Reducing Electricity Use On Campus The Use of Prompts Feedback and Goal Setting To Decrease Excessive Classroom Lighting

Journal of Organizational Behavior Management
ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: http://www.tandfonline.com/loi/worg20
Reducing Electricity Use on Campus: The Use of

Prompts, Feedback, and Goal Setting to Decrease
Excessive Classroom Lighting
Michael Clayton & Samantha Nesnidol
To cite this article: Michael Clayton & Samantha Nesnidol (2017) Reducing Electricity
Use on Campus: The Use of Prompts, Feedback, and Goal Setting to Decrease Excessive
Classroom Lighting, Journal of Organizational Behavior Management, 37:2, 196-206, DOI:
10.1080/01608061.2017.1325823
To link to this article: http://dx.doi.org/10.1080/01608061.2017.1325823
Published online: 08 Jun 2017.
Submit your article to this journal
Article views: 61
View related articles
View Crossmark data
Full Terms & Conditions of access and use can be found at

http://www.tandfonline.com/action/journalInformation?journalCode=worg20
Download by: [Central Michigan University] Date: 01 October 2017, At: 18:58
JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT
2017, VOL. 37, NO. 2, 196206
https://doi.org/10.1080/01608061.2017.1325823
RESEARCH REPORT
Reducing Electricity Use on Campus: The Use of Prompts,

Feedback, and Goal Setting to Decrease Excessive
Classroom Lighting
Michael Claytona and Samantha Nesnidolb
a
Missouri State University, Springfield, Missouri, USA; bBowling Green State University, Bowling Green,
Ohio, USA
Downloaded by [Central Michigan University] at 18:58 01 October 2017
ABSTRACT KEYWORDS
Energy conservation is an important factor in both sustainabil- electricity conservation; goal
ity programs and operating costs faced by organizations. The setting; performance
current study used visual prompts, performance feedback, and feedback; sustainability
goals setting to reduce unnecessary classroom lighting on a
college campus. A package intervention was applied weekly
over a semester using a multiple baseline design across three
units, with one unit serving as a baseline-only control. Signs
were hung in classrooms and updated weekly. The signs asked
users to conserve energy by turning off the lights when the
room is not in use, and indicated progress toward a goal for
the current room as well as the building overall. The combined
treatment successfully reduced unnecessary classroom lighting
and generated interest in campus sustainability programs.
Energy conservation is an important component in the effort to reduce both

greenhouse gas emissions and organizational operating costs, which organi-
zations must bear. Universities are not immune to these burdens. On a
typical college campus, energy consumption represents the greatest environ-
mental impact associated with campus operations. In fact, only office build-
ings and shopping malls consume more electricity (U.S. Energy Information
Administration, 2003). Site consumption of electricity, which excludes the
cost of generation, transmission, and distribution, was 109 billion kWh for
education buildings in 2003, resulting in an annual expenditure of US$8.1 bil-
lion (U.S. Energy Information Administration, 2003).
Organizations have become increasingly concerned with energy conservation
and other green practices not only to save money, but to increase the satisfaction
of consumers who are increasingly concerned about the environment (Leeming,
Hansen, Alavosius, & Reimer, 2013). Fortunately, the behavioral toolbox con-
tains many empirically-validated interventions, or kernels (Embry & Biglan,
2008), that show reliable ways of changing at least one specific behavior. Embry
CONTACT Michael Clayton mclayton@missouristate.edu Department of Psychology, Missouri State

