Measures of sustainable behavior (SB) usually include the self-report of activities aimed at the conservation of the natural environment. The sustainability notion explicitly incorporates both the satisfaction of human needs and the need of conserving the natural environment. Yet, the assessment of sustainable behaviors rarely considers the protection of the social environment as situation to investigate. In this paper, we propose the use of an instrument assessing SB, which includes the report of pro-ecological and frugal actions in addition to altruistic and equitable behaviors. The responses provided by 807 Mexican undergraduates to a questionnaire investigating those four instances of SB were processed within a structural equation model. Emotional (indignation due to environmental destruction, affinity towards diversity, happiness) and rational (intention to act) factors assumedly linked to sustainable behavior were also investigated. Significant interrelations among pro-ecological, frugal, altruistic and equitable behaviors resulted, suggesting the presence of a higher-order-factor that we identified as SB. This factor, in turn, significantly correlated with the rest of the investigated pro-environmental factors.

The role that higher education plays in the promotion of sustainable development outstands in the declarations on Education for Sustainable Development (ESD), besides being a research priority in higher education. However, few studies exist that evaluate sustainable lifestyles among university students. The aim of this study was to analyze the mission and vision, processes and actions undertaken to promote sustainability in higher education institutions, and to compare the pro-sustainability orientation (PSO) reported by 360 students coursing first or last semesters at college. The study was intended to evaluate the influence that four higher education institutions in Sonora, Mexico, have on students’ PSO. Results of the study indicate that a coherent PSO factor emerges from the interrelations among pro-environmental dispositional and behavioral variables reported by students. However, university programs and actions do not produce statistically significant differences between freshmen and senior students. Possible reasons explaining the lack of positive influence of those universities on students’ PSO are discussed.

This study applies the “psychometric paradigm” of risk perception to the heavy mineral spill in the Sonora River (Mexico). A total of 241 inhabitants of the polluted area with a mean age of 46.3 years participated in the study, completing an interview questionnaire at the onset of the disaster. The results allow us to establish a profile of the 18 characteristics comprising the model and a multiple regression analysis shows that some characteristics of the dimensions of dread risk and unknown risk explain a percentage of the magnitude of the perceived risk. In addition, the behaviors recommended by the authorities were classified by the participants according to their estimated usefulness. Significant differences were observed. Avoiding contact with the water was considered the most effective, followed by recommendations on the use of the water, with actions related to the environment and how to avoid pollution being considered the least effective. In sum, the strategy deployed allows us to observe how the victims perceive the disaster and organize the behaviors proposed by the authorities.