The effects of personality and intention to act toward responsible environmental behavior

The problem of the threat of environmental damage (Barrow, Chan, & Masron, 2010; Bullock & O’Shea, 2016) and environmental change (Jawad, 2003; Marston, 2008) has developed into a topic that has been widely discussed in the past year. Several previous studies have reported that the problem of environmental damage and environmental changes leads to changes in ecosystem functions (Hines, Hungerford, & Tomera, 1987; Tyagi, Garg, & Paudel, 2014). Interestingly, this problem occurs in almost all countries both in the Continent of Europe (Wiessner et al., 2014), America (Beckett & Keeling, 2019), Africa (Emeh & Igwe, 2018; Oke, 2004), and Asia (Gu et al., 2017). This situation shows that environmental issue is not only a partial problem of a particular country but rather an unresolved global problem (Sadhu, Garg, & Kumar, 2018; Thakur, 2016). AR T IC L E IN F O ABST R AC T


INTRODUCTION
The problem of the threat of environmental damage (Barrow, Chan, & Masron, 2010;Bullock & O'Shea, 2016) and environmental change (Jawad, 2003;Marston, 2008) has developed into a topic that has been widely discussed in the past year.Several previous studies have reported that the problem of environmental damage and environmental changes leads to changes in ecosystem functions (Hines, Hungerford, & Tomera, 1987;Tyagi, Garg, & Paudel, 2014).Interestingly, this problem occurs in almost all countries both in the Continent of Europe (Wiessner et al., 2014), America (Beckett & Keeling, 2019), Africa (Emeh & Igwe, 2018;Oke, 2004), and Asia (Gu et al., 2017).This situation shows that environmental issue is not only a partial problem of a particular country but rather an unresolved global problem (Sadhu, Garg, & Kumar, 2018;Thakur, 2016).
Furthermore, the study revealed that these environmental changes stem from problems in environmental objects and subjects that are responsible for the sustainability of the environment itself (Brookfield, 1999).Various factors are indicated as triggers of environmental problems such as climate change (Blennow, Persson, Tomé, & Hanewinkel, 2012;Clavero, Villero, & Brotons, 2011), changes in natural resources (Jacobs & Brown, 2014), technological change and development (Voulvoulis & Burgman, 2019), the presence of pollution (Wiessner et al., 2014), and the most crucial factor is human activities (Li & Wu, 2019).Human activities are said to be crucial factors due to their role as agents of environmental preservation (Short, 2009).This situation refers to the ability of humans to be responsible for efforts to manage and resolve current environmental problems (Rechkemmer & Falkenhayn, 2009;Sadhu et al., 2018).
However, some previous studies reported different facts.The number of environmental cases departs from the low environmental responsibility so that it impacts on behavior that tends to be environmentally destructive (Gifford & Nilsson, 2014;Lahsen et al., 2010;Urien & Kilbourne, 2011).Therefore, efforts are relevant in overcoming various environmental problems by changing behavior and human responsibility itself (Gifford, Steg, & Reser, 2012;Manning, 2009).From various related domains, education is identified as one way to change destructive behavior by fostering environmental attitudes and responsibilities (Boyes & Stanisstreet, 2012;Desfandi, 2015).Strengthening personalities through education is indicated as being able to shape and foster the values of environmental responsibility in the community.As previously explained, environmental responsibility is closely related to various factors and conditions, i.e. socio-economic (Ngwaru & Opoku-Amankwa, 2010;Thakur, 2016), socio-ecology (Rechkemmer & Falkenhayn, 2009), and socio-cognitive (Desfandi, 2015).
Education is identified as one of the effective ways to grow a socio-cognitive society.Furthermore, many researchers developed environment-based learning models (Boyes & Stanisstreet, 2012;Gifford & Nilsson, 2014).The environmental education model began in the 1970s which assumed several types of linear relationships between attitudes and behavior, where positive attitudes lead to positive behavior (Kollmuss & Agyeman, 2002;Ralston & Martin, 1970).In this case, all actions aimed at restoring and preventing the environment from the threat of damage are an integral part of the responsible environmental behavior (REB) (Adams, 2003;Short, 2009).The model described by Hines et al. (1987) revealed that environmental responsibility behavior was determined by various situational factors such as personality and intention to act.Situational factors are driven by the individual's view of a matter, while the intention to act is influenced by personality and knowledge (Gifford & Nilsson, 2014).
However, in reality, information describing how the pattern of relationships between personality and intention to act on attitudes and responsibilities in the environment has not been widely discussed, but both are discussed more partially (Boyes & Stanisstreet, 2012;Kvasova, 2015;Yu & Yu, 2017).This study aims to determine the extent to which personality has an impact on students' intention to act in developing an environmentally responsible attitude.