University, 901 S. National Ave., Springfield, MO 65897.
2017 Taylor & Francis
JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 197
and Biglan (2008) organized the toolbox around four primary behavior analytic
processes: consequent, antecedent, verbal, and biological.
While most green efforts have employed informational/educational cam-
paigns (antecedent processes), previous research has suggested that reducing
operating costs through proenvironmental behavior requires large scale beha-
vior change efforts within communities (Alavosius, Newsome, Houmanfar, &
Biglan, 2016; Houmanfar, Alavosius, Morford, Herbst, & Reimer, 2015).
Therefore, its now time to develop replicable methods for behavior change
in larger communities (Luke & Alavosius, 2012; Newsome & Alavosius, 2011).
Previous efforts toward increasing proenvironmental behavior can be orga-
nized into three broad categories of interventions: antecedent, consequent, or
combined package interventions. Antecedent interventions include commit-
ment, goal setting, information, and modeling. Commitment involves an oral

or written pledge to conserve energy and is usually linked to a goal (Katsev &
Johnson, 1983). Goal setting involves giving participants a goal to reach (e.g.,
5% energy savings) and consequating the attainment of that goal in some way
(McCalley & Midden, 2002). Information is a commonly used procedure in
which the user is given some information about energy conservation to
increase awareness of the problem (Geller, 1981; Luyben, 1980). Modeling
entails providing examples of recommended behavior. For example, Winett,
Leckliter, Chinn, Stahl, and Love (1985) used public access cable television to
model energy-saving behaviors for viewers.
Consequent interventions include feedback, rewards, and response cost.
Feedback involves giving participants information about their energy con-
sumption, something most utility companies now routinely include with the
monthly bill. Feedback can be given to groups or individuals (Staats, van
Leeuwen, & Wit, 2000) through various mediums, including e-mail (Carrico
& Riemer, 2011) and signs (Palmer, Lloyd, & Lloyd, 1977). The frequency of
feedback provision has also ranged from daily (Bekker et al., 2010; Winett,
Neale, & Grier, 1979) to weekly (Vllink & Meertens, 1999), and monthly
(Hayes & Cone, 1981).
Rewards have also been used to increase energy conservation. Bekker et al.
(2010) provided pizza, ice cream, coffee, and movie tickets to students in a
residence hall for reducing energy use (see also Hayes & Cone, 1977).
Response cost has also been effective in increasing energy conservation. Van
Houten, Nau, and Merrigan (1981) found that increasing the amount of time it
took to use the elevator (i.e., delaying door closure) resulted in the greatest
decrease in elevator use, compared to feedback and informational signs.
However, combined treatment packages, which include both antecedent and
consequent interventions to increase proenvironmental behaviors, are typically
more effective than either process alone (Frazer & Leslie, 2014). Several reviews
of this area have concluded that providing performance feedback for conserva-
tion behaviors and setting specific goals for that behavior showed promising
198 M. CLAYTON AND S. NESNIDOL
results for increasing proenvironmental behaviors through behavioral interven-

tions (Abrahamse, Steg, Vlek, & Rothengatter, 2005; Fischer, 2008; Lehman &
Geller, 2004; Vine, Buys, & Morris, 2013). In fact, all reviews concluded that
combining interventions to increase proenvironmental behavior may be more
effective than using them in isolation (Newsome & Alavosius, 2011; Stern, 2000).
An example is provided by Sintov, Dux, Tran, and Orosz (2015) in a study
that used prompts, feedback, incentives, and competition to reduce electricity
use among college students living in a dormitory. Informational prompts
included brochures and meetings emphasizing energy conservation and meth-
ods for saving. Feedback was provided by centrally located kiosks that reported
progress toward predetermined goals and individualized reports distributed to
each resident over e-mail. Individual residents who reduced energy use by the
largest percentage received movie passes ($25 value) and the winning floor was
given a catered party ($300 value). Residents competed both individually
(against other residents) and as a group (against other floors) to reduce energy
use. The intervention resulted in approximately a 6.4% reduction of electricity
use, and residents reported engaging in more proenvironmental behaviors
during the competition (Sintov et al., 2015). A study by Schultz, Kohn, and
Musto (2016), in contrast, used essentially the same basic processes in sorority
houses over two years, but achieved only moderate reductions. Experimental
control, however, was somewhat unclear with weather patterns seemingly more
influential than the combined treatment.
With these recent efforts in mind, the current study attempted to decrease
excessive classroom lighting with visual prompts, performance feedback, and
goal setting, using a multiple baseline design. Signs placed in classrooms
asked participants to save energy by turning off the lights when the room
was not in use. The signs also provided visual feedback of the current rooms
performance compared to the building average over the preceding week and
implied a goal of performing better than the building average. In this way, we
planned to balance antecedent processes (informational/educational
prompts) with consequent processes (feedback, goal setting) into a combined
package treatment that would make building occupants more aware of
energy conservation and proenvironmental behavior.
Method
Setting/participants
A six-floor building on a medium-sized (12k) college campus in the
Northeast served as the setting for this intervention. The building included
both classrooms and faculty offices on all floors. There were 17 classrooms in
the building spread across six floors. Classrooms were in near constant use
from 8:00 a.m. until approximately 4:00 p.m., Monday through Friday. The
last person to leave the classroom was the intended target of the intervention.
This was normally the instructor, but may also have been a student.
Dependent variable
Data were collected on the number of unoccupied classrooms with ceiling
lights turned off, once per day, Monday through Friday. In all classrooms,
one switch controlled all ceiling lights such that lights were either on or off.
Data collection and interobserver agreement

