Explaining Renewable Energy Consumption Among Students: The Role of Academic Discipline and Energy Awareness

Jan Seidel

doi:10.5771/0935-9915-2017-1-98

Contents
- Chapter Expand | CollapseAuthorsPage
- Titelei/Inhaltsverzeichnis
- 1–5 Editorial: Perspectives on Sustainable Consumption Ortrud Leßmann, Torsten Masson Ortrud Leßmann, Torsten Masson 1–5
- 6–61 The Additional Costs of Organic Food Products – A Basket of Goods-based Analysis Differentiated by Income Benjamin Held, Christian Haubach Benjamin Held, Christian Haubach 6–61
- 62–79 Insecure Employment and Pro-Environmental Consumption: An empirical Analysis Torsten Masson, Ortrud Leßmann Torsten Masson, Ortrud Leßmann 62–79
- 80–97 The Reflexive Generation: Consumption, Crisis and Sustainability Mirella Giannini, Dario Minervini, Ivano Scotti Mirella Giannini, Dario Minervini, Ivano Scotti 80–97
- 98–120 Explaining Renewable Energy Consumption Among Students: The Role of Academic Discipline and Energy Awareness Jan Seidel Jan Seidel 98–120
- 121–148 International Trade in Infant Industries: A Dynamic Analysis of Different Trade Policy Instruments and Their Implications for Sustainable Consumption Camilla Jensen Camilla Jensen 121–148
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mrev management revue , page 98 - 120

Explaining Renewable Energy Consumption Among Students: The Role of Academic Discipline and Energy Awareness

Autoren

Jan Seidel

DOI
- doi.org/10.5771/0935-9915-2017-1-98
- ISSN: 0935-9915
- ISSN online: 1861-9908
Abstract

This paper analyzes differences across three academic programs (business, cultural studies, and environmental studies) in terms of students’ energy consumption. The study provides an analysis of how students’ awareness concerning sustainable energy behaviors (energy awareness) and the antecedents of this awareness influence whether students purchase energy from renewable resources or not. Drawing on insights from career studies and environmental psychology, the role of academic disciplines in predicting attitudes and behaviors is discussed and psychological antecedents of energy awareness are identified. The study finds evidence for significant disciplinary differences concerning students’ levels of energy awareness, the influence of this awareness on renewable energy consumption, and the share of students purchasing renewable energy in the three disciplines. Implications for future research and practice are discussed.
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