Pub Date : 2022-01-13DOI: 10.1080/20590776.2021.2024760
Rachel M. Shenoi, Christopher Wong, Sarah E. Selleck
ABSTRACT Objective The COVID-19 pandemic saw increased loneliness and social isolation among older adults as activities and visitor opportunities for residential communities closed down. Health professional students have limited access to geriatric education in coursework and clinical experiences. The Recreation and Education Network for Elder Wellness (RENEW) programme was created by medical students at Baylor College of Medicine in Houston, Texas, aiming to increase engagement and cross-generational communication with older adults, while also decreasing social isolation and loneliness. Method The RENEW programme included Zoom sessions with two Houston retirement communities led by student facilitators enrolled in medical, dental, and undergraduate programmes on a variety of topics of interest for the residents. Pre- and post-surveys were sent to participants and requested non-identifying biographical data and included the Revised UCLA Loneliness Scale. Results Facilitators and participants expressed high satisfaction with the programme. Survey results on the Revised UCLA Loneliness Scale showed that participants had an overall decreased loneliness score after participation in RENEW. Student facilitators reported increased exposure to care of older adults and self-reported confidence in communicating with this population. Conclusions The RENEW model is a collaborative, bidirectional educational tool for older adults and students with possible applications following the COVID-19 pandemic.
{"title":"Elder wellness during COVID-19: a student-directed intergenerational virtual discussion group","authors":"Rachel M. Shenoi, Christopher Wong, Sarah E. Selleck","doi":"10.1080/20590776.2021.2024760","DOIUrl":"https://doi.org/10.1080/20590776.2021.2024760","url":null,"abstract":"ABSTRACT Objective The COVID-19 pandemic saw increased loneliness and social isolation among older adults as activities and visitor opportunities for residential communities closed down. Health professional students have limited access to geriatric education in coursework and clinical experiences. The Recreation and Education Network for Elder Wellness (RENEW) programme was created by medical students at Baylor College of Medicine in Houston, Texas, aiming to increase engagement and cross-generational communication with older adults, while also decreasing social isolation and loneliness. Method The RENEW programme included Zoom sessions with two Houston retirement communities led by student facilitators enrolled in medical, dental, and undergraduate programmes on a variety of topics of interest for the residents. Pre- and post-surveys were sent to participants and requested non-identifying biographical data and included the Revised UCLA Loneliness Scale. Results Facilitators and participants expressed high satisfaction with the programme. Survey results on the Revised UCLA Loneliness Scale showed that participants had an overall decreased loneliness score after participation in RENEW. Student facilitators reported increased exposure to care of older adults and self-reported confidence in communicating with this population. Conclusions The RENEW model is a collaborative, bidirectional educational tool for older adults and students with possible applications following the COVID-19 pandemic.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"72 1","pages":"98 - 102"},"PeriodicalIF":1.5,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77813845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-10DOI: 10.1080/20590776.2021.2012085
Chuang Wang, M. Teng, Shuwen Liu
ABSTRACT Objective The aim of the study was to understand Chinese university students’ psychological development during the COVID-19 outbreak. Method Four online surveys, i.e., emotional adjustment, perceived social support, self-efficacy belief, and anxiety in English learning, were administered to 585 university students in China. The data were analyzed through a latent profile analysis. Results Three profiles were identified: high adaptation, moderate adaptation, and low adaptation. The students with high adaptation (n = 276, 47.1%) possessed a more positive self-efficacy belief and demonstrated lower levels of anxiety. In contrast, the students with low adaptation (n = 82, 14%) possessed a less positive self-efficacy belief and demonstrated higher levels of anxiety. Conclusion The findings highlight the need of psychological interventions to support the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. KEY POINTS What is already known about this topic: (1) Anxiety is an important factor that influences the learning of foreign languages. (2) Self-efficacy and perceived social support help students cope with stress. (3) Emotional adjustment helps to reduce foreign language anxiety. What this paper adds: (1) Students with low adaptation possessed lower levels of self-efficacy belief and demonstrated higher levels of anxiety. (2) Teachers need to pay special attention to the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. (3) Teachers are advised to develop interventions that enhance students’ self-efficacy beliefs and offer tailored interventions on emotional adjustment strategies.
