Towards an integrated model for the transference of environmental responsibility
基于巴基斯坦283名师生调查，研究发现教师的环境责任通过情感传染更有效地转移给学生，且教师自身环境关注度越高，转移效果越好。
Abstract This research explores how environmental responsibility transfers to others. Although environmental responsibility is one of the most debated topics in environmental management literature, a framework describing how a teacher's environmental responsibility shapes the student's environmental responsibility is still lacking. Adopting emotional contagion theory as a lens, the paper addresses this issue via the mediation of emotional contagion and the moderation of a teacher's environmental concern. Based on a survey of teachers and students ( N = 283) conducted in Pakistan, our findings provide evidence that a teacher's environmental responsibility can better transfer to students via emotional contagion. Additionally, our data establish that the transference of environmental responsibility from teachers to students via emotional contagion is more effective when the teacher has a high level of environmental concern than when he or she has a low level of environmental concern. Finally, the authors discuss the implications for policy in detail.