Master of Science in Psychology

Permanent URI for this collectionhttps://dspace.uc-bcf.edu.ph/handle/123456789/74

Browse

Filters

2012 - 20152

Settings

Start date: 2012End date: 2019

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Green behavior: Unearthing environmentally-friendly actions of the University of the Cordilleras stakeholders
    (2015-06) Leaño, Geraldine Llanes
    Environmental problems have undisputedly chanced the landscape of the planet. The Philippines is not spared from the vehement degradation of its environment, most of which are human-caused. Indeed, the ongoing clamor about environmental degradation and the growing dread of Mother Earth's envisioned dystopia calls for dire actions. Thus, perpetuating an unrelenting green behavior amongst members of the society, especially in the youth is incontestably subservient in preserving environmental resources that can be continually enjoyed and utilized by the populace in the years to come. This research undertaking therefore ultimately purports to be a catalyst of unrelenting transformation that engenders profound concern compelling enough to sustain environmentally-friendly practices to a great magnitude. The major purpose of this descriptive study is to unravel the prevailing green behavior of stakeholders of the University of the Cordilleras (UC) Specifically, answers to the subsequent problems were sought: a) What are the common green behavior practices of UC stakeholders?; b) What is the level of social influence, environmental concern, and pro-environmental behavioral intention among UC stakeholders?; c) What is the influence of social influence, environmental concern, and pro-environmental behavioral intention on the stakeholders' green behavior?; d) What is the difference in the green behavior of the stakeholders according to group and developmental stage?; e) What incentives are perceived as instrumental in sustaining green behavior?; and f) How can green behavior among the youth be motivated? A total of 463 individuals participated in the study. Data triangulation was used to gather the pertinent information, The following are the major findings of the study: 1. The common green practices of UC stakeholders are: switching off of lights that are not in use; unplugging appliances that are not in use; keeping used plastic bags for future use; and using both sides of paper. The least practiced is carrying of own spoon and fork instead of using disposable ones. 2. The level of influence of social entities vis-a-vis the respondents' inclination for green behavior is high. Additionally, they have a high level of pro-environmental behavioral intention. Whereas, they have a very high level of environmental concern 3. Social influence, environmental concern and pro-environmental behavioral intention have positive and highly significant influences on the UC stakeholders' green behavior. 4. There are significant differences in the green behavior of the UC stakeholders according to group and developmental stage. 5. positive incentives -- such as reinforcements at home, rewards at the school level, rewards from business establishments, rewards and awards from government agencies -- and negative incentive in the form of fines are perceived as instrumental in sustaining green behavior. 6. Information dissemination, cleanup cum green drives, positive slogans, and exemplar of greenness can motivate the youth to uphold green behavior. Based on the findings of the study, the following conclusions have been derived: 1. Green practices are widespread across the different UC stakeholders, albeit not carried out scrupulously. 2. Stakeholders of the University of the Cordilleras are likely to be enticed by their significant social network to engage in sustainable behavior. Moreover, they are not at all impervious to the alarming degradation of the environment. It is this regard for the environment which may compel them to engage in activities that purport to improve the condition of the environment. 3. Irrespective of the dearth of persuasion from other people, the UC stakeholders' volition and care for the environment adequately spurs them to perform needful actions to uphold environmental sustainability. 4. The older the individual is, the more likely that he/she will uphold ecological and sustainable lifestyles. However, one's function in the institution does not portend certainty in demonstrating green behavior. 5. Positive than negative incentives are more likely to elicit green behavior among the youth. However, the collaborative provision of these inducements from various sectors in the community more effectively sets the stage for green behavior. 6. Didactics, visible reminders, and exemplary deeds are optimum measures of enticing the youth to unwaveringly uphold green behavior. In light of the findings of the study, the subsequent recommendations are propounded: 1. To make the drive for greenness more convenient and relatively effortless for all its stakeholders, the academe has to conceive and carry out strategies that reinforce involuntary greenness (or greenness by default). Such strategies may encompass setting printers to double-sided printing; setting computers to sleep; data-sharing via online portals; and installing metering faucets, among many others. 