Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/27650
Title: Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change
Contributor(s): Skamp, Keith (author); Boyes, Eddie (author); Stanisstreet, Martin (author); Rodriguez, Manuel (author); Malandrakis, George (author); Fortner, Rosanne (author); Kilinc, Ahmet (author); Taylor, Neil  (author)orcid ; Choker, Kiran (author); Shweta, Dua (author); Ambusaidi, Abdullah (author); Cheong, Irene (author); Kim, Mijung (author); Yoon, Hye-Gyoung (author)
Early Online Version: 2019-07-02
DOI: 10.1007/s11165-019-09864-2
Handle Link: https://hdl.handle.net/1959.11/27650
Abstract: Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and climate change. Supporting further environmental education is an additional action. This study reports students’ beliefs about the effectiveness of these indirect actions in reducing GW and their willingness to support such actions (e.g. increased taxes). Students’ responses (n > 12,000 grades 6 to 10 from 11 countries) to a specially designed questionnaire are reported. Links between their beliefs and their willingness to act were quantified using a range of novel derived indices. Significant disparities between beliefs and willingness to act were found across the various countries. The focus of this paper is the derived index, the Natural Willingness to Act (NWA). Interpretations are proffered for the reported differences between countries. The extents of students’ concern and self-reported knowledge about global warming strongly correlate with NWA values, as do their cultural orientations, and other contextual factors (e.g. governmental trust). Pedagogical implications and ways forward are suggested.
Publication Type: Journal Article
Source of Publication: Research in Science Education, p. 1-27
Publisher: Springer Netherlands
Place of Publication: The Netherlands
ISSN: 0157-244X
1573-1898
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
160506 Education Policy
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective (SEO): 930103 Learner Development
930202 Teacher and Instructor Development
930501 Education and Training Systems Policies and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

Files in This Item:
1 files
File SizeFormat 
Show full item record
Google Media

Google ScholarTM

Check

Altmetric


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.