METHOD
This quantitative research used a causal survey method.This study used path analysis to determine the pattern of relationships between variables in order to determine the direct or indirect effects between exogenous and endogenous variables.The study was conducted at Senior High School (SHS) of Insan Cendekia Madani in the odd semester of academic year 2018/2019.The target population in this study were all students of Insan Cendekia Madani.The research sampling technique was simple random sampling and was taken by 90 students' grade XI science.The sample was tested using the McClave formula to determine the minimum sample.Furthermore, the path analysis design is explained in Figure 1.Data collection techniques were compiled using a descriptive personality scale developed by Han and Pistole (2017) through the dimensions of experience, consciousness, extraversion, agreeableness, and neuroticism.Intention to act was prepared using a descriptive scale with indicators: managing the environment well, complying with environmental rules, utilizing natural resources in a controlled manner, choosing and caring for environmentally friendly technologies, and maintaining natural resources to ensure the life of present and future generations.
REB instrument used dimensions of eco-management, consumerism, persuasion, and political actions (Hungerford & Volk, 1990).The grid of instruments that measure personality was presented in Table 1.Instrument intention to act used dimensions the desire to protect the environment, the desire to preserve the environment, the desire to utilize natural resources (Kaiser & Shimoda, 1999).The validated instrument personality, intention to act and environmental responsibility behavior was used by the Pearson product moment.The instrument items are declared valid if the number of Rtable is higher than the table according to the predetermined significance level (α = 0.05).Reliability was a calculated of the consistency of instrument data used the Cronbach-alpha.
The prerequisite test used the Kolmogorov-Smirnov normality test (α = 0.05) using the SPSS 24.0 program.Test of significance and linearity regression using the F-test, calculation of the correlation coefficient using the Pearson product moment.The significance test results of the correlation coefficient with the t-test are then continued using path analysis.

RESULTS AND DISCUSSION
The Kolmogorov-Smirnov normality test results on personality variables (X1) were 0.166.While the significance value of the intention variable to act (X2) and the responsible environmental behavior (REB) are respectively 0.92 and 0.068.Thus, the significance of the three variables (>0.05) so that it can be concluded that the data comes from populations that are normally distributed.Based on the results of the calculation of data to compile a regression equation model between personality and intention to act in a row of 45.51 and 0.409.The regression equation between personality variables and the intention to act is X3 = 45.51 + 0.409X1.Regression calculations as described in Table 2. Based on Table 3, the regression equation between personality and REB is X3 = 52.282+ 0.338X1.The coefficient indicates that the equation can be trusted because it has a significance value (> 0.05).While the regression between intention to act against REB (Table 4) is written with the equation X3 = 55.238+ 0.303X2 with significance value (<0.05).This results showed that intention to act influences students REB.Based on the results of the significance test, the regression line equation between personality and intention to act shows the calculated Fvalue of 3.921 with a significance value of (< 0.05).Thus, the equation is a significant variable or shows the influence of personality on the intention to act.Similar results are also shown for the regression equation intention to act on REB (X2 against X3) and personality towards REB (X1 against X3).The test of the significance of the equality of intention to act on REB shows Fvalue of 2.592 with a significance of 0.004 while the calculated Fvalue for personality equation towards REB is 3.117 with a significance of 0.002.These results indicate that there is a significant relationship between intention to act with REB, as well as the relationship between personality and REB.The results of the calculation of the correlation test between variables in this study obtained data as in Table 5.

