Climate change attitudes, relationship to nature and pro-environmental behaviour of students from three European countries

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F23%3A43897687" target="_blank" >RIV/44555601:13430/23:43897687 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.scientiasocialis.lt/jbse/files/pdf/vol22/309-322.Nepras_JBSE_Vol.22_No.2.pdf" target="_blank" >http://www.scientiasocialis.lt/jbse/files/pdf/vol22/309-322.Nepras_JBSE_Vol.22_No.2.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33225/jbse/23.22.309" target="_blank" >10.33225/jbse/23.22.309</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Climate change attitudes, relationship to nature and pro-environmental behaviour of students from three European countries

Popis výsledku v původním jazyce

Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students? knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.

Název v anglickém jazyce

Climate change attitudes, relationship to nature and pro-environmental behaviour of students from three European countries

Popis výsledku anglicky

Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students? knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/EF19_073%2F0016947" target="_blank" >EF19_073/0016947: U21 - Zkvalitnění grantové soutěže a výuky v doktorských studijních programech na UJEP</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Baltic Science Education

ISSN

1648-3898

e-ISSN

2538-7138

Svazek periodika

22

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

14

Strana od-do

309-322

Kód UT WoS článku

000993417600010

EID výsledku v databázi Scopus

2-s2.0-85158136625