Data collection occurred each weekday beginning at 4:00 p.m. and lasted for
approximately 20 minutes. Data collection began on the top floor (5th) and
concluded in the basement. No classes took place between 4:00 and 5:10 p.m.,
as mandated by union contract, and scheduled classes after 5:10 p.m. rarely
occurred in this building. Janitorial staff commenced cleaning at approxi-
mately 10:00 p.m. and were expected to turn off remaining lights before
leaving.
A second observer independently recorded the number of unoccupied
classrooms with lights on during 40% of all observations during baseline
and treatment. Degree of interobserver agreement was calculated by dividing
the total number of agreements by the number of agreements plus disagree-
ments and converting the result to a percentage. Mean agreement across
baseline and treatment was 97% (range: 94100%).
Design
A multiple baseline design was used to evaluate the treatment, which was intro-
duced in a staggered fashion across grouped floors. The decision to use a multiple
baseline, as opposed to a reversal design, was influenced by the limited amount of
time available in a semester. The floors were grouped into units in order to balance
the number of classrooms, which varied by floor. Unit One consisted of the
basement and first floor and included four classrooms. The second floor (Unit
Two) included four classrooms and served as a baseline-only control condition.
The third floor (Unit Three) included six classrooms. Finally, the fourth and fifth
floors were combined (Unit Four) and consisted of three classrooms.
Baseline (A)
During baseline, data were collected on all six floors of the building and no
feature of the treatment was present.
Treatment (B)
During treatment, a visual prompt was placed in each classroom and
updated weekly (Monday mornings). While more frequent feedback is
preferable, the environmental cost of daily color printing was deemed
too high and was at odds with the overall goal of the study. The sign
was 11'' wide and 8.5'' high and was hung 60'' from the floor adjacent to
the light switch, usually to the right of the only door exiting the classroom.
The sign was printed in color and included two images of the school
mascot (Pete), as well as text (see Figure 1). Pete was a cartoon penguin
(5'' tall) and included black, yellow, and red components. The Pete on the
left conveyed the percentage of time the lights were turned off when the
current room was not in use, over the previous week. Pete was printed in
such a way as to mimic a thermometer. That is, if the lights had been off
80% during the previous week, then the bottom 80% of Pete was filled in
and the upper 20% showed only the outline of the penguin. In this way,
participants could quickly see how often lights had been left on the
previous week. The Pete on the right was identical to the one on the
left, except it depicted the building average for unoccupied classroom
lighting over the previous week. This allowed for a direct comparison
between the classroom and the building average.
Figure 1. Example of the signs posted at the exit of each classroom during the intervention. The
penguin on the left represented weekly data from that specific classroom, and the penguin on
the right was the building average for that week.
In addition to the two cartoon penguins, the sign also included text. The
main text on the prompt (Help Us Complete PeteTurn Off the Lights!)
was printed in black 24-point font. Directly underneath, in 14-point font was,
The Percentage of Time Lights Were Off When Room Was Not in Use.
Underneath this text were the dates of the previous week (e.g., April 7th
April 11th). The exact percentage was printed (16-point font) immediately to
the right of both penguins to improve clarity.
Results and discussion

