ENST20001 Human Behaviour and Environment

Assignment 2: Assessing factors that influence environmental action
Due Date: 11pm Sunday May 15, 2022
Word limit: 1500 words (+/-10%) excluding reference list, interviewee quotes, coding table and transcripts of
interviews and field notes
Submission: Electronic copy submitted online through LMS (in the assessment section)
Assessment weighting: 35% of final grade
Late penalty: 5% per day

Objective
The objective of this assignment is to explore the relative importance of contextual and attitudinal factors in shaping
environmentally significant behaviour.
It responds in part to Stern (2000)’s assertion that: “The attitude-behaviour relationship is strongest when
contextual factors are neutral and approaches zero when contextual factors are strongly positive or negative,
effectively compelling or prohibiting the behaviour in question” (Stern 2000, p415).
Learning outcomes
Through completing this assignment, you will develop:
- a deeper understanding of theories of human-environment action and how these apply to issues of interest
to you
- a better understanding of why people do and do not take environmental action
- basic research skills for understanding human-environment interactions, including:
o introductory level skills in qualitative data collection and analysis
o skills for reporting social scientific information and applying this to questions about human-
environment interactions
Task
In this project you will research how attitudes and contextual factors shape the action or inaction of a small number
of people on an environmental issue. Through an interview and observation of one case (e.g. person or household),
you will undertake a qualitative exploration of Stern’s (2000) hypothesis regarding the influence of contextual and
attitudinal factors on behaviour.
You will answer the general research question:
How important are contextual and attitudinal factors in shaping a particular environmental behaviour?
Further advice on this assignment is provided on pages 3-6.



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Assessment criteria
Read through these criteria before preparing your report since you will be assessed against these:
Clear argument and
effective use of
evidence (25%)
 States the research question and aim clearly (and in line with assignment instructions)
 Explains the relevance of that research question to the environment or species selected
 Expresses a clear argument throughout the paper in response to the stated research question
 Defends the argument effectively with evidence from academic publications and empirical
observation
 Selects theory and past research that is relevant to the aim and topic, and explains how it is
relevant
 Explains implications of methods (selection of participant, design of questions, analysis of
data) for achieving the aim
 Organises and explains data analysis in relation to the stated aim and research question
 Develops conclusions that directly relate to the stated research question and are based on
the findings presented
Understanding of
theory (30%)
 Defines and explains all key terms or with explicit reference to subject readings
 Demonstrates breadth of understanding of theory that is appropriate to the aim (i.e. covers
all necessary concepts necessary to the aim, and irrelevant concepts are not included)
 Demonstrates evidence of broad reading, drawing on multiple sources including required
subject readings and academic articles reporting relevant empirical studies
 Explains relevance and quality of any empirical research through brief account of the aim,
methods, and results of that work
 Synthesises knowledge from different published sources (e.g. organising, comparing,
criticising)
 Proposes hypotheses or expectations of findings that are plausible based on analysis theory
and empirical studies described
 Interprets data with correct reference to theory, showing where this confirms, extends or
challenges the concepts in published literature
Understanding and
appropriate
application of basic
social science methods
(25%)
 Describes methods comprehensively yet succinctly
 Conducts data collection in a way that allows insights to participant’s perspective and is
consistent with assignment requirements, as evidenced by interview transcript [and field
notes – Research Report 2 only]
 Analyses interview with appropriate attention to the research question, theory, and
sensitivity to language, behaviour and context of the participant, as evidenced by results
section and coding table
 Selects appropriate quotes from interview transcript [and field notes in Research Report 2
only] to defend interpretations, and presents these appropriately (contextualised, explained)
 Evaluates strengths and weaknesses of methods used in the study and draws appropriate
conclusions (i.e. not results are not generalised inappropriately, causal relationships are not
claimed where these cannot be defended).
Effective scientific
writing (20%)
 Structures the report clearly, with appropriate headings and subheadings
 Expresses ideas clearly with logical flow of well-structured paragraphs, professional language,
with correct spelling and grammar.
 Complies with word limits as set for the assignment
 Attributes and cites sources correctly and in APA style (both intext and in reference list). Note
that failure to acknowledge sources will be penalised in line with University academic honesty
processes. https://academicintegrity.unimelb.edu.au/



