Abstract
Research on adolescent climate change perceptions has uncovered key insights about how knowledge, concern, and hope might relate to behavior and the potential for educational interventions to influence these factors. However, few of these studies have employed treatment/control designs that might address causality and none have addressed how these factors might interact to influence behavior. We developed a model of behavior change where a climate education treatment impacted knowledge, knowledge impacted hope and concern, and hope and concern together impacted behavior. We empirically tested the utility of this model and the causal relationships within it using a pre/post, treatment/control evaluation of climate education among adolescents in North Carolina, USA (n = 1041). We found support for a causal relationship between the treatment and gains in knowledge, but not between treatment and behavior. However, we did find support for a path model in which climate change knowledge positively relates to increased climate change concern and hope, and increases in concern and hope predict changes in pro-environmental behavior. Low SES was related to smaller gains in knowledge, concern, and behavior. Our results contribute to a theoretical understanding of climate change behaviors among adolescents and suggest that climate education aiming to change behavior should focus on building hope and concern.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
