Social Representations of Climate Change among Spanish University Students of the Social Sciences and Humanities

Roldán, Amor Escoz; Arto-Blanco, Mónica; Cartea, Pablo Ángel Meira; Gutiérrez-Pérez, José

doi:10.18848/2329-1621/cgp/v13i02/1-14

Cited by 4 publications

(2 citation statements)

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“…In the case of items that refer to related biophysical processes, such as those related to the greenhouse effect and greenhouse gases, the existing confusion about them is evident and, in addition, the low success rate in the valuation of these statements follows a pattern already contacted in other studies [69][70][71][72][73]. There is also repeated confusion in the three contexts with those items that allude to issues related to the ozone layer or acid rain, a pattern that, again, is repeated in other research with samples of students of all ages [74].…”

Section: Discussionmentioning

confidence: 99%

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Escoz-Roldán¹,

Gutiérrez-Pérez²,

Cartea

2019

Water

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The relationship between climate change and water is an obvious and key issue within the United Nations Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of climate change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between climate change and water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. Three hypotheses have been tested: (1) The denial of the CC is significantly associated with a representation that belittles the consequences of global warming and other extreme phenomena. (2) Territorial contexts with high average rainfall levels and low average annual temperatures tend to minimize the social representation of water risks associated with the CC. (3) There is significant interaction between the socio-cultural context and social representations on the causes, consequences and solutions to the problems of CC and water. The first two hypotheses have been rejected, while the third has been accepted. The research results show high climate literacy in the samples of selected university students. It is noted that students recognize a close relationship between the problem of water and the climate crisis. Likewise, they identify different types of causes, consequences, physical processes and solutions. Different climatological contexts do not show significant differences in the social representations that students show about climate change, while socio-educational variables such as available scientific information, or ideology orientation do show significant differences.

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Section: Discussionmentioning

confidence: 99%

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Escoz-Roldán¹,

Gutiérrez-Pérez²,

Cartea

2019

Water

Self Cite

View full text Add to dashboard Cite

show abstract

“…In the case of items that refer to related biophysical processes, such as those related to the Greenhouse Effect and Greenhouse Gases, the existing confusion about them is evident and, in addition, the low success rate in the valuation of these statements follows a pattern already contacted in other studies [67][68][69][70][71]. There is also repeated confusion in the three contexts with those items that allude to issues related to the ozone layer or acid rain, a pattern that, again, is repeated in other research with samples of students of all ages [72].…”

Section: H#2 Territorial Contexts With High Average Rainfall Levels mentioning

confidence: 97%

Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Escoz-Roldán¹,

Gutiérrez-Pérez²,

Cartea³

2019

Preprint

Self Cite

View full text Add to dashboard Cite

The relationship between Climate Change and Water is an obvious and key issue within the Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of Climate Change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between Climate Change and Water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. The results show that the socio-cultural context influences the social representation of Climate Change, but not from the climatological condition, so that it is reasonable to think that the social representation of this relationship is favoured by a common culture around this relationship.

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Rural undergraduate university students’ learning challenges in Africa: case study of Nigeria and South Africa

Uleanya

2020

African Identities

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Social Representations of Climate Change among Spanish University Students of the Social Sciences and Humanities

Cited by 4 publications

References 0 publications

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Water and Climate Change, Two Key Objectives in Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts

Rural undergraduate university students’ learning challenges in Africa: case study of Nigeria and South Africa

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