In environmental education research, there is ongoing interest in understanding the factors that influence pro-environmental actions and behaviors. This study examines the relationship between environmental attitudes and self-perceived action competence for sustainability by integrating two instruments: the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q) and the Two-Factor Model of Environmental Values (2-MEV). The study was conducted among 236 primary school student teachers in France.
Our findings confirm that the SPACS-Q, adapted for the French context, is largely valid within this sample. Moreover, the Preservation factor of the 2-MEV model emerged as a predictor of SPACS, with the strongest connection observed in the Willingness to Act dimension. Additionally, we found that age influences the SPACS factor Confidence in One’s Own Influence, while other variables, such as training in sustainable development, do not significantly impact any SPACS factors.
This study offers insights into how self-perceived action competence and pro-environmental attitudes can be fostered through education.