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":null,"pages":null},"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: 10.1080/20590776.2022.2037390
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":null,"pages":null},"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":null,"pages":null},"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.
{"title":"“I now deeply care about the effects humans are having on the world”: cultivating ecological care and responsibility through complex systems modelling and investigations","authors":"V. McGowan, Philip Bell","doi":"10.1080/20590776.2022.2027212","DOIUrl":"https://doi.org/10.1080/20590776.2022.2027212","url":null,"abstract":"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.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72453354","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 : 2021-12-16DOI: 10.1080/20590776.2021.2011202
A. Sadusky, Nerelie C. Freeman, E. Berger, A. Reupert
ABSTRACT Objective This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists’ understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.
{"title":"Psychologists’ diagnostic assessments of adults with dyslexia: an Australian-based survey study","authors":"A. Sadusky, Nerelie C. Freeman, E. Berger, A. Reupert","doi":"10.1080/20590776.2021.2011202","DOIUrl":"https://doi.org/10.1080/20590776.2021.2011202","url":null,"abstract":"ABSTRACT Objective This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists’ understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88143263","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 : 2021-12-16DOI: 10.1080/20590776.2021.2013713
David Long, Joseph A. Henderson, Kevin W. Meuwissen
ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.
{"title":"What is climate change education in Trump Country?","authors":"David Long, Joseph A. Henderson, Kevin W. Meuwissen","doi":"10.1080/20590776.2021.2013713","DOIUrl":"https://doi.org/10.1080/20590776.2021.2013713","url":null,"abstract":"ABSTRACT Objective Research in social psychology and the learning sciences indicates that political ideologies shape how learners and teachers engage climate change science. Because conservative worldviews prioritize the maintenance of existing social hierarchies—specifically race, class, and gender—conservative learners often engage in motivated reasoning by minimizing cognitive dissonance when learning climate change. Social and psychological research on climate change denial affirms that these hierarchies influence how individuals engage, generating a socially situated identity-protective effect vis-à-vis status quo maintenance. What kinds of educational projects might be capable of mitigating resistance to climate change science among political conservatives? Method This paper uses cases from rural New York and rural Kentucky to illuminate pedagogical interactions around climate change science in conservative communities as bases for considering alternative educational projects. Results We argue that teaching about climate change in conservative contexts demands specificity to particular cultural-psychological conditions, including historical legacies related to patterns of natural resource extraction. These broader shifts in rural political and cultural economy shape ethical-cultural conceptions of teacher and learner identities at geographic scale. Conclusion In light of these findings, we discuss pedagogical pathways for overcoming such challenges—some actionable today, others requiring more development—relative to broader conversations in the climate change education literature.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84407081","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 : 2021-12-12DOI: 10.1080/20590776.2021.2011203
Benjamin C. Heddy, D. Lombardi, R. Danielson
ABSTRACT Objective Moral convictions have been shown to impact learning about science topics including evolution and COVID-19. However, how moral convictions influence learning about climate change – another science topic perceived as controversial – has not been studied in depth. The goal of our research was to investigate the predictive relationship between moral convictions, engagement, plausibility, emotions, and knowledge when learning about climate change. Method Undergraduate pre-service teacher students (N = 348) rated their moral convictions about climate change and read a refutation text on the topic. Results The majority of students indicated that acting to mitigate climate change was a moral imperative (n = 268) compared with those without a position (n = 80). Results indicate that whether an individual perceives acting on climate change as morally imperative is a powerful precursor to their learning experience. Moreover, those who developed a stronger moral conviction indicated deeper learning, engagement, and stronger negative emotions. Finally, stronger moral convictions, emotions, knowledge, and engagement all predicted seeing the scientific model of climate change as more plausible. Conclusion Taken together, our results have implications for how moral convictions may influence how educators should engage students and the general public about the topic of climate change.