The data suggest that the treatment was effective in reducing the number of
lights left on in unoccupied classrooms. During baseline, the overall mean
percentage of rooms with lights off was 65%. During treatment, the overall
mean percentage of rooms with lights off was 82%. Figure 2 shows the
percentage of rooms with lights off during baseline (no sign) and interven-
tion (sign) across the four units. Means are represented by horizontal dotted
lines and show an increase in the mean percentage of lights off during each
phase change. Perhaps more importantly, the stability of the data increased at
the same time for all units receiving the treatment. The standard deviations
are included for each baseline and treatment phase in Figure 2. The inclusion
of a control floor (Unit Two) provides additional confidence in the design.
The mean percentage of rooms on Unit Two with lights off was 63% over the
course of the study.
As previously discussed, the use of prompts, feedback, and goal setting to
change behavior is not new, and their combined use in a package treatment
has been previously shown to be effective. It is the way in which these three
components were incorporated into a single antecedent stimulus that is
unique and warrants discussion. First, the signs served as a visual prompt
that requested users turn off the lights. On its own, this would be unconse-
quated and possibly a weaker treatment. Second, the sign utilized the school
mascot to indicate the prior weeks performance, and present a comparison
between the classroom and building average. The use of the mascot also
implied two goals for users to work toward: achieving a fully colored image
of Pete and beating the building average. That is, the performance of the
current room as compared to the building average may have served to
prompt competitive behavior among the larger group.
One aspect of the methodology that detracted somewhat from the sustain-
ability goal was that the colored signs had to be printed out each week and
placed in all of the classrooms. Operating the color printer and using recycled
paper still exacted an environmental toll. A second weakness relates to the
package treatment nature of the intervention. This type of treatment can be
very effective, but it precludes a component analysis. Its possible that some
components were more effective than others, and conversely, the effect may
100
% of Rooms w/ Lights Off

80
60
40
= 1.13 = .59
20
Unit Three
0
0 10 20 30 40 50
100
80
60
40
20 = .95 = .58
Unit Four
0
0 10 20 30 40 50
100
80
60
40
= .93 = .70
20
Unit One
0
0 10 20 30 40 50
100
80
60
40
= .79
20
Unit Two
0
0 10 20 30 40 50
Successive Days
Figure 2. The percentage of classrooms in each unit with the lights turned off at the end of the
day. Unit Two was a control. The standard deviation (s) is given for both BL and Tx phases for
Units 1, 3, and 4. The dotted horizontal lines represent the means for that data.
have required their combined use. Further research is needed to compare the
effectiveness of these component parts with the combined package. Third,
the choice of a multiple baseline design was influenced by the limited amount
of time in a semester, but may not have been the best design choice. With
adequate time a reversal, even within a multiple baseline, would have
increased experimental control. Additionally, evidence of generalization/
maintenance of the treatment effects would have been valuable, but the
data were not available. The building was closed at the end of our study to
undergo significant renovations. Lastly, its not possible to determine
whether the signs actually generated goal-directed behavior. We simply
postulate that they may have done so.
Future research might include the use of an antecedent commitment in the
form of a brief memo to faculty describing the problem and promising to turn
off the lights when the room is not in use. This memo could be signed and
returned to the researchers as a promise of future behavior (Geller & Lehman,
1991). Promise cards have been distributed to college students at a large uni-
versity (Geller, Kalsher, Rudd, & Lehman, 1989) and military personnel at the
largest U.S. naval base (Kalsher, Geller, Clarke, & Lehman, 1989), and in both
cases a significant number of promise-card signers increased their use of safety
belts following their commitment behavior. Another possibility is to take
advantage of improvements in technology as a comparatively cost-effective
response. The university had previously installed motion-sensing light controls,
but they were removed after faculty and students found them to be distracting. If
the instructor remained in one location for an extended period, the lights would
shut off. This differential reinforcement resulted in a lecturer that periodically
waved their arms during class, in order to avoid having the lights shut off while
class was in session.
A recent study by Pandey, Diller, and Miller (2016) utilized technology as
an intervention tool. Building occupants were prompted and given feedback
using the university e-mail system. Although the findings were somewhat
underwhelming, the convenience of e-mail obviated the need for printed
signs or other materials to be generated. The authors also incorporated the
increasingly popular energy dashboard system available on some campuses.
This system breaks down energy use by building and provides more detail
than previously available.
In sum, the current study used a low-cost treatment package consisting of
prompts, feedback, and goal setting to reduce unnecessary lighting in a uni-
versity building. The biggest offenders were units One, Two, and Three, and
they experienced the largest decrease (except Unit Two, which served as a
control) in unnecessary lighting. That this was accomplished without a con-
tingent reinforcer for completing Pete is notable. Most recent studies using
feedback to reduce energy use on college campuses have included some form
of incentive of monetary value (e.g., Bekker et al., 2010; Petersen, Shunturov,

