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¹ Biology Education, Universitas Negeri Malang, Malang, East Java, Indonesia
² Biology Education, Universitas Cordova, West Sumbawa Regency, West Nusa Tenggara, Indonesia

Tilal Afian
Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Resources, Software, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing

Ibrohim Ibrohim
Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Resources, Supervision, Validation, Writing – Original Draft Preparation

Fatchur Rohman
Roles: Conceptualization, Data Curation, Formal Analysis, Resources, Supervision, Validation, Writing – Original Draft Preparation

This study employs a quantitative research approach using a survey design to examine the relationships among affective dimensions, conservation awareness, and species knowledge. The Partial Least Squares–Structural Equation Modeling (PLS-SEM) approach was used to test the proposed conceptual model through the mediating role of conservation awareness. PLS-SEM was chosen because of its suitability for predictive analysis, complex structural models, and relatively small sample sizes without the assumption of strict normality.²²

The participants in this study are prospective biology teachers registered in the S1 biology education program in the provinces of West Nusa Tenggara and East Nusa Tenggara, Indonesia. A total of 137 respondents from eight public and private universities participated in this study. The composition of respondents was dominated by women, namely 120 students and 17 male students. This gender distribution reflects the general characteristics of biology education programs in the region. The selection of respondents is due to their strategic role as future biology teachers who will influence students’ understanding and attitudes towards biodiversity and conservation.

Data were collected using a structured questionnaire designed to measure two main domains, namely affective domain and conservation awareness, and species knowledge as outcome variables. All items were measured on a Likert scale, and data were collected online via Google Forms. All items were measured using a five-point Likert scale. Participation was voluntary, and respondents were provided with information about the research objectives and the confidentiality of the data before filling out the questionnaire.

The affective domain consists of three constructs, namely attention and care, closeness and appreciation, and a sense of responsibility. Each construct was measured using several indicators adapted from previous research on species literacy, biodiversity education, and conservation awareness.^9,17,23 The species knowledge construct was developed based on a species literacy framework that focuses on understanding biological characteristics, ecological roles, and the relevance of species conservation in local contexts.⁹

The results of the reliability test showed high internal consistency, with Cronbach’s Alpha values of 0.958 for attention and concern, 0.940 for closeness and appreciation, and 0.894 for sense of responsibility. The domain of conservation awareness is measured using five indicators that reflect an individual’s understanding and awareness of biodiversity conservation issues. This construct shows excellent reliability, with a Cronbach’s alpha of 0.950. The entire construct meets the criteria for convergent validity and composite reliability, as indicated by the Average Variance Extracted (AVE) > 0.50 and Composite Reliability values >0.70.

Data analysis was carried out using SmartPLS version 4.1.1.6. The analysis follows two main stages: evaluation of the measurement model and evaluation of the structural model. Convergent validity was assessed using outer loadings and Average Variance Extracted (AVE), with threshold values of ≥ 0.70 and ≥ 0.50, respectively,²⁴ Discriminant validity was assessed using cross-loadings to ensure that each indicator has the highest loading on its intended construct. The reliability of the construct was evaluated using Cronbach’s Alpha and Composite Reliability, with values above 0.70 indicating an acceptable reliability level.²⁵

The structural model was evaluated by examining the path coefficients, the determination coefficient (R²), and the significance of the direct and indirect effects. Significance testing was performed using the bootstrapping procedure.²⁶ A relationship is considered statistically significant when the t-value exceeds 1.96, and the p-value is below 0.05.²⁷ This threshold is usually used to determine whether the observed effect is unlikely to occur by chance.

Convergent validity was assessed using outer loading and Average Variance Extracted (AVE). Reliability was evaluated using Cronbach’s Alpha and Composite Reliability (CR). To improve the model’s quality, indicators with outer loadings below 0.70 were removed during the initial estimation stage. The final measurement model only retains indicators that meet the recommended criteria. The Measurement Model Assessment Criteria are presented in Table 1.

All constructs show satisfactory convergent validity, with AVE values exceeding the recommended threshold of 0.50. This value confirms that the constructs have adequate convergent validity.²⁸ In general, outer loading is considered strong if the value is above 0.70. A high outer loading value indicates that the indicator is a reliable measure for latent constructs.²⁹ The reliability rating shows strong internal consistency, as Cronbach’s Alpha and Composite Reliability values are well above the recommended threshold of 0.70. The reliability rating shows strong internal consistency, as Cronbach’s Alpha and Composite Reliability values are well above the recommended threshold of 0.70. Cronbach’s Alpha describes the extent to which the items in an instrument measure the same construct and reflect the degree of correlation between the items, thus providing a more accurate estimate of reliability.^30,31

These findings show that the measurement instruments used to assess affective dimensions, conservation awareness, and species knowledge in prospective biology teacher students are statistically robust. These results are in line with previous research in biodiversity and environmental education that emphasizes the importance of reliable affective-cognitive measures for assessing species literacy and conservation-related constructs.^4,17

The model fit was evaluated using several fit indices from SmartPLS version 4.1.1.6, including standardized root mean square residual (SRMR), d_ULS, d_G, chi-square, normed fit index (NFI), and goodness-of-fit (GoF). The results of the model fit assessment are presented in Table 2.

