How to boost college students’ pro-environmental behavior: the implicit theory perspective

Purpose This study aims to examine how higher education can overcome some of the psychological barriers to pro-environmental behavior among college students by cultivating growth mindset of nature and to investigate whether, how and when growth mindset of nature can enhance pro-environmental behavior. Design/methodology/approach A three-wave survey was conducted to collect quantitative data on growth mindset of nature, connectedness with nature, pro-environment behavior and pro-environmental school climate among 283 undergraduate college students at two universities in China. This study used the Process Macro for SPSS (models 4 and 14) to reveal the effects of direct, mediating and moderated mediation. Findings The findings showed that growth mindset of nature positively affected students’ pro-environment behavior. Moreover, growth mindset of nature contributed to pro-environment behavior through the beneficial effects of connectedness with nature. In particular, positive pro-environmental school climate strengthens the mediating effects of connectedness with nature on the relationship between growth mindset of nature and pro-environment behavior. Practical implications Growth mindset of nature provides a vital impetus for facilitating college students’ pro-environmental behavior so that universities can incorporate sustainable development, climate change and environmental sustainability into curricula to cultivate students’ growth mindset of nature. Furthermore, educators could develop students’ connectedness with nature through environmental education by directly exposing them to nature. Finally, the pro-environmental school climate is the essential social-environmental nourishment for college students’ pro-environmental behavior. Originality/value This study advances implicit theory by introducing implicit beliefs to the environmental realm. Meanwhile, this study solves the puzzle concerning why people are aware of increasingly serious environmental issues, yet few are really engaged in pro-environmental behavior. A second contribution lies in extending the application of the pro-environmental climates into educational contexts to uncover the “black box” of how growth mindset of nature promotes college students’ pro-environmental behavior. Finally, this study enriches the literature on connectedness with nature by exploring the mediating mechanism of connectedness with nature between growth mindset of nature and pro-environmental behavior.