{"title":"The moral side of the climate crisis: the effect of moral conviction on learning about climate change","authors":"Benjamin C. Heddy, D. Lombardi, R. Danielson","doi":"10.1080/20590776.2021.2011203","DOIUrl":"https://doi.org/10.1080/20590776.2021.2011203","url":null,"abstract":"ABSTRACT Objective Moral convictions have been shown to impact learning about science topics including evolution and COVID-19. However, how moral convictions influence learning about climate change – another science topic perceived as controversial – has not been studied in depth. The goal of our research was to investigate the predictive relationship between moral convictions, engagement, plausibility, emotions, and knowledge when learning about climate change. Method Undergraduate pre-service teacher students (N = 348) rated their moral convictions about climate change and read a refutation text on the topic. Results The majority of students indicated that acting to mitigate climate change was a moral imperative (n = 268) compared with those without a position (n = 80). Results indicate that whether an individual perceives acting on climate change as morally imperative is a powerful precursor to their learning experience. Moreover, those who developed a stronger moral conviction indicated deeper learning, engagement, and stronger negative emotions. Finally, stronger moral convictions, emotions, knowledge, and engagement all predicted seeing the scientific model of climate change as more plausible. Conclusion Taken together, our results have implications for how moral convictions may influence how educators should engage students and the general public about the topic of climate change.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85102416","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 : 2021-11-29DOI: 10.1080/20590776.2021.2001295
G. Ceyhan, Deniz Sarıbaş
ABSTRACT Objectives Climate change is a vital environmental issue that every citizen in the world needs to be concerned about. Individually and collectively, regionally and globally, citizens should make informed decisions to overcome the climate crisis. However, in recent years, people are exposed to climate-related misinformation, disinformation, and scientific information through various social channels. Method This research aimed to investigate how climate communication has been positioned within peer-reviewed empirical research articles. A systematic review of 88 empirical research articles indexed in Scopus and Web of Science databases between 2010 and 2020 has been performed. Results The findings revealed that while the emphasis has been on climate communication for adaptation in the majority of the articles, framing, risk perception, and mitigation have also been highly addressed. Nearly half of the reviewed articles were based on multi-way communication including engagement in discussions, participation in pro-environmental behavior (n=43), while the rest adopted one-way communication to address climate issues (n=45). Conclusion Communicating climate science with the public has emerged as a significant goal among climate scientists, but there is no consensus on how to do it effectively. This research can provide evidence-based indicators for where more emphasis should be placed on future climate communication research.
气候变化是世界上每个公民都需要关注的重大环境问题。无论是个人还是集体，无论是地区还是全球，公民都应该做出明智的决定，以克服气候危机。然而，近年来，人们通过各种社会渠道接触到与气候有关的错误信息、虚假信息和科学信息。方法本研究旨在调查气候传播在同行评议的实证研究文章中是如何定位的。本文对2010年至2020年间被Scopus和Web of Science数据库收录的88篇实证研究论文进行了系统综述。结果:研究结果表明，虽然大多数文章强调气候信息沟通促进适应，但框架、风险感知和减缓也得到了高度重视。近一半的被审查文章基于多方沟通，包括参与讨论，参与亲环境行为(n=43)，而其余的采用单向沟通来解决气候问题(n=45)。向公众传播气候科学已成为气候科学家的一个重要目标，但如何有效地做到这一点尚无共识。该研究可为未来气候传播研究的重点提供循证指标。
{"title":"Research trends on climate communication in the post-truth era","authors":"G. Ceyhan, Deniz Sarıbaş","doi":"10.1080/20590776.2021.2001295","DOIUrl":"https://doi.org/10.1080/20590776.2021.2001295","url":null,"abstract":"ABSTRACT Objectives Climate change is a vital environmental issue that every citizen in the world needs to be concerned about. Individually and collectively, regionally and globally, citizens should make informed decisions to overcome the climate crisis. However, in recent years, people are exposed to climate-related misinformation, disinformation, and scientific information through various social channels. Method This research aimed to investigate how climate communication has been positioned within peer-reviewed empirical research articles. A systematic review of 88 empirical research articles indexed in Scopus and Web of Science databases between 2010 and 2020 has been performed. Results The findings revealed that while the emphasis has been on climate communication for adaptation in the majority of the articles, framing, risk perception, and mitigation have also been highly addressed. Nearly half of the reviewed articles were based on multi-way communication including engagement in discussions, participation in pro-environmental behavior (n=43), while the rest adopted one-way communication to address climate issues (n=45). Conclusion Communicating climate science with the public has emerged as a significant goal among climate scientists, but there is no consensus on how to do it effectively. This research can provide evidence-based indicators for where more emphasis should be placed on future climate communication research.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72802772","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 : 2021-11-28DOI: 10.1080/20590776.2021.2001296
M. Harrison, Chloe Ka Yi Tam, S. Yeung
ABSTRACT Objective This study investigated how school counsellors in international schools in Hong Kong supported the wellbeing of students and families during the period of school closure caused by the COVID-19 pandemic from the perspective of parents. Method Sixteen parents with children in eleven different international schools in Hong Kong were interviewed and the data were analysed thematically. Results Strong pre-existing relationships, role clarity, and open communication between counsellors and parents were associated with the effective adaptation of counselling services to the changing needs of parents during the school closure period, but these characteristics were often weak or absent. Conclusions Parents’ perceptions of counselling during the school closure period provide important feedback that schools can use to build more integrated and responsive support services. Counsellors can support students’ wellbeing more effectively during crises by communicating their roles clearly, building strong relationships with parents, and helping students to maintain a diverse experience in their schooling.
