Perceptions Of Climate Research Articles

Climate Perceptions and Adaptation Practices of Traditional Marine Fishermen in Coastal Bengal, India: Toward Participatory Policy Recommendations

Climate Perceptions and Adaptation Practices of Traditional Marine Fishermen in Coastal Bengal, India: Toward Participatory Policy Recommendations

Климат в классе как условие развития одаренности школьников: к проблеме подготовки современного учителя

<p style="text-align: justify;">The article is devoted to the problem of creating a favorable psychological climate in the classroom for the giftedness development of schoolchildren. The results of a study of schoolchildren’ perception of the classroom climate and teachers’ self-assessments of the skills associated with its creation are presented. The study involved 128 schoolchildren from six parallel 5th grades of the Moscow school and 48 teachers teaching fifth graders in Moscow and other Russian cities. Methods: the questionnaire “Climate in the classroom” (N.B. Shumakova et al., 2023) and the original self-assessment skills Questionnaire for teachers, containing statements related to the scales of the “Climate in the classroom” methodology. It is shown that schoolchildren’ perception of the classroom climate and teachers’ self-assessment of skills in its creation can differ significantly: Teachers highly appreciate their skills in creating conditions for schoolchildren to cooperate and work productively, while for fifth graders these aspects of the classroom climate are perceived as the most problematic. The actual targets for the training of a modern teacher are highlighted.</p>

Discriminations in remote work contexts: the pivotal role of diversity and equality management

PurposeWe examined the effect of management practices on overt and subtle forms of discrimination in remote working contexts. Management practices (i.e. diversity and equality management systems) may influence employees’ perception of the diversity climate and affect the occurrence of discrimination.Design/methodology/approachTo empirically investigate these associations, we administrated an online questionnaire with self-report measures via a 3-wave longitudinal research design.FindingsData analysis of our sample of N = 153 remotely working employees show that when managers invest in equality and diversity practices, employees perceive their workplace as more inclusive (i.e. diversity climate). In turn, this reduces the occurrence of subtle discriminations. Conversely, this relationship was not significant for overt forms of discrimination.Originality/valueThis result indicates that creating a diversity climate is especially important when combatting subtle forms of discrimination in remote work contexts. We discuss the theoretical and practical implications of our findings in light of managerial studies on discrimination at work and psychological literature on virtual environment and social networking.

School organizational climate, teacher resilience and fairness perceptions in a Chinese village junior high school

School organizational climate, teacher resilience and fairness perceptions in a Chinese village junior high school

Gendered implications for climate change adaptation among farmers in Madagascar

ABSTRACT Climate change is impacting farmers worldwide; none more so than the millions of smallholder farmers who rely entirely on rain-fed agriculture. Adapting agricultural practices is an important strategy to mitigate climate change’s harmful impacts to food security and livelihoods. Researchers have increasingly sought to understand the factors influencing farmer decision-making on adaptation practices but application of important theories in low-income country contexts is lacking. Therefore, we apply the Protection Motivation Theory (PMT) to examine farmer intention to adopt agricultural practices in response to climate change based on a survey of 328 smallholder farmers in rural Madagascar. Using structural equation modeling (SEM) to describe the relationship between social connectedness (e.g., interactions with others about farming-related issues), PMT constructs (threat and coping appraisal), and intention to adapt agricultural practices to climate change, we find that coping appraisal is a stronger predictor of intention to adapt than threat appraisal. Further, SEM results show a significant negative relationship between social connectedness and threat appraisal – farmers with greater social connectedness perceive climate change to be less of a threat. Additionally, as female farmers are significantly less socially connected than male farmers, this study provides further evidence of the gendered vulnerabilities to climate change among smallholders. This research has implications for the design of policies and interventions that consider farmer social networks, critical for reducing threat and building coping capacity, in supporting adaptation to climate change among vulnerable farmer populations.

