Adult Climate Change Education Advances Learning, Self-Efficacy, and Agency for Community-Scale Stewardship
Adult Climate Change Education Advances Learning, Self-Efficacy, and Agency for Community-Scale Stewardship
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DOI：
10.3390/su14031804
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发表时间：
2022-02
期刊：
影响因子：
3.9
通讯作者：
S. Nelson;Gregory C Ira;A. Merenlender
中科院分区：
文献类型：
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作者：
S. Nelson;Gregory C Ira;A. Merenlender
教育本身并不一定促进积极的环境行为;相反，需要一个复杂的影响组合，包括社会融合，发现共同的价值观，加强环境认同，自我效能和机构，以促进环境管理。我们研究了参与者的成果，从一个新的成人气候教育和服务课程，这是由当地组织提供。UC Climate Stewards认证课程包括关系建立，社会情感学习，气候科学，气候沟通，监测恢复力以及如何采取社区规模的行动。根据约154名参与者的结果，我们观察到自我效能显着改善，帮助保护社区的信心从x = 3.59（3为中性）增加到x = 4.32（4为同意）（p < 0.00）。对气候变化采取行动的重要性似乎是在参加课程之前强烈持有的价值观，并与成为认证气候管家的动机相一致;因此，它仅从（x <$= 4.25）略微增加到（x <$= 4.57）（p < 0.00）。气候管理员在谈论该主题时的能力感增加了（从之前的x <$3.05增加到之后的x <$= 4.24，p < 0.00，N = 111）。最后，我们研究了气候管家志愿者所采取的社区规模的管理，通过自我报告提供的信息，并探索其他方法来研究从教育到机构的途径。
Education per se does not necessarily foster positive environmental behaviors; rather, a complex assemblage of influences including social integration, discovering shared values, strengthening environmental identity, self-efficacy, and agency is needed to foster environmental stewardship. We examine the participant outcomes from a new adult climate education and service course, which is delivered by local organizations. The UC Climate Stewards certification course includes relationship building, social-emotional learning, climate science, climate communication, monitoring resilience, and how to take community-scale action. Based on results from ~154 participants, we observed significant improvement in self-efficacy, with confidence to help protect communities increasing from x¯ = 3.59 (3 is neutral) to x¯ 4.32 (4 is agree) (p < 0.00). The importance of doing something or taking action about climate change appears to be a value that was strongly held prior to taking the course and aligns with motivations for becoming a certified Climate Steward; hence, it only slightly increased from (x¯ = 4.25) to (x¯ = 4.57) (p < 0.00). Climate Stewards’ feeling of competency in talking about the subject increased (from x¯ 3.05 before to x¯ = 4.24 after, p < 0.00, N = 111). Finally, we examine the community-scale stewardship taken by the Climate Steward volunteers, from information provided through self-reporting, and explore additional approaches to researching pathways from education to agency.