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dc.contributor.authorMuroi, Subaru Ken
dc.contributor.authorBertone, Edoardo
dc.date.accessioned2020-04-29T23:44:32Z
dc.date.available2020-04-29T23:44:32Z
dc.date.issued2019
dc.identifier.issn0814-0626
dc.identifier.doi10.1017/aee.2019.12
dc.identifier.urihttp://hdl.handle.net/10072/393315
dc.description.abstractThe relation between the understanding and belief of the site-specific dangers of climate change and the behaviour that individuals take to mitigate their impacts was assessed to investigate the psychological antecedent to pro-environmental behaviour; a necessity to mitigate anthropogenic climate change at the individual level. A quantitative cross-sectional design was employed to measure beliefs and behaviour of university students. Correlation was measured between the belief in one’s ability to affect change and pro-environmental behaviour. The hypothesis that nations facing greater climate threat would behave accordingly was tested on the two largest national representatives of the sample, China and Australia. In addition, a naïve Bayesian network, coupled with a self-organising map, was developed to explore correlations between self-efficacy and participants’ socio-demographic features. Results showed that Chinese students are more likely to have higher self-efficacy, while such trend was not noticed for Australians. Similarly, participants with higher educational qualifications, older, and with higher paid jobs also have a higher chance of presenting pro-environmental behaviour. Despite the study limitations, there seems to be evidence suggesting that educational and climate change policies have affected students’ self-efficacy and individual commitment to mitigation.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.relation.ispartofpagefrom123
dc.relation.ispartofpageto144
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralian Journal of Environmental Education
dc.relation.ispartofvolume35
dc.subject.fieldofresearchEnvironmental sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchHuman society
dc.subject.fieldofresearchcode41
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode44
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsBayesian networks
dc.subject.keywordsclimate change education
dc.subject.keywordsnational education policy
dc.titleFrom Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMuroi, SK; Bertone, E, From Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy, Australian Journal of Environmental Education, 2019, 35 (2), pp. 123-144
dc.date.updated2020-04-21T03:32:21Z
dc.description.versionSubmitted Manuscript (SM)
gro.rights.copyright© 2019 Australian Association of Environmental Education (AAEE). This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorBertone, Edoardo


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