{"title":"Psychosocial profiles of university students’ emotional adjustment, perceived social support, self-efficacy belief, and foreign language anxiety during COVID-19","authors":"Chuang Wang, M. Teng, Shuwen Liu","doi":"10.1080/20590776.2021.2012085","DOIUrl":"https://doi.org/10.1080/20590776.2021.2012085","url":null,"abstract":"ABSTRACT Objective The aim of the study was to understand Chinese university students’ psychological development during the COVID-19 outbreak. Method Four online surveys, i.e., emotional adjustment, perceived social support, self-efficacy belief, and anxiety in English learning, were administered to 585 university students in China. The data were analyzed through a latent profile analysis. Results Three profiles were identified: high adaptation, moderate adaptation, and low adaptation. The students with high adaptation (n = 276, 47.1%) possessed a more positive self-efficacy belief and demonstrated lower levels of anxiety. In contrast, the students with low adaptation (n = 82, 14%) possessed a less positive self-efficacy belief and demonstrated higher levels of anxiety. Conclusion The findings highlight the need of psychological interventions to support the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. KEY POINTS What is already known about this topic: (1) Anxiety is an important factor that influences the learning of foreign languages. (2) Self-efficacy and perceived social support help students cope with stress. (3) Emotional adjustment helps to reduce foreign language anxiety. What this paper adds: (1) Students with low adaptation possessed lower levels of self-efficacy belief and demonstrated higher levels of anxiety. (2) Teachers need to pay special attention to the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. (3) Teachers are advised to develop interventions that enhance students’ self-efficacy beliefs and offer tailored interventions on emotional adjustment strategies.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"26 1","pages":"51 - 62"},"PeriodicalIF":1.5,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80945138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2021.2004862
Imogen Herrick, Michael A. Lawson, Ananya M. Matewos
ABSTRACT Objective The largest Global Climate Strike in history was led and organized by youth, demonstrating students consider climate change a key issue impacting their futures. However, researchers know little about the climate change knowledge and experiences elementary students bring to the classroom. We aimed to engage and explore elementary students’ ideas about how they see climate change in their everyday lives using a combination of science and arts-based pedagogies. Method We conducted a photovoice and transformative experience informed study with 22 fifth-graders. Data collected includes student generated photographs, student reflections, a post-survey targeting transformative experience, and transcripts of activities throughout the unit. We analysed the photographs, interviews, activities, and survey using qualitative and quantitative techniques. Results Students’ photographs represent a diverse range of local depictions and scientific explanations of climate change. In addition, we saw that photovoice helped students to construct hope about their futures in relation to the changing climate and fostered a transformative experience. Conclusions We recommend expanding the use of photovoice as a teaching and research method to understand how students’ think about the world, and what mechanisms motivate and support them in making meaningful connections between their in- and out-of-school experiences. KEY POINTS What is already known about this topic: (1) Learning about climate change can promote feelings of fear and hopelessness for students when the issues lack appropriate context. (2) Transformative experiences support students in developing interest and positive emotions while learning about science. (3) Teachers need more flexible practices that draw on students’ prior knowledge and support cultivating constructive hope about climate change. What this topic adds: (1) Photovoice was an effective flexible practice for supporting elementary students in sharing their prior knowledge about climate change. (2) The combination of photovoice and scaffolding re-seeing fostered a transformative experience. (3) Sharing localized experiences with climate change led students to construct hope and build agency around climate issues.