The overall quality of the structural model was evaluated using multiple fit indices generated by SmartPLS 4.1.1.6. The model shows a good fit to the data, as indicated by an SRMR of 0.042, well below the recommended threshold of 0.10. This value indicates excellent model fit, confirming that the hypothesized relationship in SEM is consistent with the observed data.³² Additional conformity indices, including d_ULS and d_G, also met the recommended criteria, thus indicating an acceptable difference between the empirical correlation matrix and the correlation matrix implied by the model. This combined approach allows for a multidimensional evaluation of the model’s adequacy, providing a comprehensive picture of how well the model is compliant across various conformity metrics.³³ Careful evaluation of this index underscores the influential application of SEM in empirical research.

The NFI value of 0.827 is close to the ideal value of 1. This value suggests that the modeled relationships are relevant and correlated well with the data, reflecting strong support for relationships between constructs.^34,35 A GoF value of 0.854 indicates strong overall model performance. A GoF value of 0.854 indicates strong overall model performance. GoF measures how well the model’s predictive performance aligns with the observed data.³⁶ These results confirm that such structural models are feasible to use for hypothesis testing. Similar model suitability thresholds and interpretations have been consistent with the application of PLS-SEM in educational and environmental research.²⁷

The predictive accuracy of the structural model is assessed using the coefficient of determination (R²) for the dependent variable construct, as presented in Table 3. The results showed that the model explained 89.4% of the variance in conservation awareness and 83.7% of the variance in species knowledge. An R² value above 0.8 indicates that more than 80% of the variation in the dependent variable can be explained by Model.³⁷ These values indicate strong predictive accuracy, suggesting that the affective constructs included in the model provide substantial explanations for conservation awareness and species knowledge. High R² values in biodiversity education research indicate that affective and awareness-related variables play an important role in shaping ecological understanding.³⁸ For prospective biology teachers, these findings show that structured affective-cognitive processes strongly influence species literacy.

The significance of the hypothesized direct relationship was examined using the bootstrapping procedure, as shown in Table 4. Based on the results of the structural model test through the bootstrapping procedure in Table 4, there are several significant and insignificant relationships between constructs. Attention and concern had a positive and significant effect on conservation awareness (β = 0.767; t = 7.399; p < 0.001), indicating that the higher an individual’s concern for biodiversity, the higher their conservation awareness. In contrast, attention and concern had no significant effect on species knowledge (β = 0.091; p = 0.270), so the hypothesis linking the two variables was not supported. This shows that affective involvement does not directly increase knowledge without going through intermediate variables.

Proximity and appreciation did not show a significant effect on conservation awareness (β = 0.151; p = 0.073), but had a positive and significant influence on species knowledge (β = 0.325; t = 2.342; p = 0.010). These findings indicate that emotional closeness to a species can directly improve understanding of the species. Sense of responsibility had no significant effect on conservation awareness (β = 0.044; p = 0.257), suggesting that this construct was not yet a determining factor in the models tested. In contrast, conservation awareness has a positive and significant influence on species knowledge (β = 0.528; t = 2.924; p = 0.002), which confirms its role as an important variable in improving understanding of species. These results suggest that not all affective dimensions have a direct effect on species knowledge, and conservation awareness plays a key construct in the structural model tested.

To test the mediating role of conservation awareness, indirect effects were analyzed using bootstrapping as shown in Table 5. The results of the indirect effect analysis using a bootstrapping procedure indicated that conservation awareness plays a selective role as a mediator in the relationship between affective dimensions and species knowledge. Attention and concern show a positive and significant indirect influence on species knowledge through conservation awareness (β = 0.405; t = 2.708; p = 0.003). These findings indicate that the influence of attention and concern for species knowledge operates through an internalization process, resulting in conservation awareness.

n contrast, proximity and appreciation did not show significant indirect influence on species knowledge through conservation awareness (β = 0.080; p = 0.125). This suggests that conservation awareness does not mediate these relationships, so the influence of proximity and appreciation on species knowledge is more direct. In addition, the sense of responsibility did not have a significant indirect influence on species knowledge through conservation awareness (β = 0.023; p = 0.264). These findings reinforce previous results that the sense of responsibility construct did not make a meaningful contribution in the tested model.

