate in relevant activities.
Three differences in behavior intention among students with different background variables are as follows: (1) With regard to subjective norm and perceived behavior control, female students exhibited superior performance compared to male students, whereas male students performed better with respect to knowledge and attitude; (2) senior and sophomore students possessed superior cognitions regarding knowledge than that of junior students, and senior students excelled sophomores with respect to perceived behavior control; (3) the students of engineering, manufacturing, construction and education field possessed superior cognitions regarding knowledge than the students of social sciences, business and law field, the students of social sciences, business, law and science field excelled engineering, manufacturing and construction field with respect to values, the students of social sciences, business, law, science and education field excelled health and welfare field with respect to perceived behavior control, the students of science field excelled health and welfare field with respect to behavior intentions.
Based on the findings, three suggestions were provided for the administration, five suggestions were provided for school. Finally, for those researchers who would be interested in this field, five recommendations were proposed for reference.

中華民國總統府（2008年6月5日）。總統偕同副總統出席「總統府全體同仁簽署節能減碳宣言」活動【新聞稿】。取自http://www.president.gov.tw/Default.aspx?tabid=131&itemid=13828
王柏崴、黃禎貞、唐孝蘭、葉國樑、曾治乾（2009）。台北市國中學生綠色消費知識、態度、行為意圖及其相關因素研究～以某國中為例。科學教育學刊，17（3），255-274。
王偉琴、吳崇旗（2009）。以早期戶外經驗探討遊客環境態度、活動涉入與環境行為之關係。觀光休閒學報，15（1），23-47。
曲新生（2009年3月）。能源科技發展與人才培育。「98年全國能源會議能源科技與產業發展議題」分組分區會議資料，臺北市。
李柏慧、劉淑燕（2005）。民眾從事健走行為意圖之研究。大專體育學刊，7（1），147-156。
李素馨、彭美鈴（2004）。環境態度與行為互動關係—以社區環境教育活動為例。戶外遊憩研究，17（4），23-41。
李永祥（2010）。臺灣科技大學學生參與超級籃球聯賽現場觀賞意圖之研究：計畫行為理論驗證。海峽兩岸體育研究學報，4（1），35-55。
李園婷、葉國樑、黃禎貞、曾治乾、石玲如（2008）。台北市國中學生垃圾減量行為意圖及相關因素之研究－以某國民中學為例。健康促進暨衛生教育雜誌，28，23-46。
吳明峰、邱靖蓉、陳詠霖（2010）。高雄市大學生環境友善行為意向模型之初探。城市學學刊，1（2），103-126。
吳忠宏、蘇珮玲（2005）。職前教師參與生態旅遊活動之行為意圖研究。臺中教育大學學報：教育類，19（2），73-97。
林明瑞、陳柏言（2007）。社區營造對居民自然保育態度、行為模式影響之探討-以南投縣桃米生態社區為例。環境教育研究，5（1），73-129。
林洋如、顏瓊芬（2007）。涉入自然的情感：國中自然教師突破負面環境感受之行動研究。環境教育研究，5（1），131-165。
林惠雅（2007）。大學生對自主的界定及其發展歷程：以親子關係為脈絡。應用心理研究，33，231-251。
林新沛、周佳蓉（2003年9月）。回收行為研究中主觀規範的測量與解釋問題。「環境資源經濟、管理暨系統分析學術研討會」發表之論文，臺北：國立臺北大學。
