Abstract
Why do consumers who profess to be concerned about the environment choose not to buy greener products more regularly or even at all? This study explores how consumers’ perceptions towards green products, consumers and consumption practices (termed green perceptions) contribute to our understanding of the discrepancy between green attitudes and behaviour. This study identified several barriers to ethical consumption behaviour within a green consumption context. Three key themes emerged from the study, ‘it is too hard to be green’, ‘green stigma’ and ‘green reservations’. There is currently a perception, based on a number of factors, that it is too hard to be green, which creates a barrier to purchasing green products. Furthermore, some consumers were reluctant or resistant to participate in green consumption practices due to their unfavourable perceptions of green consumers and green messages. This article suggests that green perceptions may influence consumers’ intention to purchase green products. Accordingly, it discusses the implications, and suggests avenues for future research.
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Appendices
Appendix 1
Focus Group Participants
Code | Gender | Age | Occupation |
---|---|---|---|
Focus group one | |||
FG1F1 | F | 23–30 | Homemaker |
FG1F2 | F | 30–34 | Engineer |
FG1F3 | F | 40–54 | Public policy analyst |
FG1F4 | F | 40–54 | Artist |
FG1F5 | F | 40–54 | Medical anthropologist |
FG1F6 | F | 40–54 | Self-employed |
FG1F7 | F | 40–54 | Housewife |
FG1M | M | 40–49 | Trade union organiser |
Focus group two | |||
FG2F1 | F | 40–54 | Early childhood relief teacher |
FG2F2 | F | 45–49 | Homemaker |
FG2F3 | F | 65+ | Retired scientist |
FG2F4 | F | 70+ | Retired |
FG2F5 | F | 70+ | Retired |
FG2M1 | M | 55–59 | House painter |
FG2M2 | M | 55–64 | IT |
Focus group three | |||
FG3F1 | F | 23–29 | Policy analyst |
FG3F2 | F | 30–39 | Accountant |
FG3F3 | F | 55–64 | Unemployed—previously vet nurse |
FG3F4 | F | 55–59 | Administrator |
FG3F5 | F | 65+ | Retired librarian |
FG3F6 | F | 70+ | Retired teacher |
FG3M | M | 40–49 | Homemaker (previously engineer) |
Focus group four | |||
FG4F1 | F | 40–49 | Receptionist |
FG4F2 | F | 40–54 | Office support |
FG4F3 | F | 50–54 | Auditor |
FG4F4 | F | 55–59 | Nurse |
FG4F5 | F | 55–59 | Contract teacher |
FG4F6 | F | 55–59 | Homemaker |
FG4F7 | F | 65–69 | Retired insurance analyst |
Focus group five | |||
FG5F1 | F | 30–39 | Homemaker |
FG5F2 | F | 40–49 | Research MAF |
FG5F3 | F | 40–49 | Unemployed—previously admin |
FG5F4 | F | 40–49 | Tour guide |
FG5F5 | F | 60–64 | Receptionist |
FG5F6 | F | 60–64 | Administrator |
FG5F7 | F | 65+ | Retired administrator |
Focus group six | |||
FG6F1 | F | 23–29 | Finance |
FG6F2 | F | 23–29 | Policy analyst |
FG6F3 | F | 31–40 | Procurement specialist |
FG6F4 | F | 40–49 | Policy advisor |
FG6F5 | F | 50–59 | Communications advisor |
FG6F6 | F | 60–64 | Tutor |
FG6F7 | F | 70+ | Retired researcher |
FG6M | M | 23–29 | Postgraduate student |
Focus group seven | |||
FG7F1 | F | 20–23 | Undergraduate student |
FG7F2 | F | 20–23 | Undergraduate student |
FG7F3 | F | 20–23 | Postgraduate student |
FG7F4 | F | 20–23 | Undergraduate student |
FG7F5 | F | 20–23 | Undergraduate student |
FG7M1 | M | 20–23 | Undergraduate student |
FG7M2 | M | 20–23 | Postgraduate student |
Appendix 2
Moderator’s Guide: Broad Outline and Structure
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1.
Introduction
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2.
Warm-up/ice-breaker exercises
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Define household products
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Exercise #1
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Which of these products do you usually purchase?
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Provide samples of environmentally friendly (EF) and conventional (non-EF) laundry detergent and stacks of cards with brand names.
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3.
Discussion part one: What encourages or discourages consumers from purchasing environmentally friendly household products?
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Why do you purchase these brands (Exercise #1)?
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Probe: experiences, perceptions.
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Why do you think other people use/do not use these products?
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What would encourage you/other people to buy environmentally friendly household products?
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4.
Discussion part two: What are consumers’ perceptions of being green? What are consumers’ perceptions of the terms “green”/environmentally friendly?
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Exercise #2
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Hand out some samples of soaps (EF and non-EF) and answer sheets.
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If this brand was a person, what type of person would he/she be?
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What type of characteristics would they have?
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Probe: What makes you think this?
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Focus on EF products:
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Explore current perceptions, and why. What are their experiences?
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Explore how EF products are currently promoted/packaged?
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What does being “environmentally friendly” mean?
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Does it mean the same thing as “green”?
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Being environmentally friendly/green.
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How easy/difficult?
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What makes it easy/difficult?
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Probe: perceptions—how are these being shaped? Past experience?
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Green consumers: [draw person on whiteboard]…
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Describe characteristics, traits, consumption behaviour.
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What would encourage people to become more environmentally friendly?
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5.
Discussion part three: What are the perceptions of product packaging?
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Exercise #3
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Pass around the table a variety of household dishwashing detergents.
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On answer sheets: Write some key factors along each product.
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Which ones do you consider to be environmentally friendly?
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What factors helped you to decide this?
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Why do you think these are more/less environmentally friendly?
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Probes: Terminology, packaging, familiarity.
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What are your impressions of these products?
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Probe: easy to understand, performance perceptions.
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What factors make household products environmentally friendly?
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Probe level of greenness.
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6.
Debriefing & closing
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Johnstone, ML., Tan, L.P. Exploring the Gap Between Consumers’ Green Rhetoric and Purchasing Behaviour. J Bus Ethics 132, 311–328 (2015). https://doi.org/10.1007/s10551-014-2316-3
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DOI: https://doi.org/10.1007/s10551-014-2316-3