{"title":"Through the eyes of a child: exploring and engaging elementary students’ climate conceptions through photovoice","authors":"Imogen Herrick, Michael A. Lawson, Ananya M. Matewos","doi":"10.1080/20590776.2021.2004862","DOIUrl":"https://doi.org/10.1080/20590776.2021.2004862","url":null,"abstract":"ABSTRACT Objective The largest Global Climate Strike in history was led and organized by youth, demonstrating students consider climate change a key issue impacting their futures. However, researchers know little about the climate change knowledge and experiences elementary students bring to the classroom. We aimed to engage and explore elementary students’ ideas about how they see climate change in their everyday lives using a combination of science and arts-based pedagogies. Method We conducted a photovoice and transformative experience informed study with 22 fifth-graders. Data collected includes student generated photographs, student reflections, a post-survey targeting transformative experience, and transcripts of activities throughout the unit. We analysed the photographs, interviews, activities, and survey using qualitative and quantitative techniques. Results Students’ photographs represent a diverse range of local depictions and scientific explanations of climate change. In addition, we saw that photovoice helped students to construct hope about their futures in relation to the changing climate and fostered a transformative experience. Conclusions We recommend expanding the use of photovoice as a teaching and research method to understand how students’ think about the world, and what mechanisms motivate and support them in making meaningful connections between their in- and out-of-school experiences. KEY POINTS What is already known about this topic: (1) Learning about climate change can promote feelings of fear and hopelessness for students when the issues lack appropriate context. (2) Transformative experiences support students in developing interest and positive emotions while learning about science. (3) Teachers need more flexible practices that draw on students’ prior knowledge and support cultivating constructive hope about climate change. What this topic adds: (1) Photovoice was an effective flexible practice for supporting elementary students in sharing their prior knowledge about climate change. (2) The combination of photovoice and scaffolding re-seeing fostered a transformative experience. (3) Sharing localized experiences with climate change led students to construct hope and build agency around climate issues.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"76 1","pages":"100 - 115"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81207351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2021.2007732
B. Torsney, Ananya M. Matewos
ABSTRACT Objectives This study examined a new cognitive model of willingness to take environmental action. We posited that one’s willingness to act is a feedback loop that starts with their values which lead to attitudes and then to one’s beliefs, which are then mediated by negative and learner emotions. Method Data were collected using the Survey of Environmental Actions (SEA), a new measure assessing the relationships among constructs. Results Results from a structural equation model (SEM) demonstrated good fit to the data, accounting for 44% of the total variance. Supplemental qualitative action plans also demonstrated that students who wrote an action plan, compared to those who did not, scored higher on their level of values, attitudes, beliefs, learner emotions, and willingness to take environmental action. Conclusion Implications suggest that a willingness to take environmental action is the result of a complex network of cognitive factors.
{"title":"Exploring the emotional pathways from cognition to action using the survey of environmental actions (SEA)","authors":"B. Torsney, Ananya M. Matewos","doi":"10.1080/20590776.2021.2007732","DOIUrl":"https://doi.org/10.1080/20590776.2021.2007732","url":null,"abstract":"ABSTRACT Objectives This study examined a new cognitive model of willingness to take environmental action. We posited that one’s willingness to act is a feedback loop that starts with their values which lead to attitudes and then to one’s beliefs, which are then mediated by negative and learner emotions. Method Data were collected using the Survey of Environmental Actions (SEA), a new measure assessing the relationships among constructs. Results Results from a structural equation model (SEM) demonstrated good fit to the data, accounting for 44% of the total variance. Supplemental qualitative action plans also demonstrated that students who wrote an action plan, compared to those who did not, scored higher on their level of values, attitudes, beliefs, learner emotions, and willingness to take environmental action. Conclusion Implications suggest that a willingness to take environmental action is the result of a complex network of cognitive factors.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"23 1","pages":"28 - 43"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91300359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2022.2050461
Lungile Nongqayi, I. Risenga, S. Dukhan
ABSTRACT Introduction Climate change is a pressing topic as scientists continue to reveal its links to human activities as contributing factors to its exacerbation. These observations lead global governments to seek initiatives that could mitigate these negative impacts. South Africa’s government has attempted to grow knowledge and awareness by incorporating climate change topics into the Grades 10 to 12 high school curriculum. Objective The objective is to establish “What are youths” knowledge and awareness of climate change and their impact on their environment?’ Method Twenty-nine first-year biology students responded to a questionnaire in 2020. Results Although environmental education provided by the curriculum is important to the development of students’ knowledge and awareness of anthropogenic factors contributing to climate change, social and cultural contexts linked to poverty within a developing country determine the extent to which pro-environmental behaviours are asserted. Conclusion As youth are future decision makers, it is vital to understand their perspectives on the human contribution to climate change. This study illustrates that they can be change agents and contribute to pro-environmental behaviours with adequate knowledge and awareness, which can help them make informed decisions in their current contexts and as future leaders.