林新沛、趙育隆（2004年10月）。人口變項對臺灣地區民眾資源回收行為影響之後設分析。「中華民國環境教育學術研討會」發表之論文，國立高雄師範大學。
林薇、李靜華（2005）。青少年對食品營養標示的認知、態度與其選購行為之關係研究。臺灣營養學會雜誌，30（1），43-53。
周鴻騰（2012年01月04日）。臺灣大百科全書-節能減碳。取自http://taiwanpedia.culture.tw/web/content?ID=100760
侯世光（2009）：大學校園節約能源的規劃與實踐。臺灣教育，658，28-35。
施奕任、楊文山（2012）。氣候變遷的認知與友善環境行為：紀登斯困境的經驗測試。調查研究-方法與應用，28，47-77。
唐孝蘭、林建輝、曾治乾、黃禎貞、莊博閔、葉國樑（2010）。臺北市某高中學生環境永續發展行為意圖及其相關因素。學校衛生，57，87-106。
徐劭婷、張景然（2010）。應用延伸計畫行為理論探討青少年吸菸行為之影響因素。輔導與諮商學報，32（1），67-83。
郭竹君、鍾志強（2009）。大眾觀光地區遊客對生態旅遊認知與行為意圖關係之研究-以華山登山步道遊客為例。休閒運動期刊，8，51-60。
郭德賓（2004）。不同類型社區居民資源回收行為意圖之研究。環境與管理研究，5（1），19-39。
郭美璋、黃松元、江漢聲、與張利中（2010）。大學生苦難覺察、個人宗教性、同理心與利他行為之相關研究。學校衛生，56，1-20。
許世璋（2001）。我們真能教育出可解決環境問題的公民嗎？論環境教育與環境行動。中等教育，52（2），52-75。
許華芳、李宗鴻、陳其昌（2009）。以質性研究探討國際志工旅遊動機與休閒涉入之研究。運動與遊憩研究，3（4），15-34。
許義忠（2000）。為什麼人們願意付錢從事濕地保育？－購買行為或是捐獻行為？戶外遊憩研究，13（3），49-70。
陳素琴、李明聰（2007）。以計畫行為理論探討生態旅遊遊客之環境行為模式－以高雄洲仔濕地公園為例。「21世紀第五屆產業經營管理國際學術研討會」發表之論文，國立高雄應用科技大學。
陳楊文（2009）。探索節能減碳教育的意義。屏縣教育，37，10-14。
張子超（2009）。環境變遷與永續發展數位課程。取自http://environment.edu.tw/
教育部（2010年7月16日）。能源國家型科技人才培育計畫內容。取自http://140.111.34.54/plannews_detail.aspx?sn=394&pages=6
連經宇、陳育詩（2010）。餐飲業消費者個人屬性、綠色消費認知與行為意向之關係研究：以台北及新竹地區為例。餐旅暨家政學刊，7（2），133-162。
黃芳銘（2004）。結構方程模式整體適配度評鑑議題之探究。「2004年統計方法學論壇」之資料，臺北市輔仁大學。
黃春枝（2006）。大學生社區服務態度之研究。教育與心理研究，29（2），291-318。
黃鎮江（2008）。我國節能減碳政策檢討與規劃。行政院研究發展考核委員會委託之專題研究成果報告（編號：REDC-RES-097-022）。臺北市：行政院研究發展考核委員會。
程金保（2006）。輔導學校推動能源教育計畫（2/3）。經濟部能源局委託之專題研究成果報告（編號：95-D0240）。臺北市：經濟部能源局。
經濟部能源局（2012年6月4日）。98年全國能源會議。取自http://web3.moeaboe.gov.tw/ECW/MEETING98/content/Content.aspx?menu_id=1311
葉國樑、趙宏邦、唐貺怡（2000）。臺北地區居民資源回收信念與行為意圖研究。衛生教育學報，13，53-72。
葉國樑、黃禎貞、陳佩英（2005）。臺北市大安區國中生永續發展行為意圖研究。健康促進暨衛生教育雜誌，25，21-44。
楊宏仁、何妙桂（2008）。國小學童科技態度與科學態度相關性研究。工業科技教育學刊，2，71-78。
楊重信、林映辰（2010）。民眾價值與認知對於抗溫室效應行為之影響-臺北都會區之實證。都市與計劃，37（1），13-45。
楊東震、高明瑞、郭聖民（2007）。民眾參與森林生態系經營之行為意向研究－以高雄縣六龜試驗林為例。臺灣林業科學，22（4），381-398。
臺北市工商業節能減碳輔導管理自治條例（2010年8月11日）。
羅清華、蔣偉寧（2009）。能源科技人才培育。「98年全國能源會議能源科技與產業發展議題」分組分區會議資料，臺北市。
Aiken, L. R. (2002). Attitudes and related psychosocial constructs. Thousand Oaks, CA: Sage.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11- 39). Germany: Springer.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Ajzen, I., & Fishbein, M. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Ajzen, I., & Madden, T. J. (1986). Prediction of goal directed behavior: Attitudes, intentions, and perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.
