Social Influences on Pro-Environmental Behavior

Abstract

This study explores how social traps, social pressure, and social integration influence pro-environmental behavior (PEB) among Slovak respondents, with a focus on implications for environmental education. Using a cross-sectional quantitative design and a questionnaire (N = 327), the study found significant demographic differences in the perception of social influences. Women and older respondents were more sensitive to both social pressure and social traps, while higher levels of education were associated with stronger perceptions of social expectations and responsibility. Spearman correlation analysis revealed that social pressure positively correlates with social traps, suggesting that pressure when perceived as external or coercive can paradoxically foster passivity. In contrast, social integration was negatively associated with both pressure and traps, acting as a protective factor and promoting intrinsic motivation. These findings underscore the need for environmental education that goes beyond awareness-raising and addresses the social dimensions of behavior. Integrating social context into educational strategies, such as fostering group identity, peer learning, and critical engagement with social dilemmas can strengthen students’ sense of agency and collective responsibility. This study offers theoretical and practical insights for designing multidimensional educational programs that align individual motivation with sustainable social norms.