Matrix
Coefficient of correlation (α=0,00) The correlation coefficient matrix between variables found a correlation between personality and intention to act was R1,2 = 0.386, while the correlation between intention to act and REB was R2,3 = 0.300.After each correlation coefficient was obtained, the next step is to calculate the path coefficient.Direct and indirect effects described in Table 6.Based on the results of the correlation test in Table 6, the personality variable and intention to act is 0.386 with a significance value (<0.05), so the correlation between personality and intention to act is significant.Meanwhile, the path analysis coefficient showed that tval ue (3,921) > ttable (1,662) so that the intention variable to act is directly influenced positively by personality.These results indicate that the positive personality of students indicates the tendency of students to act positively towards the environment better.The results are relevant to the research proposed by Yu and Yu (2017) which states that personality has a positive influence on one's willingness to act on the environment.In different definitions, it can be said that in carrying out an action someone refers to his personality (Hines et al., 1987).Environmental responsibility develops according to the knowledge, attitudes, and skills possessed by each.These three components develop in the cognitive structure of students according to their age, experience, gender differences, and perceptions of environmental problems (Gifford & Nilsson, 2014;Short, 2009).
The results of the intention correlation coefficient to act on REB showed the same results with the correlation between personality and intention to act.Based on the results of the coefficient calculation (Table 5) shows that tvalue (1.981) > ttable (1.662).These results indicate that student responsible behavior is positively influenced by the intention to act.At least, there are three variables in the self that influence the decision to act, including attitudes toward certain behaviors, subjective norms, and perceptions of behavioral control (Sawitri, Hadiyanto, & Hadi, 2015).Mancha and Yoder (2015) explained in his research that the intention to act as a predictor of REB.Thus, a positive relationship between personality and intention to act can indicate that students tend to be able to take actions aimed at protecting the environment in their daily lives (Ojedokun & Balogun, 2010).
However, the path coefficient of the indirect effect of personality variables on REB is 0.08.This result shows that personality does not directly affect the student's behavior but through the intention to act.Contextually, it can be said that if the students have a positive personality, indirectly, these students have environmental responsibility because they have the intention to act well.Han and Pistole (2017); Kvasova (2015) Suggests that individual characters such as personality can influence one's actions through various mechanisms carried out by individuals, one of which is the intention to act.Each has the character that can distinguish itself from other individuals.Through various mechanisms or intermediaries, the individual can show the behavior he wants to do.
The various personality factors influence behavior to be environmentally responsible.This personality factor determines someone to act and take a role in protecting and preserving the environment (Adams, 2003;Costa & McCrae, 2012).Besides, it was strengthened on the findings made by Ajzen and Manstead (2007) that the desire to act someone becomes a determinant in behaving environmentally responsible.Personality factors that play an important role in the decision include experience in childhood, level of knowledge and education, gender, age, and daily activities are undertaken (Gifford & Nilsson, 2014).Some observable impacts as indicators of the growth of environmental responsibility of students include being actively involved in activities with environmental issues, merging in community-based activities rather than individual efforts, changing the behavior of consumerism that is more environmentally friendly, sensitive to issues of changing ecosystem functions, and other behaviors which is specifically related to their daily activities (Hines et al., 1987;Hungerford & Volk, 1990;Short, 2009).However, as discussed earlier, the five indicators of environmental responsibility do not necessarily grow but need a conducive learning culture so that students' cognitive is deliberately conditioned to be able to involve deeper thinking skills so that they can make decisions and be responsible for the environment around it comprehensively.
Several studies have reported that efforts to induce environmental responsibility have been carried out including by implementing the good sustainability campaign (Font & McCabe, 2017;Laurie, Nonoyama-Tarumi, Mckeown, & Hopkins, 2016;Leal Filho et al., 2018;Manning, 2009;Mapotse & 2017;Schultze & Trommer, 2012), environmental and social responsibility education (Aguado & Holl, 2018), and adiwiyata school program (Desfandi, 2015).All the programs have similarities in terms of community involvement and society.Community involvement is a strategic effort to create a mutually supportive and sustainable environment (Gifford & Nilsson, 2014;Kvasova, 2015).On the other hand, this effort is indicated to be able to improve socio-cognitive which has an essential role in determining the desired environmental responsibility (Sawitri et al., 2015).Social aspects are very fundamental because in some studies it was reported that the appearance of attitudes is not directly influenced by behavior but rather on intentions that end at the norms that apply to the community (Kollmuss & Agyeman, 2002).
Therefore, the results of this study can be used as reinforcement of the concepts that have been believed.However, it is necessary to develop more specific personality factors that have the most influence on students' responsibility for the environment.Furthermore, how to integrate learning that can grow and harmonize the personality and intention to act responsibly.

CONCLUSION
The research results have shown that there is a direct influence between the personality and intention to act and between the intention to act on the responsible environmental behavior.Meanwhile, the personality affects REB indirectly through the intention to act.Based on the results of the study, it needs a systematic effort to improve the behavior of students' environmental responsibility through the learning process that is integrated into the subjects.It is intended that students are able to grow personality and have good point of views about management and environmental responsibility.In addition, the school needs to involve students actively to participate in every activity at school and outside the school related to the environment.

Table 1 .
The measure of personality

Table 2 .
Results of regression equation between the personality and intention to act.

Table 3 .
Results of calculation of the equations of personality regression and REB

Table 4 .
Results of calculation of the equations of intention to act regression and REB Coefficients a

Table 6 .
Results of calculation of direct and indirect effects