دانشگاه پیام نور فصلنامه علمی آموزش محیط زیست و توسعه پایدار 2322-3057 14 4 2026 08 23 Antecedents and Factors Associated with Parent-Child Pro-Environmental Behavior: A Qualitative Content Analysis Study Antecedents and Factors Associated with Parent-Child Pro-Environmental Behavior: A Qualitative Content Analysis Study 51 69 13436 10.30473/ee.2026.75293.2874 FA Fatemeh Dehghan Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran Jahangir Karami Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran Journal Article 2025 08 09 The environmental crisis is a critical issue for both current and future generations, driving research toward exploring the key factors that motivate individuals to engage in pro-environmental behaviors from an early age. Therefore, the present study was conducted with the aim of deeply investigating the contexts and factors associated with pro-environmental parent-child behavior, using a qualitative thematic analysis approach. In this study, 15 participants (including parents, members of environmental organizations, and educational psychologists) participated in semi-structured interviews through purposive sampling until data saturation was reached. Data were analyzed using MAXQDA 2024 software. To ensure the validity of the findings, criteria of credibility, dependability, confirmability, and transferability were maintained. The findings, through thematic analysis of the interviews, identified six main themes: “Environmental Impacts on Psychological Dimensions and Parent-Child Interactions,” “Multilevel Determinants of Pro-environmental Parent-Child Behavior,” “Processes of Learning and Environmental Behavior Transmission,” “Internalization of Values and Environmental Identity,” “Educational Strategies and Interventions,” and “Consequences of Environmental Upbringing.” These themes comprehensively explain the contexts and factors related to pro-environmental parent-child behavior. The findings emphasize the vital role of the environment on psychological well-being, the influence of multilevel factors (individual, familial, and social), observational and experiential learning processes, and the internalization of environmental identity in transmitting these behaviors. This study highlights the necessity of designing participatory and practical educational interventions, promoting direct contact with nature, and developing supportive policies, while suggesting the need for future longitudinal and mixed-methods research. The environmental crisis is a critical issue for both current and future generations, driving research toward exploring the key factors that motivate individuals to engage in pro-environmental behaviors from an early age. Therefore, the present study was conducted with the aim of deeply investigating the contexts and factors associated with pro-environmental parent-child behavior, using a qualitative thematic analysis approach. In this study, 15 participants (including parents, members of environmental organizations, and educational psychologists) participated in semi-structured interviews through purposive sampling until data saturation was reached. Data were analyzed using MAXQDA 2024 software. To ensure the validity of the findings, criteria of credibility, dependability, confirmability, and transferability were maintained. The findings, through thematic analysis of the interviews, identified six main themes: “Environmental Impacts on Psychological Dimensions and Parent-Child Interactions,” “Multilevel Determinants of Pro-environmental Parent-Child Behavior,” “Processes of Learning and Environmental Behavior Transmission,” “Internalization of Values and Environmental Identity,” “Educational Strategies and Interventions,” and “Consequences of Environmental Upbringing.” These themes comprehensively explain the contexts and factors related to pro-environmental parent-child behavior. The findings emphasize the vital role of the environment on psychological well-being, the influence of multilevel factors (individual, familial, and social), observational and experiential learning processes, and the internalization of environmental identity in transmitting these behaviors. This study highlights the necessity of designing participatory and practical educational interventions, promoting direct contact with nature, and developing supportive policies, while suggesting the need for future longitudinal and mixed-methods research. https://ee.journals.pnu.ac.ir/article_13436_72b6915063091808e3a801ae9ef21d4f.pdf