2. To further advance sustainability in the academe, the University has to incorporate "green thinking" in its organizational culture by stringently requiring not only its employees but also its students to consistently carry out green practices (e.g. bringing personal mugs, tumblers, eating utensils or eco-bags instead of using plastic/styrofoam containers and plastic bags when buying from and dining in the canteen). 3. The University can encourage its stakeholders to perform needful actions to uphold environmental sustainability by providing them opportunities to innovate, participate and succeed in enjoyable activities that promote environmental stewardship and economic prosperity. 4. The upper echelon of the institution has to relentlessly serve as role models in promoting green behavior among their younger colleagues and students. 5. Apart from consistently providing positive incentives - such as, but not limited to recognition, discounts in school fees, or being publicized - to encourage green behavior among the youth, the University has to forge meaningful links with business establishments, government, and community-based organizations to expand the opportunities for, and benefits and incentives derived from fulfilling environmental actions. Since intrinsic rewards are perceived as having more lasting effects however, the University has to reinforce its stakeholders' green behavior by conceptualizing then providing pertinent opportunities for them to foster a sense of choice, competence, meaningfulness, and progress. 6. The school, in conjunction with other pertinent entities in the community, has to utilize the viable measures - e.g. didactics, visible reminders and exemplary deeds - suggested by respondents of the current study to contrive schemes to optimally entice the youth to imbibe green practices. 7. Inasmuch as green behavior affects multiple disciplines such as business, psychology, engineering and political science, the University has to consider offering interdisciplinary courses that address sustainability. 8. The University of the Cordilleras has to enhance its current green building policies by embracing the latest trends and strategies in buildings, fixtures and technology while simultaneously incentivizing its employees and other stakeholders to do their part in helping the building achieve its conservation goals. 9. Prospective researchers have to consider exploring other factors not included in this study's model however may explain the variation in the green behavior of the respondents. Factors that may be explored In combination to generate an enhanced model for green behavior include area of residence, occupation, economic status, cultural factors, individualistic and collectivistic orientations, and personality type, among others. 10. The conceived action plan to enhance green behavior among stakeholders has to be adopted and implemented by key personnel of the University.
  • Thumbnail Image
    Item
    Benefits and implications to psychological well-being
    (2012-03) Tuazon, Christine R.
    The present study aims to find out the beneficial effects of leisure interest to well-being. Specifically it seeks answers to the following questions: 1. What is the most common leisure interest among: a. College Students b.1. Early working age adults b.2. Middle working age adults Hypothesis: a. College students prefer solitary activities. b.1. Early working age adults prefer solitary activity. b.2. Middle working age adults prefer solitary activity. 2. What are the benefits of leisure among: a. College Students b.1. Early working age adults b.2. Middle working age adults Hypothesis: College students engage into leisure because of the social and cultural benefits. b. 1 . Early working age adults engage in leisure activities because of the social, cultural, and economic benefits. b.2. Middle working age adults engage in leisure because of the social and cultural benefits. 3. Is there a significant difference in the leisure interest in terms of gender of: a. College Students b.1. Early working age adults b.2. Middle working age adults Hypothesis: There is a significant difference in the leisure interest of the following: a. College Students College male students prefer social activities and solitary activities. On the other hand, female college students have a preference for physical activities and solitary activities. b.1. Early working age adults Early working age male adults prefer physical activities while early working age female adults favor solitary activity. b.2. Middle working age adults Middle working age male adults have a preference for solitary activities while middle working age female adults prefer solitary activities and physical activities. 4. Is there a significant difference in the psychological well-being of people according to the time spent for leisure? Hypothesis: There is a significant difference in the psychological well-being of individuals who have more time for leisure and those who have less time for leisure. Individuals who spend three to five times a week for leisure have a better psychological well-being compared to those who spend once a month or less for leisure. 5. Is there a relationship between the benefits of leisure and psychological well-being? Hypothesis: There is a high positive correlation between the benefits of leisure and psychological well-being.