This study explores communication strategies designed to encourage college students to engage in environmental volunteer programs. By examining the interaction effects between message content (self-benefits vs environmental benefits) and message frames (cognitive vs affective), this study aims to uncover the psychological processes that drive students’ willingness to volunteer for environmental causes.
This study uses four laboratory experiments. Study 1 investigates the interaction between message frames and content. Study 2 explores the mediating role of perceived benefits, while Study 3 further examines this relationship by manipulating perceived benefits. Study 4 investigates the moderating effect of role identity on volunteering willingness.
The findings indicate that message content and frames interact to significantly influence students’ willingness to volunteer for environmental programs. Benefit-oriented messages, particularly those emphasizing personal benefits, work best when paired with affective frames. Perceived benefits mediate the relationship between message frames and volunteering willingness, while role identity moderates the effectiveness of the messages. The results suggest that tailoring messages to college students’ unique characteristics can enhance participation in environmental volunteer programs.
This study offers practical insights for universities, environmental organizations and nonprofit organizations aiming to engage college students in volunteerism. By focusing on personalized communication strategies, such as aligning message content with appropriate frames, institutions can more effectively encourage students to participate in environmental programs. The findings highlight the importance of addressing students’ perceptions of personal benefits and aligning messages with their role identity to increase engagement.
This study contributes to the literature by focusing on the underexplored area of environmental volunteerism among college students. It advances understanding of how tailored communication strategies, considering both message content and frames, can motivate students to engage in pro-environmental behaviors. In addition, this research identifies the mediating and moderating roles of perceived benefits and role identity, providing new insights into the psychological processes that drive volunteering willingness.
