Self-perceived Action Competence for Sustainability and Environmental Attitudes

Abstract Within environmental education research, there is an ongoing interest in trying to understand what factors might lead to pro-environmental action and pro-environmental behaviours. This study explores the relationship between environmental attitudes and self-perceived action competence for sustainability by combining a questionnaire measuring self-perceived action competence for sustainability (SPACS-Q) with a questionnaire measuring environmental attitudes, the 2 factor Model of Environmental Values (2-MEV-Q), among 236 primary school student teachers in France. Our results show that the SPACS-Q adapted to the French context is largely valid within this sample and that the factor Preservation in the 2-MEV model is a predictor for SPACS. This connection is strongest for the factor Willingness to act. Likewise, we conclude that age impacts the SPACS factor Confidence in one’s own influence, whereas other variables such as training in sustainable development issues do not impact any of the SPACS factors. The study provides some insights into how self-perceived action competence and pro-environmental attitudes might be promoted through education.