Extended Abstract

Introduction

One of the most significant environmental pollutants globally, particularly in Iran, is fossil fuel consumption in residential areas. In Iran, the building sector is the largest energy consumer; therefore, energy efficiency in this sector can prevent energy waste and lead to a reduction in other costs. Under such conditions, energy conservation is no longer a moral choice or a simple recommendation; rather, it has become a vital strategy for economic and ecological survival. According to accurate forecasts by reputable international institutions, global energy demand is projected to increase by approximately 84% by 2040. If this sudden surge in consumption is not managed through intelligent approaches, it could lead to serious security, economic, and environmental crises. In this regard, student dormitories are among the living spaces that, due to their nature of occupancy, have high per capita energy consumption. Researchers believe that a portion of energy constraints stems from individual behaviors regarding energy consumption in buildings. Thus, to optimize energy consumption, in addition to the building’s physics, parameters such as the behavior and interaction of users with the building must be considered. Therefore, student behavior as the primary energy users in dormitories must be addressed. It is believed that energy-saving activities by students in dormitories not only lead to pro-environmental behaviors while using energy but will also influence their behavior in society in the long term. Given the importance of this issue, the aim of this study is to investigate the factors affecting the sustainable energy management behavior of Lorestan University students through the application of the modified Theory of Planned Behavior (TPB).



Materials and Methods

This study was conducted through a survey method. The statistical population consisted of students residing in Lorestan University dormitory complexes, totaling 2,609 individuals. Based on the Krejcie and Morgan table (1970), a sample size of 335 was selected; to increase precision, 344 students completed the questionnaire. It should be noted that stratified multi-stage sampling proportional to the sample size was used to select the sample members, and data were collected via a questionnaire. The scale of the questions was based on a 5-point Likert scale (Very Low, Low, Somewhat, High, Very High). Face validity and construct validity were used to determine the validity of the study instrument. The reliability of the questionnaire was assessed through a pilot study, and the Cronbach’s alpha coefficients for the questionnaire items were confirmed. Data were collected using face-to-face survey-based questionnaires. Respondents were assured of anonymity and confidentiality. They were also given the right to withdraw from participation and to refuse to answer any questions they found sensitive or felt uncomfortable with. Individuals who were unwilling to participate were replaced by other students. No monetary payment was made to the respondents. The response time ranged between 30 to 45 minutes. Questionnaires were returned directly to the researcher upon completion, and the researcher checked all questionnaires to ensure that all questions had been answered.



Results

The results showed that, within the modified Theory of Planned Behavior, attitude, injunctive norms, perceived behavioral control, and moral norms significantly influenced students’ behavioral intentions. However, the effect of the descriptive norm variable on students’ intention to perform sustainable energy management behaviors was not significant. On the other hand, the variables of moral norms and behavioral intention had a positive and significant effect on sustainable energy management behavior. However, the effect of the perceived behavioral control variable on students’ sustainable energy management behavior was not significant.



Discussion

This research was conducted with the aim of investigating the factors affecting students’ sustainable energy management behaviors and testing the modified Theory of Planned Behavior. The results indicate that although cognitive factors (such as attitude) and social factors (especially injunctive norms) play a decisive role in the initial stage and the formation of motivation and behavioral intention, mere awareness or social pressure is insufficient to convert these mental inclinations into practical and sustainable actions. Instead, strengthening moral norms as an internal driver and the individual’s sense of moral responsibility is considered a vital factor in crossing the border from intention to actual behavior. On the other hand, the non-significant effect of perceived behavioral control on final behavior indicates a deep behavioral gap rooted in objective and structural barriers. Therefore, policymakers and educational managers should not rely solely on education and attitude change; rather, they must identify and eliminate executive barriers, provide physical infrastructure, and facilitate practical measures to provide the necessary groundwork to overcome these barriers, thereby bridging the gap between intention and action and ensuring the sustainability of behaviors.