From Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy

Autor/inn/en	Muroi, Subaru Ken; Bertone, Edoardo
Titel	From Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy
Quelle	In: Australian Journal of Environmental Education, 35 (2019) 2, S.123-144 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bertone, Edoardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2019.12
Schlagwörter	Climate; Environmental Education; Self Efficacy; College Students; Student Attitudes; Student Behavior; Conservation (Environment); Foreign Countries; Educational Attainment; Age Differences; Income; Student Characteristics; Change Agents; China; Australia + Suchen Sie Ihr Suchwort? Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Self-efficacy; Selbstwirksamkeit; Collegestudent; Schülerverhalten; Student behaviour; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ausland; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Einkommen; Australien
Abstract	The relation between the understanding and belief of the site-specific dangers of climate change and the behaviour that individuals take to mitigate their impacts was assessed to investigate the psychological antecedent to pro-environmental behaviour; a necessity to mitigate anthropogenic climate change at the individual level. A quantitative cross-sectional design was employed to measure beliefs and behaviour of university students. Correlation was measured between the belief in one's ability to affect change and pro-environmental behaviour. The hypothesis that nations facing greater climate threat would behave accordingly was tested on the two largest national representatives of the sample, China and Australia. In addition, a naïve Bayesian network, coupled with a self-organising map, was developed to explore correlations between self-efficacy and participants' socio-demographic features. Results showed that Chinese students are more likely to have higher self-efficacy, while such trend was not noticed for Australians. Similarly, participants with higher educational qualifications, older, and with higher paid jobs also have a higher chance of presenting pro-environmental behaviour. Despite the study limitations, there seems to be evidence suggesting that educational and climate change policies have affected students' self-efficacy and individual commitment to mitigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01