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The study examined the associations of environmental knowledge and environmental attitude towards pro-environmental behavior among 375 respondents of 9th and 10th grade of public and private secondary schools of Pakistan through mixed method approach. An adapted tool called ‘CATES’ originally developed by (Malkus and Musser 1993) was used to collect the quantitative part of data. Overall reliability for the present ‘study tool’ was found to be 0.791 in our Pakistani context. Association and dissociation were determined among male and female, rural and urban, and public and private students. The study found a positive association among environmental knowledge, attitude and behavior. It was found through the Independent Samples t-test that there were significant differences between environmental knowledge and income of the parents of the respondents. The significant difference was also found between the environmental attitude and the age groups 12-13 and 14-15 years. The students of younger age group of 9th grade (12-13 years) revealed comparatively better than their older counterparts i.e. 10th grade (14-15 year) students. One way analysis of variance (ANOVA) found significant differences in environmental knowledge with education and income of parents, similarly the significant difference was also found in environmental attitude and education of parents. However the study found no significant differences among environmental knowledge, attitude, and behavior towards the groups of male and female, public and private, rural and urban AN ENVIRONMENTAL STUDY ON KNOWLEDGE, ATTITUDE AND BEHAVIOR 2 respondents of the study. Pearson Correlation analysis showed a moderate r(375) = .424**, p < .001 positive relationship between environmental attitude and environmental behavior, significant but moderate positive r(375) = .313**, p < .001 between environmental knowledge and attitude, and significant but weak positive r(375) = .233**, p < .001 between environmental knowledge and environmental behavior scores of the secondary school students of 9th and 10th grade respectively. Thus the findings of the correlation analysis supported that the environmental knowledge was a weaker predictor of the environmental attitude as well as of environmental behavior, while the environmental attitude was the moderate predictor of the environmental behavior. The results of regression revealed that there was a positive impact of environmental knowledge and environmental attitude on the environmental behavior of the secondary school students of 9th and 10th grade level. Finally new directions for future research in environmental knowledge and their impacts are recommended.
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