Engagement and disengagement with sustainable development: Internal dynamics and relation to basic psychological needs

Abstract

Integrating concepts from self-determination theory, the objective of this multi-study paper, drawing on data from a large longitudinal study, was to construct a richer understanding of the internal dynamics and antecedents of engagement and disengagement with sustainable development (ESD and DSD) in adolescents (8th – 9th graders). First, we tested the dynamics between the emotional, cognitive and behavioral indicators that occur within ESD and DSD. Second, we tested how adolescents' self-perceptions of basic need satisfaction and frustration supported or undermined ESD and DSD. In Study 1 (two-wave design; n = 1076), we identified distinct internal dynamics for ESD and DSD, and showed that satisfaction of relatedness at school in 8th grade predicted increased emotional and cognitive ESD in 9th grade. In Study 2 (cross-sectional design; n = 1650), a multivariate multiple regression analysis showed that ESD was positively associated with perceived satisfaction of basic needs in general, but most strongly the satisfaction of autonomy. Results also indicated that the frustration of competence may be important to understanding why people experience disengagement with sustainability issues. One implication of the findings is that education policies and practices aiming to promote adolescents’ perceived sense of relatedness at school may be helpful for preparing students to effectively address the challenges associated with sustainable development.