Promoting Positive School Climate Among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations

Despite various strengths, newcomer immigrant adolescents (NIA) are exposed to stressors that can negatively impact their adjustment to U.S. schools, resulting in social-emotional and academic concerns. School climate has been identified as a crucial system-level intervention for NIA. While there is consensus regarding supporting NIAs’ adjustment to U.S. schools, specific recommendations within the school climate literature are lacking. This study used semi-structured interviews to explore NIAs’ (N = 15) perceptions of school climate and recommendations for improving school climate. Interview data were analyzed using a grounded theory approach. Four themes emerged: (a) academic placement impacts learning, (b) the cultural and linguistic background of peers is relevant to NIA peer relationships, (c) supportive school staff consider unique NIA needs, and (d) recommendations offered to foster adjustment to U.S. schools. The results of this study can inform what aspects of school climate are most critical to improving academic and social emotional outcomes of NIA. Impact Statement Newcomer immigrant adolescents (NIA) are a growing group of youth in U.S. schools. This paper examined NIAs’ perceptions of school climate and elicited recommendations to improve school climate.

Perceptions of the Research Integrity Climate in Egyptian Universities: A Survey Among Academic Researchers.

Problem: Investigations regarding perceptions of the institutional research integrity climate in the Arab Middle East remain underexplored. Subjects: We surveyed faculty from three Egyptian universities. Method: We utilized the Survey of Organizational Research Climate (SOuRCe) tool, which incorporates seven subscales that measure different aspects of the research integrity climate. Responses were obtained from a 5-point Likert scale. Findings: Of the 228 participants, the subscales 'Regulatory Quality' and '[Lack of] Integrity Inhibitors' received the highest mean scores, whereas the lowest scores pertained to 'Departmental Expectations,' 'Integrity Socialization,' and 'Responsible Conduct of Research´ indicating areas in need of improvement. Conclusions: Academic leaders should set fairer expectations for research and funding for their researchers, ensure junior researchers are socialized into research integrity practices, and promote effective RCR training and availability of RCR policies. We identify specific targeted interventions to enhance the research integrity climate within these institutions.

Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis

ABSTRACT Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community.

Group Package Tour Playfulness Climate: Scale Development and Validation

The purpose of this study is to establish the constructs and scale of Group Package Tour Playfulness Climate (GPT-PC). Study 1, in-depth interviews of 25 tour conductors and tour members in overseas GPTs were conducted. The initial items were determined by content analysis at this stage. Study 2, involved scale development based on a sample of 350 tour members experienced in short-term GPTs. Five factors were extracted through exploratory factor analysis, including: information sharing, group travel interest, perception of consonance, group climate, and group cooperation. Study 3, 369 tour members who had long-distance GPTs experience were used as a sample to re-test the reliability and validity of the scale. The research results can fill in the gaps in GPTs academic research, and it can provide tour conductors as a reference for mastering the quality of tour groups, and as a reference index for travel agencies to train tour conductors.

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms. The sample included 41 teachers and 234 fourth grade students (Mage = 10.48, SDage = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations. Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation. Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Examining the minimal combined effects of gender and minoritized racial/ethnic identity among academic entrepreneurs

PurposeThis study examined differences related to gender and racial/ethnic identity among academic researchers participating in the National Science Foundation’s “Innovation-Corps” (NSF I-Corps) entrepreneurship training program. Drawing from prior research in the fields of technology entrepreneurship and science, technology, engineering and mathematics (STEM) education, this study addresses the goal of broadening participation in academic entrepreneurship.Design/methodology/approachUsing ANOVA and MANOVA analyses, we tested for differences by gender and minoritized racial/ethnic identity for four variables considered pertinent to successful program outcomes: (1) prior entrepreneurial experience, (2) perceptions of instructional climate, (3) quality of project team interactions and (4) future entrepreneurial intention. The sample includes faculty (n = 434) and graduate students (n = 406) who completed pre- and post-course surveys related to a seven-week nationwide training program.FindingsThe findings show that group differences based on minoritized racial/ethnic identity compared with majority group identity were largely not evident. Previous research findings were replicated for only one variable, indicating that women report lower amounts of total prior entrepreneurial experience than men, but no gender differences were found for other study variables.Originality/valueOur analyses respond to repeated calls for research in the fields of entrepreneurship and STEM education to simultaneously examine intersecting minoritized and/or under-represented social identities to inform recruitment and retention efforts. The unique and large I-Corps national dataset offered the statistical power to quantitatively test for differences between identity groups. We discuss the implications of the inconsistencies in our analyses with prior findings, such as the need to consider selection bias.