Ajzen, I., Joyce, N., Sheikh, S., & Cote, N. G. (2011). Knowledge and the prediction of behavior: The role of information accuracy in the theory of planned behavior. Basic and Applied Social Psychology, 33(2), 101-117.
Association of University Leaders for a Sustainable Future (2008). About university leaders for a sustainable future. Retrieved from http://www.ulsf.org/about.html
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Academic of Marketing Science, 16, 76-94.
Bai, Y., & Liu, Y. (2013). An exploration of residents’ low-carbon awareness and behavior in Tianjin, China. Energy Policy, 61, 1261-1270.
Balderjahn, I. (1988). Personality variables and environmental attitudes as predictors of ecologically responsible consumption patterns. Journal of Business Research, 17(1), 51-56.
Baker, D. A., & Crompton, J. L. (2000). Quality, satisfaction, behavioral intentions. Annals of Tourism Research, 27(3), 785-804.
Bamberg S., & Möser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of Environmental Psychology, 27(1), 14-25.
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman.
Banerjee, B., & McKeage, K. (1994). How green is my value: Exploring the relationship between environmentalism and materialism. In C. T. Allen & D. R. John (Eds.), Advances in consumer research (pp. 147-152). Provo, UT: Association for Consumer Research.
Baumeister, R. F. (1998). The self. In D.T. Gilbert, S.T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (pp. 680-740). Boston, MA: MacGraw-Hill.
Belk, R., Painter, J., & Semenik, R. (1981). Preferred solutions to the energy crisis as a function of causal attributions. Journal of Consumer Research, 8, 306-312.
Benbow, C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: more facts. Science, 222, 1029-1031.
Bierhoff, H. W. (2002). Pro-social behaviour. Oxford, UK: Psychology Press.
Bogner, F. X. (1998). The influence of short-term outdoor ecology education on long-term variables of environmental perspective. Journal of Environmental Education, 29(4), 17-29.
Burgess, J., Harrison, C. M., & Filius, P. (1998). Environmental communication and the cultural politics of environmental citizenship. Environment and Planning, 30(8), 1445-1460.
Carter, R. S., & Wojtkiewicz, R. A. (2000). Parental involvement with adolescents' education: do daughters or sons get more help? Adolescence, 35(137), 29-44.
Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15-26.
Clark, C. F., Kotchen, M. J., & Moore, M. R. (2003). Internal and external influences on proenvironmental behavior: participation in a green electricity program. Journal of Environmental Psychology, 23, 237-246.
Cincera, J., & Krajhanzl, J. (2013). Eco-Schools: What factors influence pupils' action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117-121.
Crick, N. R., & Dodge, A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101.
Cottrell, S. (2003). Influence of sociodemographics and environmental attitudes on general responsible environmental behavior among recreational boaters. Environment and Behavior, 35(3), 347-375.
Courtenay-Hall, P., & Rogers, L. (2002). Gaps in mind: problems in environmental knowledge-behavior modeling research. Environmental Education Research, 8, 283-297.
De Leeuw, A., Valois, P., Ajzen, I., & Schmidt, P. (2015). Using the theory of planned behavior to identify key beliefs underlying pro-environmental behavior in high-school students: Implications for educational interventions. Journal of Environmental Psychology, 42, 128-138.
Duerden, M. D., & Witt, P. A. (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30, 379-392.
Fornell, C. R., & Larcker, F. F. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-51.
Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behavior: a review. International Journal of Psychology, 49, 141-157.
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17, 183-211.
Goldblatt, D. L., Hartmann, C., Dürrenberger, G. (2005). Combining interviewing and modeling for end-user energy conservation. Energy Policy, 33, 257-271.