Janda, Platt, & Weinberger, 2007; Schultz et al., 2016; Sintov et al., 2015).
In regard to specific aspects of the treatment, the mascot penguins as
thermometers garnered the most attention and prompted the majority of
inquiries from staff and students. At least anecdotally, the use of multi-
component prompts with cute school mascots seemed to increase attending
behavior. In this way, we may have inadvertently incorporated another of
Embry and Biglans processes, changing verbal behavior. As suggested by
both Pandey et al. (2016) and Newsome and Alavosius (2011), socially
acceptable methods must include not only effective antecedent/consequent
processes, but attention to attitudes and social influence. Changing verbal
practices within an organization is likely a prerequisite for social influence
and cultural change. If our method reduced unnecessary lighting and, more
importantly, got people talking about sustainability, then it was a worthwhile
endeavor that was accomplished in a socially valid manner.
References
Abrahamse, W., Steg, L., Vlek, C., & Rothengatter, T. (2005). A review of intervention studies
aimed at household energy conservation. Journal of Environmental Psychology, 25(3),
273291. doi:10.1016/j.jenvp.2005.08.002
Alavosius, M. P., Newsome, W. D., Houmanfar, R., & Biglan, A. (2016). A functional
contextualist analysis of the behavior and organizational practices relevant to climate
change. In R. Zettle, S. C. Hayes, D. Barnes-Holmes, & A. Biglan (Eds.), Handbook of
contextual behavior science (pp. 513530). Hoboken, NJ: Wiley-Blackwell.
Bekker, M. J., Cumming, T. D., Osborne, N. P., Bruining, A. M., McClean, J. I., & Leland, L. J.
(2010). Encouraging electricity savings in a university residential hall through a combina-
tion of feedback, visual prompts, and incentives. Journal of Applied Behavior Analysis, 43
(2), 327331.
Carrico, A. R., & Riemer, M. (2011). Motivating energy conservation in the workplace: An
evaluation of the use of group-level feedback and peer education. Journal of Environmental
Psychology, 31(1), 113. doi:10.1016/j.jenvp.2010.11.004
Embry, D. D., & Biglan, A. (2008). Evidence-based kernals: Fundamental units of behavioral
influence. Clinical Child and Family Psychology Review, 11(3), 75113. doi:10.1007/s10567-
008-0036-x
Fischer, C. (2008). Feedback on household electricity consumption: A tool for saving energy?
Energy Effiiency, 1, 79104. doi:10.1007/s12053-008-9009-7
Frazer, P., & Leslie, J. (2014). Feedback and goal-setting interventions to reduce electricity use
in the real world. Behavior and Social Issues, 23, 2034. doi:10.5210/bsi.v.23i0.4324
Geller, E. S. (1981). Evaluating energy conservation programs: Is verbal report enough?
Journal of Consumer Research, 8, 331335. doi:10.1086/208872
Geller, E. S., Kalsher, M. S., Rudd, J. R., & Lehman, G. R. (1989). Prompting safety belt use on
a university campus: An integration of commitment and incentive strategies. Journal of
Applied Social Psychology, 19, 319. doi:10.1111/j.1559-1816.1989.tb01217.x
Geller, E. S., & Lehman, G. R. (1991). The buckle-up promise card: A versatile intervention
for large-scale behavior change. Journal of Applied Behavior Analysis, 24(1), 9194.
doi:10.1901/jaba.1991.24-91
Hayes, S. C., & Cone, J. D. (1977). Reducing residential electrical energy use: Payments, information,
and feedback. Journal of Applied Behavior Analysis, 10, 425435. doi:10.1901/jaba.1977.10-425
Hayes, S. C., & Cone, J. D. (1981). Reduction of residential consumption of electricity
