Conference paper
Students’ willingness to act on their beliefs in reducing global warming as they age (Grades 6-10): Comparative changes in culturally different countries
ASERA 52 - University of South Australia Adelaide AND Online 2021, 52 (Adelaide, Australia, 10/06/2021 - 02/07/2021)
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Abstract
Using a novel questionnaire, we explored - for the first time - whether a measure of students’ (n > 12,000; Grades 6-10; 11 countries) willingness to act on their beliefs about the effectiveness of 16 actions in reducing global warming (GW) changed as they aged and whether these changes (in willingness to act on beliefs’) varied in the different cultures of the 11 countries. Schwartz’s quantitative measures of each country’s position along three cultural dimensions (autonomy⇔embeddedness, egalitarianism⇔hierarchy, harmony⇔mastery) were used. ANOVA analyses found students’ willingness to act on their beliefs changed as they aged and such changes varied across different cultures: e.g., for some actions to reduce GW, students in more embedded cultures were more willing to act on beliefs compared to those in more autonomous cultures, and this willingness decreased (in both cultures) as they aged. Features of each cultural orientation could be aligned with the findings. Connections between students’ willingness to act (on beliefs) and the actual effectiveness of measures to reduce GW and the perceived personal ‘cost’ (e.g., convenience, financial) of these measures were also explored across the cultures. A country’s ‘cultural press’ on students’ willingness to act to reduce GW has pedagogical implications for climate change education.
Details
- Title
- Students’ willingness to act on their beliefs in reducing global warming as they age (Grades 6-10): Comparative changes in culturally different countries
- Creators
- Keith Skamp - Southern Cross UniversityEddie Boyes - University of LiverpoolMartin Stanisstreet - University of Liverpool
- Conference
- ASERA 52 - University of South Australia Adelaide AND Online 2021, 52 (Adelaide, Australia, 10/06/2021 - 02/07/2021)
- Identifiers
- 991013055713802368
- Copyright
- Copyright © 2021 ASERA
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference paper