Identifying as lesbian, gay, and bisexual at work: atemporal associations between sexual identity disclosure and work team experiences

PurposeAlthough sexual identity disclosure in the workplace can be related to heightened adversity for lesbian, gay or bisexual (LGB) employees, disclosure can also serve as an avenue for LGB employees to attain additional resources. Much of the work done in today’s organizations is done in team-based structures, making it likely that LGB individuals disclose to members of their work teams. However, very limited prior research has examined the associations of sexual identity disclosure within work team experiences. This paper aims to take a first step in addressing this gap in research on the experiences of LGB employees in the workplace.Design/methodology/approachThis study takes a first step toward addressing this gap by examining the associations between LGB identity disclosure and critical team-specific attitudes and behaviors (i.e., trust in team, commitment to team, conflict with team, withdrawal from team) and the atemporal indirect role of perceived LGB identity support from the team through a cross-sectional survey of 159 employees.FindingsResults demonstrated that perceptions of a supportive LGB team climate atemporally mediated the association between disclosure and relevant workplace variables. Specifically, disclosure of sexual identity to one’s work team is directly and indirectly, through perceived identity support, positively associated with trust and commitment toward the team. Furthermore, disclosure was indirectly, through perceived identity support, negatively associated with conflict and withdrawal from the team. Theoretical and practical implications of these findings are discussed.Originality/valueThe results of this study highlight the importance of perceived identity support when individuals disclosure their sexual orientation in a team context.

유아교사의 배경 변인에 따른 기후변화 소양과 기후변화 교육에 관한 인식

Objectives The purpose of this study was to investigate climate change literacy and perception on climate change education according to early childhood teachers’ background variables. Methods This study conducted survey research targeting at 256 early childhood teachers in Gwangju metropolitan city and JeollaNamdo from July 10 to August 18, 2023. Data were analyzed using frequency analysis, descriptive statistic analysis, one-way ANOVA, and χ2 test. Results There were significant differences in all of the sub-factors of early childhood teachers’ climate change literacy including climate change perception, climate change knowledge, and climate change attitude, according to teacher’s background variables. Early childhood teachers’ perception on climate change education also differed significantly according to teacher’s background variables. In particular, significant differences were noticeable depending on the type of working institution and whether or not to take climate change classes, such as the well-equipped climate change literacy of teachers at national and public kindergartens as well as teachers taking climate change classes. This suggests that in order for climate change education to be actively conducted, it is important for early childhood teachers to acquire knowledge and information about climate change. Conclusions This study is meaningful in providing basic data for the development of climate change teacher education programs by investigating climate change literacy and perception on climate change education according to early childhood teachers’ background variables.

Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia

<p style="text-align:justify">The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.</p>

Environmental and climate perceptions: analysis of venezuelan and haitian refugees in dourados

Environmental and climate perceptions: analysis of venezuelan and haitian refugees in dourados

Motivational dynamics and training experiences among female Brazilian jiu-jitsu practitioners

This study explored achievement goal orientations, perceptions of the motivational climate, and experiences during training among female Brazilian jiu-jitsu (BJJ) practitioners. 137 active female practitioners from 26 countries were included. Our findings revealed that female BJJ practitioners shared a similar emphasis on mastery approach goals as their male counterparts. A notable difference was observed for perceptions of the motivational climate, with female practitioners perceiving the climate as more mastery-oriented than males. We also found relationships between motivational dynamics and factors such as rank, training duration and experience, instructor status, and competition participation. Overall, female BJJ practitioners exhibit a strong emphasis on mastery goals and generally perceive the training climate as mastery-orientated, suggesting an inclination towards adaptive behavior in challenging situations. These results reaffirm the compatibility between mastery goals and competitive martial arts practice and provide a novel characterization of the motivational dynamics of active female grapplers.