{"title":"Youth’s knowledge and awareness of human contribution to climate change: the influence of social and cultural contexts within a developing country","authors":"Lungile Nongqayi, I. Risenga, S. Dukhan","doi":"10.1080/20590776.2022.2050461","DOIUrl":"https://doi.org/10.1080/20590776.2022.2050461","url":null,"abstract":"ABSTRACT Introduction Climate change is a pressing topic as scientists continue to reveal its links to human activities as contributing factors to its exacerbation. These observations lead global governments to seek initiatives that could mitigate these negative impacts. South Africa’s government has attempted to grow knowledge and awareness by incorporating climate change topics into the Grades 10 to 12 high school curriculum. Objective The objective is to establish “What are youths” knowledge and awareness of climate change and their impact on their environment?’ Method Twenty-nine first-year biology students responded to a questionnaire in 2020. Results Although environmental education provided by the curriculum is important to the development of students’ knowledge and awareness of anthropogenic factors contributing to climate change, social and cultural contexts linked to poverty within a developing country determine the extent to which pro-environmental behaviours are asserted. Conclusion As youth are future decision makers, it is vital to understand their perspectives on the human contribution to climate change. This study illustrates that they can be change agents and contribute to pro-environmental behaviours with adequate knowledge and awareness, which can help them make informed decisions in their current contexts and as future leaders.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"191 1","pages":"44 - 57"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77478255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2022.2035655
G. Sinatra
ABSTRACT Objective The climate crisis is the defining issue of our time. Educational and developmental psychologists can make clear and important contributions to addressing this existential threat. The articles in the Climate Crisis Special Issue take on the issue of climate change from multiple angles, with varied populations, using different research methods and theoretical frameworks. The special issue makes clear the important role psychologists have to play in addressing the climate crisis. Method This commentary was conducted by reviewing 10 empirical contributions to this Special Issue. Themes that cut across multiple articles are discussed. Results The themes are identity, thinking and reasoning, and how emotions guide our actions on the complex socio-scientific topic of climate change. Conclusion The topics explored are mainstay issues within the discipline and show the relevance of many psychological constructs to the study of teaching, learning, and communicating about climate change. A shift evident within these pages is the grounding of climate science instruction within the socio-political context. There are opportunities for educational and developmental psychologists to bring their expertise to bear on this critically important topic. These articles illustrate a path forward.