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Advice on completing this assignment
1 Preparing for data collection
1.1 Set topic and research question/s
Choose one topic for your research. This should be an environmental behaviour (action). Examples of
environmentally significant behaviours include specific transport choices, recycling, growing vegetables at home,
composting, and installation of solar panels, attending an environmental protest, using products made from wildlife,
signing a petition or voting for a particular issue.
You do not have to choose one of these examples but can select a behavior that is of interest to you, however in
selecting that behaviour please consider:
 whether it is a ‘single, indivisible’ behaviour with a clear link to environmental impact (see Topic 6 lectures)
 whether it is practical and ethical to observe the behaviour (see Topic 6.7 – reflection questions for some
questions to help you consider this)
 whether there is suitable background research on the behaviour (Some behaviours are very well researched,
others not so. You will find clues on this in readings for Topic 6-9. You will also find guidance on researching
background literature in the Assessment Module in Canvas)
Determine the research question you will answer through your research, following the template provided on page 1
and specifying the behaviour you have chosen to study: How important are contextual and attitudinal factors in
shaping [insert a particular environmental behaviour]?

1.2 Search for and read background information
Before you start, ensure you understand the theory and past research that informs the question you will investigate.
 Ensure you have read the required readings for Topics 5-9, which cover key general theories on
environmental behaviour.
 Search for and read academic research on similar questions to the one you will address. For example, if your
research question is concerned with recycling, you will find research examining factors that encourage or
discourage recycling behaviour. Particularly search for academic, empirical research on this topic (Research
that is published in a peer reviewed journal and was based on observation - perhaps through interviews,
surveys or document analysis - of relevant attitudes and behaviour). See guidance on this in the Assessment
Module ‘Researching Published Literature on your Topic’.

1.3 Preparing for the data collection
You need to interview and observe relevant behaviour or one person. Interview and observations can be conducted
face-to-face or via video conference apps if that is feasible for the relevant behaviour. Interviews must be
transcribed, and observations must be documented in field notes. Support for planning this is briefly outlined below,
and dealt with in more detail across:
 reading and reflection activity 6.3 in Canvas
 tutorial activities in Week 2 and 8
 online video (research skills) 2.5 and 6.10


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Plan your observations: Your interview and observations should allow you to understand the links between the key
theories and the topic you are exploring. Plan what you will observe and ask to get this information. Keep in mind
that observations and interviews can provide very different kinds of information. Some possible focuses for
observation and interview are provided below. These are not intended to be comprehensive. You should select,
adapt and add to these to suit your topic. As you do so, consider the ethical issues that might arise through
observations. Make sure you plan your topic and observations to avoid discomfort for participants and protect their
confidentiality. Once you have planned your approach, practice them with a friend or someone from the class.
Potential approaches for observing behaviour:
 Ask the participant to “show me how you do [a particular behaviour]”
 Ask permission to observe the participant while they undertake a behaviour
 Ask permission to take photographs of relevant behaviour settings (see example in required reading 6.3) –
make sure you don’t include any identifying information
 Ask permission to view documents that are relevant to the behaviour – e.g. energy use bills or food receipts
– make sure you don’t include any identifying information

As you observe, take notes on:
 Where the action takes place
 What the participant does and says
 How the participant interacts with other people
 What aspects of the physical, social, or technological context appear relevant to the behaviour
 Is any environmental impact of the behaviour observable (e.g. water consumed, food wasted, materials sent
to land fill (consider whether these can be documented by photographs or other representations)
Potential interview questions:
 Tell me about how you [behaviour item e.g. ‘use water outside your home’, ‘organise your household waste’
or ‘plan your holiday]?
o You might use probing questions to understand parts of behaviour that were unclear, or seem
inconsistent with the participant’s account, e.g. When I was observing, I noticed that you…. can you
explain why you did it this way?
 Have you ever done [behaviour item] in a different way? Why have you changed the way you do this?
 What do you see are the costs and benefits of [behaviour item]?
o You might probe with specific questions about financial, legal or political factors relevant to the
behaviour
 Who has influenced the way you do [behaviour item]? Is anyone else involved in this activity? What are their
views on the issue?


2. Collecting the data:
2.1 Select and recruit your participant.
You will get most out of this assignment if the person you interview/observe is different from you (consider age,
cultural background, but particularly their concern or action in regard to the environment). The person may be a
friend, relative or acquaintance but MUST be over 18 years of age. They should not be in a dependent relationship
with you (e.g. they must not be someone you employ or supervise).


