Why Do People Accept Environmental Policies? The Prospects of Higher Education and Changes in Norms, Beliefs and Policy Preferences

Autor/inn/en	Harring, Niklas; Jagers, Sverker C.
Titel	Why Do People Accept Environmental Policies? The Prospects of Higher Education and Changes in Norms, Beliefs and Policy Preferences
Quelle	In: Environmental Education Research, 24 (2018) 6, S.791-806 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2017.1343281
Schlagwörter	Higher Education; Norms; Beliefs; Longitudinal Studies; College Students; Foreign Countries; Social Sciences; Intervention; Social Scientists; Positive Attitudes; Climate; Program Implementation; Policy; Environmental Education; Regression (Statistics); Statistical Analysis; Least Squares Statistics; Sweden + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Normwert; Belief; Glaube; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Ausland; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Social scientist; Sozialwissenschaftler; Klima; Politik; Umweltbildung; Umwelterziehung; Umweltpädagogik; Regression; Regressionsanalyse; Statistische Analyse; Schweden
Abstract	Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01