Understanding the complex interplay of victimization experiences, empathy and school climate in Tunisian schools

AimOur study aims to examine the interactions between empathy, victimization, and the school climate in Tunisian primary schools.MethodIn total, 312 school children (158 boys and 154 girls), with a mean age of 10.75 ± 1.32 years old participated voluntarily in the study. The students answered three scales that measure the School Climate, the Victimization, and the Empathy.ResultThe results indicate a predominantly positive perception of the school climate by the students, both for the overall score (2.67 ± 0.64) and the scores of the different components of the school climate (ranging from 2.61 to 2.86). Also, girls seemed to have a more positive perception of the overall school climate, displaying higher scores (2.86 ± 0.54) compared to boys' scores (2.45 ± 0.67). Moreover, other results showed positive and statistically significant correlations (p < 0.01) between the different dimensions of the school climate.ConclusionThe findings highlight the importance of creating a safe and inclusive school environment where empathy is encouraged, and effective measures are in place to prevent and address victimization.

Climate change in Tigray, Ethiopia: Assessing impacts on smallholders’ risk perception and food security

Amidst the ongoing global climate change crisis, characterized by unpredictable weather patterns and increasing environmental shocks, farming communities are among the most vulnerable. This vulnerability is particularly evident in Tigray, Ethiopia. This study, which investigates the incidence of climate change and its variability in relation to risk perception and food security of farming communities in Tigray, has significant implications for future action. It uses climate and the Living Standards Measurement Study panel data. A multi-method analytical procedure is employed to assess changes in temperature and rainfall, understand farmers’ climate change risk perception, and signify the welfare effects of droughts on farmers. The study finds significant warming trends, particularly increasing warming nights, and variable but increasing rainfall trends. Farmers do perceive climate change as a reality (85.53%) and a threat to their welfare (23%). Cooperation, diversification, irrigation, wealth, drought, and access to services were identified as drivers of this risk perception. Similarly, the study found drought is a significant driver of food insecurity. Other variables associated with food security status substantially are wealth, head marital status, and non-farm participation. It concludes that climate change is a reality and a perceived risk in Tigray. It poses a threat to the lives and livelihoods of its farming communities. It is recommended that farm households’ adaptive capacity be enhanced through improved livelihood options, promotion of cooperation, development of irrigation schemes, and increased access to weather and climate information.

More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers

ABSTRACT Prior large-scale research on teacher collaboration and autonomy has failed to distinguish effects within and between schools or among elementary and middle school teachers. This lack of research has implications for professional development in countries like Korea, where national policies have increasingly favoured teacher collaboration. We therefore employed multilevel structural equation modelling to analyse Teaching and Learning International Survey 2018 responses from 5,601 Korean elementary and middle school teachers. Our findings revealed significant direct and indirect effects among the variables of teachers’ perceptions of teacher collaboration, teacher autonomy, school climate, team innovativeness and school satisfaction. At the teacher level, the main differences between elementary school and middle school teachers related to classroom autonomy and team innovativeness. Collaboration and autonomy significantly predicted school satisfaction among elementary school teachers but not middle school teachers. There were also key differences in effects from teacher collaboration and classroom autonomy at the teacher and school levels. The most notable finding was that school climate mediated the relationship between classroom autonomy and school satisfaction at the teacher level. As these factors relate to the uptake and implementation of professional development, we provide key recommendations for local and national policy-makers hoping to optimise learning opportunities for teachers.

Sense of School Belonging as a Mediator of the Relationship between Witnessing Bullying and Internalizing Symptoms.

Bullying is a significant public health concern associated with mental health risks. Negative bullying outcomes extend beyond targets, with students who witness bullying reporting negative associated mental health consequences. Because bullying often occurs within the school setting, understanding the relationship between witnessing bullying and internalizing symptoms within the school environment can help shape school-based bullying prevention. The purpose of this study was to examine sense of school belonging as a mediator of the relationship between witnessing bullying and internalizing symptoms. We conducted two studies with middle school students (N = 130; N = 147) in which we used structural equation modeling (SEM) to test the mediational model. Results from Study 1 and Study 2 supported the mediational model, indicating that one explanation for the relationship between witnessing bullying and internalizing symptoms is that witnessing bullying negatively impacts students' sense of school belonging, which in turn increases internalizing symptoms. Results from this study provide support for the importance of students' perceptions of school climate in the development of internalizing symptoms related to witnessing bullying. Implications for school-based bullying prevention programs are discussed.