through simple monthly feedback. Journal of Applied Behavior Analysis, 14(1), 8188.
doi:10.1901/jaba.1981.14-81
Houmanfar, R., Alavosius, M. P., Morford, Z. H., Herbst, S. A., & Reimer, D. (2015).
Functions of organizational leaders in cultural change: Financial and social well-being.
Journal of Organizational Behavior Management, 35, 427.
Kalsher, M. S., Geller, E. S., Clarke, S. W., & Lehman, G. R. (1989). Prompting safety belt use
on navel bases: A comparison of incentive and disincentive programs. Journal of Safety
Research, 20, 103113. doi:10.1016/0022-4375(89)90056-X
Katsev, R., & Johnson, T. (1983). A social-psychological analysis of residential electricity
consumption: The impact of minimal justification techniques. Journal of Economic
Psychology, 3(34), 267284. doi:10.1016/0167-4870(83)90006-5
Leeming, E., Hansen, D., Alavosius, M., & Reimer, D. (2013). Sustainability in the field: Lake
Tahoe hospitality and environmental protection. Behavior and Social Issues, 22, 2139.
doi:10.5210/bsi.v.22i0.4116
Lehman, P. K., & Geller, E. S. (2004). Behavioral analysis and environmental protection:
Accomplishments and potential for more. Behavior and Social Issues, 13(1), 1332.
Luke, M. M., & Alavosius, M. (2012). Impacting community sustainability through behavior
change: A research framework. Behavior and Social Issues, 21, 5479. doi:10.5210/bsi.v21i0.3938
Luyben, P. D. (1980). Effects of informational prompts on energy conservation in college
classrooms. Journal of Applied Behavior Analysis, 13(4), 611617. doi:10.1901/jaba.1980.13-611
McCalley, L. T., & Midden, C. (2002). Energy conservation through product-integrated
feedback: The roles of goal-setting and social orientation. Journal of Economic
Psychology, 23(5), 589603.
Newsome, W. D., & Alavosius, M. P. (2011). Toward the prediction and influence of
environmentally relevant behavior: Seeking practical utility in research. Behavior and
Social Issues, 20, 4471. doi:10.5210/bsi.v20i0.3234
Palmer, M. H., Lloyd, M. E., & Lloyd, K. E. (1977). An experimental analysis of electricity
conservation procedures. Journal of Applied Behavior Analysis, 10(4), 665671.
doi:10.1901/jaba.1977.10-665
Pandey, N., Diller, J. W., & Miller, L. S. (2016). E-mailed prompts and feedback messages to
reduce energy consumption: Testing mechanisms for behavior change by employees at a
green university. Journal of Organizational Behavior Management, 36(4), 332345.
doi:10.1080/01608061.2016.1201034
Petersen, J. E., Shunturov, V., Janda, K., Platt, G., & Weinberger, K. (2007). Dormitory
residents reduce electricity consumption when exposed to real-time visual feedback and
incentives. International Journal of Sustainability in Higher Education, 8, 1633.
Schultz, N. R., Kohn, C. S., & Musto, A. (2016). Examination of a multi-element intervention
on college students electricity consumption in on-campus housing. Behaviral
Interventions, 31(4). doi:10.1002/bin.1463
Sintov, N., Dux, E., Tran, A., & Orosz, M. (2015). What goes on behind closed doors? How
college dormitory residents change to save energy during a competition-based energy
reduction intervention. International Journal of Sustainability in Higher Education, 17(4),
451470. doi:10.1108/IJSHE-02-2015-0027
Staats, H., van Leeuwen, E., & Wit, A. (2000). A longitudinal study of informational inter-
ventions to save energy in an office building. Journal of Applied Behavior Analysis, 33(1),
101104. doi:10.1901/jaba.2000.33-101
Stern, P. C. (2000). Psychology, sustainability, and the science of human environment

