Exploring a Theoretical Model of Climate Change Action for Youth

Autor/inn/en	Busch, K.C.; Ardoin, Nicole; Gruehn, Daniel; Stevenson, Kathryn
Titel	Exploring a Theoretical Model of Climate Change Action for Youth
Quelle	In: International Journal of Science Education, 41 (2019) 17, S.2389-2409 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Busch, K.C.) ORCID (Ardoin, Nicole) ORCID (Stevenson, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1680903
Schlagwörter	Climate; Models; Middle School Students; High School Students; Youth; Urban Areas; Student Behavior; Behavior Standards; Social Behavior; Predictor Variables; Self Efficacy; Knowledge Level; Instructional Program Divisions; Science Education; Conservation (Environment); Extracurricular Activities + Suchen Sie Ihr Suchwort? Klima; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Jugend; Jugendlicher; Jugendalter; Urban area; Stadtregion; Student behaviour; Schülerverhalten; Social behaviour; Soziales Verhalten; Prädiktor; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Naturwissenschaftliche Bildung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Außerunterrichtliche Aktivität
Abstract	This study explores the influence of cognitive (knowledge and certainty) and psychosocial (social norms and efficacy) variables on youth's climate change-related behaviour, with the aim to create an empirically supported theoretical model for youth's choice to take action to mitigate climate change. This survey-based research was conducted with 453 middle and high school students within a large urban area of the western United States. Through structural equation modelling, it was found that knowledge about climate change causes and effects was a weak predictor of behaviour. Whereas social norms accepting of climate change, and the paths from social norms via efficacy and certainty, were strong predictors of behaviour. Certainty of human attribution and efficacy were rather weak predictors, mediating the influence of knowledge and norms. Students' grade level, participation in clubs and number of science classes primarily affected knowledge and social norms. An implication of this study is that if action-taking is an intended outcome of climate change education efforts, then the learning activities should address efficacy and social norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01