If It Doesn't Directly Affect You, You Don't Think About It’: a qualitative study of young people's environmental attitudes in two Australian cities

Connell, Sharon; Fien, John; Lee, Jenny; Sykes, Helen; Yencken, David

doi:10.1080/1350462990050106

Cited by 148 publications

(105 citation statements)

References 7 publications

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“…In the present study, television is thought of as being the major source of young people's environmental information, and school is the second major provider. The present study also shows convergence with other studies (Pawlowski, 1996;Ivy, Lee, & Chuan, 1998;Connell, Fien, Lee, Sykes, & Yencken, 1999;Barrett & Kuroda, 2002;Said, Yahaya, & Ahmadun, 2007) where the media were highlighted as the main source of environmental information. In the present study, television has also been afforded a high score for provision of information, but it has a lower rating of reliability.…”

Section: Conclusion and Discussionsupporting

confidence: 87%

“…The importance of parents as environmental role models was highlighted in a study by Sivek (2002), where both the mother and the father achieved high scores as important role models. Moreover, the significance of parents in supporting pro environmental behaviour was emphasised by Connell et al (1999), where the highest degree of full support for environmental action was from their 'immediate families'.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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Maltese Youth and the Environment: A Qualitative Study

Mifsud

2010

Journal of Teacher Education for Sustainability

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Section: Conclusion and Discussionsupporting

confidence: 87%

Section: Conclusion and Discussionmentioning

confidence: 99%

Maltese Youth and the Environment: A Qualitative Study

Mifsud

2010

Journal of Teacher Education for Sustainability

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“…Connel et al (1999) indicated that some young people (aged 16-17 years) think personal experiences are most trusted source of environmental information. Our findings concluded that most of the students used their knowledge gained from daily life experiences, not based on scientific information, in their sentences.…”

Section: Resultsmentioning

confidence: 99%

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Yücel¹,

Özkan²

2015

Educ. Res. Rev.

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In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science curriculum were determined. And then these concepts; "Environment", "species", "habitat", "population", "ecosystem", "food chain", "substance cycle", "biological diversity", "environmental pollution", "global warming", "acid rain" and "greenhouse effect" were determined as keywords. Also, students were asked to construct a related example sentence for each keyword. Analysis of data was done in four steps: Determination of the responses given for the keywords, calculation of the Relatedness Coefficient between the keywords, formation of concept web that put forward the relation for the given responses to keywords, and analysis of constructed sentences for each keyword. In conclusion, this study put forward that most of the students had weak cognitive structure about ecological concepts. The close relations among these concepts with each other could not be built in students' cognitive structure. Most of the students' responses were superficial knowledge acquired in daily life and contained many misconceptions. Although students were aware of environmental problems, they were deficient in scientific information about reasons and effects of these problems. This case shows that we are not sufficient in environmental education and training.

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“…These studies show that many young people, from middle childhood to late adolescence, experience negative emotions such as worry, sadness, anger, helplessness, and pessimism concerning these problems and the global future [24][25][26][27][28][29][30][31][32][33]. How young people cope with the emotions evoked is important to explore, since coping strategies could be even more important than the emotions themselves in influencing environmental engagement and well-being.…”

Section: Coping With the Climate Threatmentioning

confidence: 99%

Coping with Climate Change among Adolescents: Implications for Subjective Well-Being and Environmental Engagement

2013

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Abstract:The objective of this questionnaire study was to investigate how Swedish adolescents (n = 321) cope with climate change and how different coping strategies are associated with environmental efficacy, pro-environmental behavior, and subjective well-being. The results were compared to an earlier study on 12-year-olds, and the same coping strategies, problem-focused coping, de-emphasizing the seriousness of the threat, and meaning-focused coping, were identified. As in the study on children, problem-focused and meaning-focused coping were positively related to felt efficacy and environmental behavior, while de-emphasizing the threat was negatively related to these measures. As expected, the more problem-focused coping the adolescents used, the more likely it was that they experienced negative affect in everyday life. This association was explained by the tendency for highly problem-focused adolescents to worry more about climate change. In contrast, meaning-focused coping was positively related to both well-being and optimism. When controlling for well-known predictors such as values and gender, meaning-focused and problem-focused coping were independent positive predictors of environmental efficacy and pro-environmental behavior, while de-emphasizing the threat was a negative predictor of pro-environmental behavior. The results are discussed in relation to coping theories and earlier studies on coping with climate change.

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If It Doesn't Directly Affect You, You Don't Think About It’: a qualitative study of young people's environmental attitudes in two Australian cities

Cited by 148 publications

References 7 publications

Maltese Youth and the Environment: A Qualitative Study

Maltese Youth and the Environment: A Qualitative Study

Determination of secondary school students cognitive structure, and misconception in ecological concepts through word association test

Coping with Climate Change among Adolescents: Implications for Subjective Well-Being and Environmental Engagement

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