Grob, G. N. (1991). From asylum to community: Mental health policy in modern America. Princeton, NJ: Princeton University Press.
Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Mutltivariate Date Analysis, 5th Edition. Upper Saddle River, NJ: Prentice Hall.
Han, H. (2015). Travelers' pro-environmental behavior in a green lodging context: Converging value-belief-norm theory and the theory of planned behavior. Tourism Management, 47, 164-177.
Han, H., Hsu, L. Y., & Sheu, C. (2010). Application of the theory of planned behavior to green hotel choice: Testing the effect of environmental friendly activities. Tourism Management, 31(3), 325-334.
Hanna, G. (1995). Wilderness-related environmental outcomes of adventure and ecology education programming. Journal of Environmental Education, 27(1), 21.
Harland P., Staats H., & Wilke, H. A. M. (1999). Explaining proenvironmental intention and behaviour by personal norms and the theory of planned behaviour. Journal of Applied Social Psychology, 29(12), 2505-2528.
Hicks, D. (1998). Stories of hope: A response to the 'psychology of despair'. Environmental Education Research, 4(2), 165-176.
Hines, J. M. (1985). An analysis and synthesis of research on responsible environmental behavior. Unpublished Ph.D. dissertation, Southern Illinois University at Carbondale.
Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2), 1-8.
Hobman, E. V., & Frederiks, E. R. (2014). Barriers to green electricity subscription in Australia: “Love the environment, love renewable energy… but why should I pay more?”. Energy Research & Social Science, 3, 78-88.
Howell, R. A. (2013). It’s not (just) ‘‘the environment, stupid!’’ Values, motivations, and routes to engagement of people adopting lower-carbon lifestyles. Global Environmental Change, 23, 281-290.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior. In R. G. Geen & E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for social policy (pp. 73-109). San Diego, CA: Academic Press.
Hungerford, H. R., & Volk, T. L. (1989). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21.
Intergovernmental Panel on Climate Change (2007). Climate change 2007: Synthesis report. Geneva.
Jöreskog. K. G., & Sörbom, D. (1989). LISREL 7: A guide to the program and applications. IL: Chicago: SPSS Inc
Kaiser, F. G., & Fuhrer, U. (2003). Ecological behavior’s dependency on different forms of knowledge. Applied Psychology, 52(4), 598-613.
Kaiser, F. G., & Gutscher, H. (2003). The proposition of a general version of the theory of planned behavior: Predicting ecological behavior. Journal of Applied Social Psychology, 33(3), 586-603.
Kaiser, F. G., Oerke, B., & Bogner, F. X. (2007). Behavior-based environmental attitude: Development of an instrument for adolescents. Journal of Environmental Psychology, 27, 242-251
Kaiser, F. G., Wolfing, S., & Fuhrer, U. (1999). Environmental attitude and ecological behavior. Journal of Environmental Psychology, 19(1), 1-19.
Kline, R. B. (2010). Principles and Practices of Structural Equation Modeling, 3rd Edition. NY: Guilford.
Kollumus, A., & Agyeman, J. (2002). Mind the Gap, Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260.
Leeming, F. C., Dwyer, W., & Porter, B. E. (1993). Outcome research in environmental education: A critical review. Journal of Environmental Education, 24(4), 8-21.
Manstead, A. S. R. (2000). The role of moral norm in the attitude–behaviour relation. In D. J. Terry & M. A. Hogg (Eds.), Attitude, behaviour, and social context. The role of norms and group membership (pp. 11-30). Mahwah, NY: Lawrence Erlbaum.
Matud, M. P., Bethencourt, J. M., & Ibanez, I. (2014). Relevance of gender roles in life satisfaction in adult people. Personality and Individual Differences, 70, 206-211.
Monroe, M., Day, B., & Grieser, M. (2000). GreenCOM weaves four strands. In B. Day & M. Monroe (Eds.), Environmental education and communication for a sustainable world. Handbook for international practitioners (pp. 3-6). Washington, DC: Academy for Educational Development.
