Perception of global climate change as a mediator of the effects of major and religious affiliation on college students’ environmentally responsible behavior

The Moderating Effects of Students’ Personality Traits on Pro-Environmental Behavioral Intentions in Response to Climate Change

“…The constructs of environmental concern, sustainability value, environmental attitude and behavioral intention were measured using scales adapted from Ajzen [ 19 ], Steg et al [ 24 , 25 ], Dunlap et al [ 28 ], van Riper and Kyle [ 30 ], Liobikienė and Juknys [ 32 ], Gifford [ 64 ]. The scales for perceived risk and social norms were also adapted from prior research [ 11 , 19 , 24 , 38 , 64 ]. All of the survey questionnaire items were measured using 7-point Likert scales ranging from “strongly disagree” (1) to “strongly agree” (7).…”

Considering the Role of “Need for Cognition” in Students’ Acceptance of Climate Change & Evolution

“…Acceptance of ACC is closely related to political affiliation, with Democrats much more likely to accept ACC (Pew Research Center, 2011). In a sample of college students in the southeastern United States, acceptance of ACC was related to religious affiliation, with non-Christians more likely to accept ACC than those identifying as Christian in this largely Southern Baptist population (Fusco et al, 2012). Likewise, consumers of conservative media sources, such as Fox News and conservative talk radio, were shown to have less confidence in the science of ACC and to rely more heavily on heuristics (i.e., mental shortcuts) to arrive at conclusions on topics such as ACC (Gauchat, 2012;Hmielowski et al, 2014).…”

Turkish High School Students’ Awareness about Carbon Footprint and the Effects of Teaching on Fostering Awareness

“…Knowledge cannot be considered as the transfer from teacher to the student; conversely, authentic learning should be achieved by reflecting on the attitudes and behavior of the student (Lee et al 2013). In this respect, the development of environmental science programs might be beneficial in terms of bringing in responsibilities to the students at this point and associating the environmental problems with their behaviors (Fusco et al 2012). Environmental education programs demonstrate a change towards the development of environmental behavior as the increase in conceptual knowledge related to the environment (Pooley and O'Connor, 2000;Lee et al 2013).…”

“…Since it has been realized that calculations of ecological footprint and carbon footprint are important tools in global climate change education (Cordero et al, 2008), EF and FC calculations have been utilized in various studies (Scott, 2011;Fusco et al, 2012;Gottlieb et al 2012;O'Gorman and Davis, 2013;Lee et al 2013;Howell, 2013 please arrange in alpha order). In CF teaching programs, generally, it is expected that students calculate their own CF on web sources.…”

“…More than one third of carbon emissions in developed countries are personal transportation and household energy (Whitmarsh et al, 2011). Besides industrial processes, changes in individuals' lifestyles play an important role in the solution of this problem by having a population with low carbon emissions (Fusco et al, 2012;Whitmarsh, 2009;Whitmarsh et al, 2011;Whitmarsh et al, 2013). This situation demonstrates the preferences for lifestyles that are effective in reducing Ab stract Carbon emissions which are one of the most important human sourced causes of global cli m a te ch a n g e continue to rise rapidly despite all efforts to minimize these emissions.…”