{"title":"Counselling support for the mental health of children in Hong Kong’s international schools during the COVID-19 pandemic: parents’ perspectives","authors":"M. Harrison, Chloe Ka Yi Tam, S. Yeung","doi":"10.1080/20590776.2021.2001296","DOIUrl":"https://doi.org/10.1080/20590776.2021.2001296","url":null,"abstract":"ABSTRACT Objective This study investigated how school counsellors in international schools in Hong Kong supported the wellbeing of students and families during the period of school closure caused by the COVID-19 pandemic from the perspective of parents. Method Sixteen parents with children in eleven different international schools in Hong Kong were interviewed and the data were analysed thematically. Results Strong pre-existing relationships, role clarity, and open communication between counsellors and parents were associated with the effective adaptation of counselling services to the changing needs of parents during the school closure period, but these characteristics were often weak or absent. Conclusions Parents’ perceptions of counselling during the school closure period provide important feedback that schools can use to build more integrated and responsive support services. Counsellors can support students’ wellbeing more effectively during crises by communicating their roles clearly, building strong relationships with parents, and helping students to maintain a diverse experience in their schooling.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82882201","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 : 2021-11-21DOI: 10.1080/20590776.2021.1997065
J. Bailey, Sonia Jamani, T. Klavon, J. Jaffe, S. Mohan
ABSTRACT Objective Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. Method This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events. Results A Wilcoxon-signed rank test showed that students’ plausibility judgements shifted towards scientifically accepted explanations and that students increased their knowledge about climate crisis topics after completing both activities. A structural equation model suggested that students’ shifts in plausibility judgements drive their knowledge gains for the extreme weather activity, but the climate change activity demonstrated a possible ceiling effect in its usefulness for learning. Conclusions When students choose their lines of evidence and explanatory models, their plausibility reappraisals result in greater levels of post-instructional knowledge. Although effect sizes were modest, the results of this study demonstrate that students’ explicit reappraisal of plausibility judgements can support deeper learning of climate crisis issues.
{"title":"Climate crisis learning through scaffolded instructional tools","authors":"J. Bailey, Sonia Jamani, T. Klavon, J. Jaffe, S. Mohan","doi":"10.1080/20590776.2021.1997065","DOIUrl":"https://doi.org/10.1080/20590776.2021.1997065","url":null,"abstract":"ABSTRACT Objective Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. Method This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events. Results A Wilcoxon-signed rank test showed that students’ plausibility judgements shifted towards scientifically accepted explanations and that students increased their knowledge about climate crisis topics after completing both activities. A structural equation model suggested that students’ shifts in plausibility judgements drive their knowledge gains for the extreme weather activity, but the climate change activity demonstrated a possible ceiling effect in its usefulness for learning. Conclusions When students choose their lines of evidence and explanatory models, their plausibility reappraisals result in greater levels of post-instructional knowledge. Although effect sizes were modest, the results of this study demonstrate that students’ explicit reappraisal of plausibility judgements can support deeper learning of climate crisis issues.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89363402","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：