{"title":"Educational and developmental psychologists take action in response to the climate crisis","authors":"G. Sinatra","doi":"10.1080/20590776.2022.2035655","DOIUrl":"https://doi.org/10.1080/20590776.2022.2035655","url":null,"abstract":"ABSTRACT Objective The climate crisis is the defining issue of our time. Educational and developmental psychologists can make clear and important contributions to addressing this existential threat. The articles in the Climate Crisis Special Issue take on the issue of climate change from multiple angles, with varied populations, using different research methods and theoretical frameworks. The special issue makes clear the important role psychologists have to play in addressing the climate crisis. Method This commentary was conducted by reviewing 10 empirical contributions to this Special Issue. Themes that cut across multiple articles are discussed. Results The themes are identity, thinking and reasoning, and how emotions guide our actions on the complex socio-scientific topic of climate change. Conclusion The topics explored are mainstay issues within the discipline and show the relevance of many psychological constructs to the study of teaching, learning, and communicating about climate change. A shift evident within these pages is the grounding of climate science instruction within the socio-political context. There are opportunities for educational and developmental psychologists to bring their expertise to bear on this critically important topic. These articles illustrate a path forward.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"93 1","pages":"146 - 149"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81480669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2021.2018916
Nina Vaupotič, Dorothe Kienhues, Regina Jucks
ABSTRACT Objective We investigated how individuals deal with the limits of their own knowledge and productively cope with their dependence on experts as they engage with the socio-scientific topic of nuclear energy. We scrutinized the effects of content features of an interview text and of individuals’ communicative engagement with the information read. Method In a 2 × 2 factorial design study (N = 273), adult participants opposing nuclear energy read an online interview with a geophysicist. The same factual information was presented, but the geophysicist either took a stance for decommissioning nuclear energy plants or took no stance. After reading, participants were instructed to communicate their own position in an informative or persuasive manner. Dependent measures evaluated participants’ intellectual humility, strategies, perceived easiness of a simple solution, willingness to act and written arguments. Results Expert taking a stance led to lower intellectual humility, higher perceived easiness of a solution and stronger willingness to act against nuclear energy. Having the goal of persuading resulted in participants offering more one-sided arguments. Strategies were not significantly influenced by the independent factors. Conclusions The contrasting effect on individuals’ intellectual humility and willingness to act is discussed from the perspective of climate-oriented action and science education.
{"title":"Taking a stance on the role of nuclear energy to combat the climate crisis: how communication task and expert’s personal stance impact individuals' intellectual humility and strategies for dealing with a complex topic","authors":"Nina Vaupotič, Dorothe Kienhues, Regina Jucks","doi":"10.1080/20590776.2021.2018916","DOIUrl":"https://doi.org/10.1080/20590776.2021.2018916","url":null,"abstract":"ABSTRACT Objective We investigated how individuals deal with the limits of their own knowledge and productively cope with their dependence on experts as they engage with the socio-scientific topic of nuclear energy. We scrutinized the effects of content features of an interview text and of individuals’ communicative engagement with the information read. Method In a 2 × 2 factorial design study (N = 273), adult participants opposing nuclear energy read an online interview with a geophysicist. The same factual information was presented, but the geophysicist either took a stance for decommissioning nuclear energy plants or took no stance. After reading, participants were instructed to communicate their own position in an informative or persuasive manner. Dependent measures evaluated participants’ intellectual humility, strategies, perceived easiness of a simple solution, willingness to act and written arguments. Results Expert taking a stance led to lower intellectual humility, higher perceived easiness of a solution and stronger willingness to act against nuclear energy. Having the goal of persuading resulted in participants offering more one-sided arguments. Strategies were not significantly influenced by the independent factors. Conclusions The contrasting effect on individuals’ intellectual humility and willingness to act is discussed from the perspective of climate-oriented action and science education.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"128 5 1","pages":"70 - 84"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79743817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2022.2037390
Patricia D. Simon, Karmia A. Pakingan, J. J. B. Aruta
ABSTRACT Objective This study aimed to 1) investigate the psychometric properties of the Climate Change Anxiety Scale or CCAS (Clayton & Karazsia, 2020) and 2) examine the mediating role of climate change anxiety on the link between experience of climate change and behavioural engagement in climate mitigation in Filipino youth. Method A total of 452 Filipino adolescents responded to the survey (Mean Age = 19.18, SD = .99). Results A modified two-factor model of the CCAS displayed superior fit relative to the other three models tested. Confirmatory factor analysis in Phase 1 yielded a stable two-factor structure with strong factor loadings and good internal consistency. In Phase 2, cognitive-emotional, but not the functional impairment component of climate anxiety, showed a mediating effect on the relationship between experience of climate change and behavioural engagement in climate mitigation. Conclusions This study is the first to demonstrate that CCAS subscales have distinct mediating roles in linking Filipino adolescents’ experience of climate change and mitigation behaviours. Further validation of the CCAS is recommended, as well as further research on the factors that can promote environment-friendly behaviours in Filipino youth. KEY POINTS What is already known about this topic: (1) Only two studies to date examined the psychometric properties of the Climate Change Anxiety Scale (CCAS), which both used samples from WEIRD countries. (2) There is a dearth of studies on climate change anxiety in a non-WEIRD country such as the Philippines. (3) Those who experienced the consequences of climate change are more likely to engage in actions that help mitigate it. What this topic adds: (1) As a psychometrically sound tool, the Climate Change Anxiety Scale can be used to measure climate anxiety in Filipino youth. (2) Psychologists should be prepared to address the negative impacts of the climate crisis on youth mental health. (3) The study provides meaningful insights that can be used in educating the younger generations in mitigating climate change.