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2.2 Explain the project
Before asking people to take part in your research you must provide information, so the person can decide whether
or not they consent to participating. Explain that the project is part of coursework for this subject and explain the
purpose of the project (to investigate the specific behaviour and what influences them to do this) and what
involvement is required (e.g. allow me to observe the activity and participate in an interview of approximately 5
minutes regarding views on this topic). Emphasise that participation is voluntary, that observations will be recorded
in detail, and that you will be reporting on the observations in an assignment and not using it in any other way. If
the person is not willing to participate, thank them for their time and ask someone else.
2.3 Collect the data
Take notes as you observe the behaviour, using the guidance provided in Section 1.3. Taking detailed notes while
participants are present may make people feel uncomfortable, so consider taking brief notes or voice memos at the
time – but make sure you write up detailed notes as soon as possible after the observation. Make sure you ask
permission before taking any photographs to document the behaviour and its impacts. Ensure you do not include
any information that would identify the participant - no names, or personal documents.
Record the interview using your phone or other recording device. Make sure you ask permission from the participant
before recording.
2.4 Transcribe the interviews.
Copy down the interviews word for word. Write up your field notes in detail. Do this as soon as possible after you
conduct the observation as you will forget details as time passes.
3. Analyse the data
Keep in mind your overall research question – your analysis needs to be targeted to answer this question, and to
make links between the theory and the topic.
Also keep in mind that you have two sources of data – the observation and the interviews. These are likely to give
you different kinds of information. For example, it might be possible to directly observe factors that likely influence
behaviour but that the participant does not mention because they are taken for granted (e.g. social norms).
Tutorials will cover basic approaches to qualitative data analysis, and the reading list provides additional support.
But some ideas to keep in mind as you analyse the data:
 Consider what you observe the participant doing, and what they say about they do; the environmental
impacts you observe (or can infer) and how the participant understands these?
 Consider the reasons the participant gives (or reasons evident in their response) for acting/not acting in a
particular way – as well as what you observe about how the physical, social or technological context shapes
behaviour. How do these relate to the theories and concepts covered in Topics 5-9?
 Consider the values or beliefs that underpin the participants actions. These might not be stated explicitly, so
you will need to consider if there the evidence in your data, particularly the interview transcript. How might
these values or beliefs being shaping action?
 Developing a coding table is the best way to demonstrate your analysis. Opportunities to practice
developing and critiquing coding tables were presented in the first part of semester (as part of preparation
for Research Report 1 – e.g. 3.6 online activity and 4.4 tutorial activity). Further opportunities for this will be
provided in lead up to Research Report 2 submission (see online activities and tutorials for Topics 8 and 9).


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4. Prepare your report
Structure your report in the following way: Note: (word counts are suggested only)
Introduction (450-550 words): This section should state the aim of the investigation (the key research question,
adapted for your purposes), draw on theory and empirical research to explain the reason for posing this question
and what you expect to find, and outline what other researchers have found regarding your key research question
(as much as possible, select and explain published research that examines questions similar to your own topic–
where there is none, provide examples from related research). Make sure you appropriately reference the reading
material you draw on.
Method (200-250 words): Describe the way you collected the data for this assignment. Briefly describe the
participant (simply approximate age and education/work background and any other relevant information) and
explain briefly how and why you selected them. How did you collect the data (i.e. observations and face-to-face
interview, how long did it take, what did you observe, what questions were asked, how did you document
observations)? Try to make this description brief but comprehensive. How did you analyse the data? What kind of
theory did you draw on when analysing the data and how did you organise your ideas (e.g. in coding table)? In
writing scientific reports we aim for transparency and repeatability, so provide sufficient details so that the reader
could potentially repeat the procedure.
Results and discussion (500-600 words): Present your analysis in a way that helps answer the research question,
noting the suggested approach to analysis above. It’s really important that you provide evidence to support your
observations in this section. With qualitative research, evidence is provided in the form of words spoken by the
participants (quotes) or sections from your field notes. Carefully select short sections of answers that demonstrate
the point you are trying to make. Include some explanation of the context to make it clear what was being referred
to. Where the observations support or challenge the theory in readings, comment on this. Include the full text of
your interview and field notes in an appendix, as well as the coding table you have developed. Make sure you refer
to these appendices in the main body of the report (e.g. in the methods or results sections).
Conclusion (250 - 250 words): In this section, answer the research question as best as you are able. Give a short
summary of the contextual and attitudinal factors evident in your study. Comment on any strengths and limitations
of the study.
References: Make sure you list the readings you have referred to in your report, using an appropriate citation
method. Citations should follow the APA style (excluded from the word limit).
Appendices: Include the interview transcript, field notes and coding table (excluded from the word limit).

5. A note about research ethics in reporting:
For reasons of privacy, you should present your methods, results and interview transcript in ways that protect the
identity of the person you interview. For example, don’t use their name or photograph in your report – you can use
pseudonyms (made up names) if it makes it easier to organise information in your assignment. Similarly, you may
need to disguise other information that could be used to identify the interviewee – for example, it may be best to
disguise information about organisations with which your participant is involved.