<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802021000100064</article-id>
<article-id pub-id-type="doi">10.21615/cesp.14.1.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comportamiento proambiental y conocimiento ambiental en universitarios: ¿el área de conocimiento hace la diferencia?]]></article-title>
<article-title xml:lang="en"><![CDATA[Pro-environmental Behavior and Environmental Knowledge of Undergraduate Students: ¿Does the Knowledge Field Make the Difference?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saza-Quintero]]></surname>
<given-names><![CDATA[Alex-Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sierra-Barón]]></surname>
<given-names><![CDATA[Willian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Acosta]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundación Universitaria Sanitas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>64</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802021000100064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802021000100064&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802021000100064&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los avances científicos, tecnológicos y los modelos de desarrollo social y económico actuales ponen de manifiesto la influencia negativa del ser humano sobre el medio ambiente. La educación universitaria resulta indispensable para la difusión de conocimientos y promoción de comportamientos más solidarios y menos perjudiciales con el medio ambiente. La presente investigación tuvo como objetivo determinar la relación del conocimiento ambiental (CA) y el comportamiento proambiental (CPA) de estudiantes universitarios y su manifestación según las áreas de conocimiento, en una institución de educación superior en Colombia. Se realizó un estudio comparativo con diseño transversal, utilizando un muestreo dirigido, conformado por 991 estudiantes de diferentes carreras universitarias. Se aplicó el Índice de Comportamiento Proambiental (ICP) que evalúa creencias, normas subjetivas e intención de comportamiento proambiental y la Escala Diagnóstica de Conocimiento Ambiental para Latinoamérica (ECLA) que evalúa conocimiento del sistema, de las acciones, de la efectividad, y de problemas ambientales. Se evidenciaron asociaciones positivas y significativas entre el CA y las escalas del ICP; y se encontraron diferencias significativas según las diferentes áreas de conocimiento (p&lt; .05). Los estudiantes de Ciencias Sociales y Humanas presentaron mayores puntajes en CA y CPA respecto a los de otras áreas. Se concluye que los estudiantes poseen creencias, actitudes y acciones positivas hacia el medioambiente, no obstante, su nivel de CA es bajo. Las universidades cuentan con el reto de promover una formación que impacte en el bienestar humano-ambiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Scientific and technological advances and current models of social and economic development highlight the negative influence of human beings on the environment. Higher education is essential for knowledge dissemination and the promotion of behaviors that are more supportive and less harmful to the environment. This research aimed to determine the relationship between environmental knowledge (CA) and pro-environmental behavior (CPA) of undergraduate students and their manifestation according to the areas of knowledge in a higher education institution in Colombia. A comparative study under a cross-sectional design was carried out, using a directed sampling, made up of 991 students from different undergraduate programs. The Pro-Environmental Behavior Index (ICP) was administered, which evaluates beliefs, subjective norms and intention of pro-environmental behavior, and the Diagnostic Environmental Knowledge Scale for Latin America (ECLA), which assesses knowledge of the system, actions, effectiveness, and environmental issues. Positive and significant associations were evidenced between the AC and the ICP scales; and significant differences were found according to the different areas of knowledge (p&lt; .05). The students of Social and Human Sciences showed higher scores in CA and CPA compared to those of other areas. It is concluded that students have positive beliefs, attitudes, and actions towards the environment, however, their AC level is low. Universities have the challenge of promoting training that impacts human-environment well-being.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comportamiento Proambiental]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Actitudes Ambientales]]></kwd>
<kwd lng="es"><![CDATA[Conductas Ambientales]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Sostenible]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="en"><![CDATA[Pro-environmental Behavior]]></kwd>
<kwd lng="en"><![CDATA[Environmental Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Environmental Attitudes]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Sustainable Development]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
</kwd-group>
</article-meta>
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