{"title":"Measurement of climate change anxiety and its mediating effect between experience of climate change and mitigation actions of Filipino youth","authors":"Patricia D. Simon, Karmia A. Pakingan, J. J. B. Aruta","doi":"10.1080/20590776.2022.2037390","DOIUrl":"https://doi.org/10.1080/20590776.2022.2037390","url":null,"abstract":"ABSTRACT Objective This study aimed to 1) investigate the psychometric properties of the Climate Change Anxiety Scale or CCAS (Clayton & Karazsia, 2020) and 2) examine the mediating role of climate change anxiety on the link between experience of climate change and behavioural engagement in climate mitigation in Filipino youth. Method A total of 452 Filipino adolescents responded to the survey (Mean Age = 19.18, SD = .99). Results A modified two-factor model of the CCAS displayed superior fit relative to the other three models tested. Confirmatory factor analysis in Phase 1 yielded a stable two-factor structure with strong factor loadings and good internal consistency. In Phase 2, cognitive-emotional, but not the functional impairment component of climate anxiety, showed a mediating effect on the relationship between experience of climate change and behavioural engagement in climate mitigation. Conclusions This study is the first to demonstrate that CCAS subscales have distinct mediating roles in linking Filipino adolescents’ experience of climate change and mitigation behaviours. Further validation of the CCAS is recommended, as well as further research on the factors that can promote environment-friendly behaviours in Filipino youth. KEY POINTS What is already known about this topic: (1) Only two studies to date examined the psychometric properties of the Climate Change Anxiety Scale (CCAS), which both used samples from WEIRD countries. (2) There is a dearth of studies on climate change anxiety in a non-WEIRD country such as the Philippines. (3) Those who experienced the consequences of climate change are more likely to engage in actions that help mitigate it. What this topic adds: (1) As a psychometrically sound tool, the Climate Change Anxiety Scale can be used to measure climate anxiety in Filipino youth. (2) Psychologists should be prepared to address the negative impacts of the climate crisis on youth mental health. (3) The study provides meaningful insights that can be used in educating the younger generations in mitigating climate change.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"96 1","pages":"17 - 27"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78076193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2021.2012834
D. Lombardi
ABSTRACT Objectives Human activities have caused major impacts on Earth’s climate systems. Aptly called the climate crisis, severe, pervasive, and irreversible impacts are occurring around the globe. Complementary multidisciplinary strategies that will result in successful mitigation of and adaptation to Earth’s rapidly changing climate are needed, now more than ever. Education and human development play, and will continue to play, a fundamental role in mitigating and adapting to this crisis. Method This special issue aimed to present educational and developmental research addressing the climate crisis. The included papers emerged from a call to a communities of researchers investigating relations between humans and Earth’s climate. All articles in this special issue underwent a process of robust peer review to ensure that only high-quality research was included. Results A total of twelve articles are included in this climate crisis special issue, showcasing educational and developmental psychology research that help address the current global climate crisis from the perspectives of mitigation and adaptation. Conclusions These articles present a meaningful array of findings from many who are doing important research about climate change understanding and action. This climate crisis special issue reflects what the community can do when collaboration is more purposeful, sustained, and systematic.
