Nature of Relationship between Naturalistic Intelligence and Pro-Environmental Behaviour of Adolescent Students: An Empirical Analysis

Global scientific research consistently demonstrates that human behaviour has a different impact on the health of the environment. Climate change, habitat loss and environmental degradation over the years have all been linked to lifestyle choices such as lacking of recycling, overuse of resources. Scientist and psychologists alike have argued that conservation efforts should center on changing human Behaviour. Despite the clear link between human Behaviour and environmental crisis, psychological strategies aimed at promoting pro-environmental Behaviour. Educational psychologists Howard Gardner’s theory of multiple Intelligence (MI) has been used to explain variations in human Behaviour, such as interest in natural phenomenon. Various studies have proposed that high naturalistic intelligence could predict engagement in pro-environmental Behaviour. In this context the present study analyzed the relationship between Naturalistic Intelligence (NI) and engagement in pro-environmental Behaviour (PEB) among the adolescent students of West Bengal. Quantitative survey method and descriptive study has been applied involving 106 students of adolescent age group residing in urban and rural areas of West Bengal. Tools used were standardized scale of Naturalistic Intelligence certified by National Psychological Corporation (ISO 9001:2008) and a tool for assessing Pro-environmental Behaviour was constructed following standardized procedures having four dimensions. Results revealed greater naturalistic intelligence among students of rural school but higher exhibition of pro-environmental Behaviour in students of urban schools. However, this study has not highlighted on the significant relationship between naturalistic intelligence and pro-environmental Behaviour. It suggests the necessity of special provisions and orientation sessions in rural schools for engaging in pro-environmental Behaviour since childhood. The study also suggests incorporation of environmental education as a compulsory subject in curriculum from early ages so that teachers can instill in their students’ environmental sensibilities.