interactions. American Psychologist, 55, 523530. doi:10.1037/0003-066X.55.5.523
U.S. Energy Information Administration, Office of Energy Markets and End Use. (2003).
2003 commercial buildings energy consumption survey. Retrieved April 13, 2015, from
http://www.eia.gov/consumption/commercial/data/2003/index.cfm?view=consumption
Van Houten, R., Nau, P. A., & Merrigan, M. (1981). Reducing elevator energy use: A
comparison of posted feedback and reduced elevator convenience. Journal of Applied
Behavior Analysis, 14(4), 377387. doi:10.1901/jaba.1981.14-377
Vine, D., Buys, L., & Morris, P. (2013). The effectiveness of energy feedback for conservation
and peak demand: A literature review. Open Journal of Energy Efficiency, 2(715).
doi:10.4236/ojee.2013.21002
Vllink, T., & Meertens, R. M. (1999). De effectiviteit van elektronische feedback over het
energie- en waterverbruik door middel van teletekst bij huishoudens. (The effectiveness of
electronic feedback on household energy use and water use by means of text TV). In R. M.
Meertens, R. Vermunt, J. B. F. De Wit, & J. F. Ybema (Eds.), Sociale psychologie en haar

toepassingen (pp. 7991). Delft: Eburon, ASPO.
Winett, R. A., Leckliter, I. N., Chinn, D. E., Stahl, B., & Love, S. Q. (1985). Effects of television
modeling on residential energy conservation. Journal of Applied Behavior Analysis, 18(1),
3344. doi:10.1901/jaba.1985.18-33
Winett, R. A., Neale, M. S., & Grier, H. C. (1979). Effects of self-monitoring and feedback on
residential electricity consumption. Journal of Applied Behavior Analysis, 12(2), 173184.
doi:10.1901/jaba.1979.12-173

Reducing Electricity Use On Campus The Use of Prompts Feedback and Goal Setting To Decrease Excessive Classroom Lighting

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Reducing Electricity Use On Campus The Use of Prompts Feedback and Goal Setting To Decrease Excessive Classroom Lighting

Încărcat de

Drepturi de autor:

Formate disponibile

Journal of Organizational Behavior Management

ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: http://www.tandfonline.com/loi/worg20

Reducing Electricity Use on Campus: The Use of

Michael Clayton & Samantha Nesnidol

To link to this article: http://dx.doi.org/10.1080/01608061.2017.1325823

Published online: 08 Jun 2017.

Submit your article to this journal

View related articles

View Crossmark data

Full Terms & Conditions of access and use can be found at

Reducing Electricity Use on Campus: The Use of Prompts,

Energy conservation is an important component in the effort to reduce both

CONTACT Michael Clayton mclayton@missouristate.edu Department of Psychology, Missouri State

ment, goal setting, information, and modeling. Commitment involves an oral

results for increasing proenvironmental behaviors through behavioral interven-

Data collection and interobserver agreement

Results and discussion

% of Rooms w/ Lights Off

% of Rooms w/ Lights Off

of incentive of monetary value (e.g., Bekker et al., 2010; Petersen, Shunturov,

Stern, P. C. (2000). Psychology, sustainability, and the science of human environment

Meertens, R. Vermunt, J. B. F. De Wit, & J. F. Ybema (Eds.), Sociale psychologie en haar

S-ar putea să vă placă și