{"title":"Climate crisis mitigation and adaptation: educational and developmental psychology’s responsibility in helping face this threat","authors":"D. Lombardi","doi":"10.1080/20590776.2021.2012834","DOIUrl":"https://doi.org/10.1080/20590776.2021.2012834","url":null,"abstract":"ABSTRACT Objectives Human activities have caused major impacts on Earth’s climate systems. Aptly called the climate crisis, severe, pervasive, and irreversible impacts are occurring around the globe. Complementary multidisciplinary strategies that will result in successful mitigation of and adaptation to Earth’s rapidly changing climate are needed, now more than ever. Education and human development play, and will continue to play, a fundamental role in mitigating and adapting to this crisis. Method This special issue aimed to present educational and developmental research addressing the climate crisis. The included papers emerged from a call to a communities of researchers investigating relations between humans and Earth’s climate. All articles in this special issue underwent a process of robust peer review to ensure that only high-quality research was included. Results A total of twelve articles are included in this climate crisis special issue, showcasing educational and developmental psychology research that help address the current global climate crisis from the perspectives of mitigation and adaptation. Conclusions These articles present a meaningful array of findings from many who are doing important research about climate change understanding and action. This climate crisis special issue reflects what the community can do when collaboration is more purposeful, sustained, and systematic.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":"30 1","pages":"1 - 4"},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90217839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/20590776.2022.2027212
V. McGowan, Philip Bell
ABSTRACT Objective Systems thinking can be counterintuitive to everyday ways of knowing. This can surface doubt around predicted patterns of emergence in complex systems data, especially as it relates to the current climate crisis and related justice-oriented solutions. Method Our study describes a four-year design-based research project in which we engaged high school biology students in complex systems modelling to understand linkages between increasing ocean temperatures and the rate and severity of disease outbreaks in sea stars. Results Our findings showed that students approached climate data with uncertainty and viewed their lives as separate from the impacts of climate change. Through iterative design work, youth used authentic data and computational tools to construct geospatial and causal-loop models of climate-related disease outbreaks that situated case studies within broader socioecological and sociotechnical contexts of historic and powered human actions. Through a speculative design lens, models were transformed from data visualization tools to mediums for storying and re-storying present and future worlds for multispecies survival in the face of the climate crisis. Conclusion Students shifted their understandings of disease outbreaks from a technical perspective to a more social and situated lens of care and responsibility for mitigating the impacts of the climate crisis on human and more-than-human communities. KEY POINTS What is already known about this topic: (1) Teachers that cover climate change often focus solely on technical and data-based aspects during instruction, such as the carbon cycle and increasing atmospheric CO2 levels, without including the social and political contexts through which the climate emergency emerged. (2) Engaging students in meaningful action and problem-solving creates positive affective outcomes and retains hope in students in the face of future climate impacts. (3) There is still more that we need to learn about how to design learning environments that cultivate hope, agency, and multispecies caring in K-12 contexts. What this topic adds: (1) We show how complex systems modelling and data visualization can cultivate multispecies caring and climate action by situating climate-related phenomena in larger socioecological and sociotechnical systems. (2) Through a speculative design lens, we show how modelling can be transformed from data visualization to storytelling and re-storying present and future worlds that centre on ecological and multispecies flourishing. Here we show a new ontological dimension of modelling practices as future and world making. (3) Our research shows how multispecies caring emerged as an action in this world, and for creating the future worlds students wanted to see; it became an affective dimension for making meaning amid the complexity and uncertainty of the climate crisis.
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