Moser, S. C., & Dilling, L. (2004). Making climate hot: communicating the urgency and challenge of global climate change. Environment, 46(10), 32-46.
Nigbur, D., Lyons, E., & Uzzell, D. (2010). Attitudes, norms, identity and environmental behaviour: using an expanded theory of planned behaviour to predict participation in a kerbside recycling programme. British Journal of Social Psychology, 49, 259-84.
Nyborg, K., Howarth, R. B., & Brekke, K. A. (2006). Green consumers and public policy: on socially contingent moral motivation. Resource and Energy Economics, 28, 351-66.
Onwezen, M. C., Antonides, G., & Bartels, J. (2013). The Norm Activation Model: An exploration of the functions of anticipated pride and guilt in pro-environmental behaviour. Journal of Economic Psychology, 39, 141-153.
Orams, M. B. (1994). Creating effective interpretation for managing interaction between tourists and wildlife. Australian Journal of Environmental Education, 10 (1), 21-34.
Orams, M. B. (1997). The effectiveness of environmental education: Can we turn tourists into ‘greenies’? Progress in Tourism and Hospitality Research, 3(4), 295-306.
Petrock, E. M. (1981). The rise and fall of energy education. (ERIC: Document Reproduction Service No. ED210232).
Rasoal, C., Danielsson, H., & Jungert, T. (2012). Empathy among students in engineering programmes. European Journal of Engineering Education, 37(5), 427-435.
Saphores, J. M., Ogunseitan, O. A., & Shapiro, A. A. (2012). Willingness to engage in a pro-environmental behavior: An analysis of e-waste recycling based on a national survey of U.S. households. Resources, Conservation and Recycling, 60, 49-63.
Schwartz, S. H. (1977). Normative influence on altruism. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 221-279). New York, NY: Academic Press.
Şimşekoğlu, Ö., & Lajunen, T. (2008). Social psychology of seat belt use: A comparison of theory of planned behavior and health belief model. Transportation Research Part F: Traffic Psychology and Behavior, 11(3), 181-191.
Spender, D. (1982). Invisible Women: Schooling Scandal. London: Writers and Readers.
Sterling, S. (2010). Learning for resilience, or the resilient learner? towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16, 511-528.
Stern, P. C., Dietz, T., & Karlof, L. (1993). Value orientation, gender, and environmental concern. Environmental and Behavior, 25(3), 322-348.
Steg, L., & De Groot, J. (2010). Explaining prosocial intentions: testing causal relationships in the norm activation model. British Journal of Social Psychology, 49, 725-743.
Stern, P. C., Dietz, T., Guagnano, G. A., & Karlof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Research in Human Ecology, 6(2), 81-97.
Thomas, C., & Sharp, V. (2013). Understanding the normalisation of recycling behaviour and its implications for other pro-environmental behaviours: A review of social norms and recycling. Resources, Conservation and Recycling. 79, 11-20.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Wolf, J., 2011. Ecological citizenship as public engagement with climate change. In L. Whitmarsh, S. O’Neill & I. Lorenzoni (Eds.), Engaging the Public with Climate Change: Behaviour Change and Communication (pp. 120-137). Earthscan, London.
UNESCO (1978). Intergovernmental conference on environmental education. Tbilisi (USSR), 14-26 October 1977. Final Report. Paris: UNESCO.
UNESCO (2002). United Nations Decade of Education for Sustainable Development. Retrieved from http://portal.unesco.org/education/admin/ev.php?URL_ID=23295&URL_DO=DO_TOPIC&URL_SECTION=201
UNFCCC (2009). United Nations Framework Convention on Climate Change. Retrieved from http://unfccc.int/2860.php
U.S. Energy Information Administration. International Energy Statistics. Retrieved from http://www.eia.gov/countries/
Weiner B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.
World Resource Institute (2008). World Resource Institute, 2008. Power point #263, 7, Slide 7. Retrieved from http://cait.wri.org/figures/ntn/ntn-slidedeck.ppt.