Situational influences upon children's beliefs about global warming and energy
Situational influences upon children's beliefs about global warming and energy
复制标题
情境对儿童全球变暖和能源信念的影响
DOI：
10.1080/1350462042000291029
复制
发表时间：
2004
影响因子：
3.2
通讯作者：
P. Fleming
中科院分区：
文献类型：
--
作者：
Patrick Devine‐Wright *;H. Devine;P. Fleming
本文从心理学的角度探讨了儿童对全球变暖和能源的信念，重点是情境对主观信念的影响，包括自我效能感。这项研究的背景是人们越来越关注全球变暖的潜在影响，但成年人和儿童有效应对这一大规模环境问题的自我效能水平明显较低。对198名英国儿童和成人的样本进行了实证研究，以探索合作学习环境对儿童对全球变暖和能源信念的影响。采用了比较设计，将Woodcraft Folk教育组织的9-12岁成员与年龄相仿的非成员以及同一组织的成年成员进行对比。结果表明，合作学习环境可以对儿童对大规模环境问题的信念产生显着的积极影响。特别是，Woodcraft民间儿童报告了与同龄人相比，与全球变暖相关的个人意识和自我效能感水平显着较高。其次，儿童和成年Woodcraft民间的自我效能感水平之间存在意想不到的差异。这些差异的影响，旨在增强儿童应对全球变暖的教育方案的设计进行了讨论。
This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed.