dc.contributor.author | Muroi, Subaru Ken | |
dc.contributor.author | Bertone, Edoardo | |
dc.date.accessioned | 2020-04-29T23:44:32Z | |
dc.date.available | 2020-04-29T23:44:32Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 0814-0626 | |
dc.identifier.doi | 10.1017/aee.2019.12 | |
dc.identifier.uri | http://hdl.handle.net/10072/393315 | |
dc.description.abstract | The 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.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Cambridge University Press | |
dc.relation.ispartofpagefrom | 123 | |
dc.relation.ispartofpageto | 144 | |
dc.relation.ispartofissue | 2 | |
dc.relation.ispartofjournal | Australian Journal of Environmental Education | |
dc.relation.ispartofvolume | 35 | |
dc.subject.fieldofresearch | Environmental sciences | |
dc.subject.fieldofresearch | Education | |
dc.subject.fieldofresearch | Human society | |
dc.subject.fieldofresearchcode | 41 | |
dc.subject.fieldofresearchcode | 39 | |
dc.subject.fieldofresearchcode | 44 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.subject.keywords | Bayesian networks | |
dc.subject.keywords | climate change education | |
dc.subject.keywords | national education policy | |
dc.title | From Thoughts to Actions: The Importance of Climate Change Education in Enhancing Students' Self-Efficacy | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Muroi, 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.updated | 2020-04-21T03:32:21Z | |
dc.description.version | Submitted 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.hasfulltext | Full Text | |
gro.griffith.author | Bertone, Edoardo | |