The results show that attention and concern have a strong and significant positive influence on conservation awareness, but do not directly affect species knowledge. This highlights the need for targeted educational programs and activities to increase knowledge about the species.³⁹ These findings suggest that attention to a species functions primarily as an affective trigger that enhances awareness, rather than as a means of generating biological knowledge. Previous research has also shown that concern for biodiversity cannot be translated into species-level understanding without cognitive mediation.^4,40

Proximity and appreciation significantly affect species knowledge but not conservation awareness. The results show that proximity to protected forest areas increases species presence and support for conservation, but that support decreases as wildlife-caused damage increases.⁴¹ Emotional closeness can facilitate the learning process through increased interest and engagement with species-related information, which supports direct knowledge. Learners who build emotional connectedness through direct interaction with animals and discussions with peers can be encouraged to develop their empathy and curiosity.⁴² These results are in line with research emphasizing the role of emotional connections in improving learning motivation and ecological understanding.⁴³ Environment-based learning strategies can improve knowledge about species and conservation efforts.

In contrast, a sense of responsibility does not show a significant impact on conservation awareness. If people feel they cannot contribute effectively to conservation efforts, their sense of responsibility may not motivate them to act.⁴⁴ In addition, awareness of conservation efforts does not necessarily lead to positive attitudes or actions towards conservation.⁴⁵ These findings support previous evidence that moral responsibility, when not supported by contextual knowledge, tends to be abstract and insufficient to form conservation consciousness.¹⁷ Community involvement and government support are needed to raise conservation awareness.

Conservation awareness has a significant positive influence on species knowledge, highlighting its central role in structural models. Studies show that individuals who are more aware of conservation issues directly increase their knowledge of the species.¹¹ Programs that integrate conservation education have been shown to increase knowledge of species significantly.⁴⁶ Awareness-raising campaigns through educational materials can significantly increase knowledge about the species. In addition, attachment to place and social identity play an important role in driving one’s conservation behavior and knowledge of the species. These factors can improve an individual’s understanding and support for conservation as well as knowledge of species.⁴⁷ Ultimately leading to more targeted and beneficial decisions and actions for biodiversity.

Significant influence (β = 0.405; t = 2.708; p = 0.003). These results empirically confirm that attention alone is insufficient to develop species knowledge and that it requires support from conservation awareness. Environmental education, which begins at an early age, can significantly improve knowledge and attitudes towards biodiversity conservation.⁴⁸ These findings answer research gaps, as the mediating role of conservation awareness has rarely been empirically tested using PLS-SEM. It is necessary to incorporate affective components into educational strategies to improve learning outcomes.⁴⁹ Mindfulness acts as a bridge between affective sensitivity and cognitive learning outcomes.⁵⁰ In contrast, conservation awareness does not mediate the effects of proximity, appreciation, or a sense of responsibility towards species knowledge. This is due to a lack of hands-on experience, emotional involvement, and knowledge of the species.^51,52 Although proximity can directly enhance learning, responsibility requires additional pedagogical support in influencing awareness and knowledge development.

This study has several limitations that need to be considered in interpreting the findings. First, the limitation lies in the use of a cross-sectional survey design, which collects data at a single time point. Hence, the study only describes relationships among variables and cannot ascertain the direction of cause and effect. Second, data collected through questionnaires may be biased, which can affect the research results. Third, the research sample is limited to prospective biology teacher students in the West Nusa Tenggara and East Nusa Tenggara regions, so the generalization of the findings to other geographic contexts or populations should be considered. Fourth, this study focuses on a single local species and therefore does not fully capture the complexity of species literacy within broader biodiversity. In addition, the variables used in the model remain limited to affective dimensions and conservation awareness, and thus do not include other factors that may affect species knowledge, such as field experience and learning strategies.

Future research is recommended to use longitudinal designs, expand the sample size, and integrate additional variables to gain a more comprehensive understanding. In addition, the use of diverse data collection methods, such as direct observation and in-depth interviews, should be considered to minimize potential bias in the questionnaire data. Further research may also involve more than one species to test the consistency of the relationship patterns found and expand the findings in the context of species literacy and conservation education.

We want to express our gratitude to the Center for Higher Education Financing and Assessment (PPAPT) of the Ministry of Higher Education, Science, and Technology of the Republic of Indonesia for its financial support/sponsorship through the Doctoral Program Scholarship for Indonesian Lecturers (PDDI) funded by the Education Fund Management Institute (LPDP).

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Afian T, Ibrohim I and Rohman F. Conservation Awareness as a Key Mediator Linking Affective Factors to Species Knowledge in Pre-Service Biology Teachers  [version 1; peer review: 2 approved, 1 approved with reservations]. F1000Research 2026, 15:1488 (https://doi.org/10.12688/f1000research.188371.1)

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Current Reviewer Status: ?

VERSION 1

PUBLISHED 07 Sep 2026

Reviewer Report 01 Oct 2026

M. Eval Setiawan, Insitut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia 

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Reviewer Report 25 Sep 2026

Musa Dikmenli, Necmettin Erbakan University, Konya, Turkey 

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Reviewer Report 12 Sep 2026

Nurwidodo Nurwidodo, Universitas Muhammadiyah Malang, Malang, Indonesia 

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