Czech students and mitigation of global warming: beliefs and willingness to take action

Lehnert, Michal; Fiedor, David; Frajer, Jindřich; Hercík, Jan; Jurek, Martin

doi:10.1080/13504622.2019.1694140

Cited by 27 publications

(24 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings mirror the claims made by environmental advocates that belief is crucial for developing pro-environmental behavior [34,67,68]. In the later years, the empirical findings of several studies confirm the claims made by the advocators that belief affects formation of climate conserving behaviors [44,48,75,76]. Although belief significantly affects behaviors, the effect is notably small.…”

Section: Discussionsupporting

confidence: 78%

“…Secondly, the study attempted to include knowledge as one of the variables. In the past various other factors ruled out to influence behavior [27,29,48,49]. The current research informs that knowledge distinctively has a small effect.…”

Section: Discussionsupporting

confidence: 52%

“…The collective effects of the variables identified in the current study contribute to the literature. This is because literature predominately documented the role of the three variables in forming behaviors in isolation [20,25,48,50,52,54]. Secondly, the study attempted to include knowledge as one of the variables.…”

Section: Discussionmentioning

confidence: 99%

“…In the same study, the moderate relationship then turns to a strong positive relationship after students in the treatment group exposed to hands-on activities. A recent study done in Czech with upper primary and secondary level students confirmed that students' belief directly explains up to 18% of their willingness to act to alleviate global warming [48].…”

Section: Belief and Climate Conserving Behaviormentioning

confidence: 94%

“…Past studies demonstrate that various antecedents inform climate conserving behaviors. The antecedents include belief [44,47,48], motivation [20,49,50] and knowledge [20,25,[51][52][53]. Frequently, the causal factors are context-specific and locally relevant.…”

Section: Climate Conserving Behaviormentioning

confidence: 99%

See 4 more Smart Citations

Moving Beyond the One-Size-Fits-All Model in Describing the Climate Conserving Behaviors of Malaysian Secondary Students

2020

View full text Add to dashboard Cite

The acceleration of average temperature of lands and oceans, rising sea level, frequent extreme weather events and ocean acidification denote that climate change is a contemporary pressing dilemma facing the world. Everyday human activities such as open burning, deforestation, burning of fossil fuels and agricultural activities significantly contribute to Earth warming. Preventing the aforementioned activities reduce the greenhouse gas emission to the atmosphere and subsequently slows the changes in climate. Thus, climate change education is integral to educate people on the destructive consequences of their actions to the climate. Past studies revealed that well-established theories and models guided the designing of education to deliver behavioral change in many countries and reportedly improved participants’ knowledge, attitude and motivation. However, these theories and models exist as an after effect of the education and the long-term impact of the initiative frequently not found and less information available on the sustainability of such education. Additionally, effective climate change education is typically context-based and designed based on factors related to local students’ behavior. Hence, this study examined how knowledge and psychological factors such as belief and motivation explain the formation of climate conserving behavior among secondary school students. A total of 221 questionnaires was distributed to 14 years old Malaysian secondary school students to measure knowledge, motivation and belief. The data obtained were later analyzed using the partial least squares structural equation modelling (PLS-SEM) approach. The findings revealed that knowledge (β = 0.259, p < 0.05), belief (β = 0.295, p < 0.05) and motivation (β = 0.546, p < 0.05) positively affects the behavior. These findings reflected that knowledge, belief and motivation collectively explain a total of 65.5% of variances in the formation of climate conserving behavior among Malaysian secondary school students.

show abstract