Interactive effects of social norms and information framing on consumers' willingness of food waste reduction behavior

被引:31
作者
Zheng, Han [1 ]
Chen, Kai [1 ]
Ma, Zhuoyuan [1 ]
机构
[1] Beijing Forestry Univ, Sch Econ & Management, 35 Qinghua East Rd, Beijing, Peoples R China
关键词
Social norms; Information framing; Portion control inspiration; Dining scenarios; Consumer food waste; Nudge strategy; RECONSTRUCTIVE POWER; MANAGEMENT; INTERVENTIONS; METAANALYSIS; RESTAURANTS; PSYCHOLOGY; ATTITUDES; SALIENCE; BARRIERS; DRINKING;
D O I
10.1016/j.jretconser.2023.103525
中图分类号
F [经济];
学科分类号
02 ;
摘要
Nudge theory is the underpinning theory of this paper, which is used to propose the information nudge strategy for reducing food waste on the consumption stage. To achieve desired outcomes, a 2 (Social Norms: Descriptive norms vs. Injunctive norms) x 2 (Information framing: Positive framing vs. Negative framing) x 2 (Dining Scenarios: Business banquets vs. Friends and family gatherings) between-subjects experimental design was employed, based on the framing effect and the focus theory of normative conduct. Specifically, building upon prior work in behavioral economics, this paper explores the 'match-up 'effects between social norms and information framing on consumers' willingness to reduce food waste, considering the mediating role of portion control inspiration and the moderating role of dining scenarios. Results suggest that negative-framed messages are more effective combined with injunctive norms, while positive-framed messages work better combined with descriptive norms. Noticeably, the negative-descriptive norms have the backfire effect, that is, exacerbating individuals' food waste. The dining scenarios(business banquets vs. family/friends gatherings)influence these effects. Overall, this work contributes to the literature on nudge theory and the focus theory of normative conduct by investigating how information nudge strategies can be used to promote rational meal ordering and food waste reduction at social and enterprise levels.
引用
收藏
页数:12
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