Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

Ojala, Maria

doi:10.1080/00958964.2015.1021662

Cited by 261 publications

(216 citation statements)

References 43 publications

(51 reference statements)

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“…It has been stressed that teachers' recognition of negative emotions, such as worry or anger, expressed in the classroom are vital to promote the empowerment of students (Ojala 2015). The present study, performed in a naturalistic setting, provides examples of emotions expressed by students in relation to a specific SSI, and descriptions of the teacher's way of dealing with these.…”

Section: Storylines Relevant To Students' Positions As Participants Imentioning

confidence: 99%

“…Previous research findings based on interviews (Sadler andZeidler 2004, 2005) and questionnaires (Ojala 2015) show that it is reasonable to expect that students will make emotive considerations and also express emotions in the classroom when they are invited to engage in discussions and decision-making on SSI. It has been stressed that teachers' recognition of negative emotions, such as worry or anger, expressed in the classroom are vital to promote the empowerment of students (Ojala 2015).…”

Section: Storylines Relevant To Students' Positions As Participants Imentioning

confidence: 99%

“…For example, it has been suggested that teachers should manage classroom discourse in a way that facilitates students relating to the issue under consideration on a personal level (Bossér et al 2015). Moreover, emotive reasoning grounded in empathy and sympathy with other people plays a significant part in decision-making on SSI (Sadler andZeidler 2004, 2005), and students' expressions of emotions in the classroom are common, for example, in relation to serious global issues (Ojala 2015). Consequently, it is important that teachers also have strategies to deal with emotions expressed in the classroom when using SSI as contexts for science teaching.…”

Section: New Demands On Teachers Associated With the Advancement Of Dmentioning

confidence: 99%

“…Consequently, it is important that teachers also have strategies to deal with emotions expressed in the classroom when using SSI as contexts for science teaching. Specifically, research indicates that teachers' recognition of negative emotions, such as worry or anger, alongside classroom discussions involving solution-oriented and positive views of the future, are vital for the promotion of students' empowerment vis-á-vis their perceptions of their potential to influence their own lives and actively engage with serious issues (Ojala 2015).…”

Section: New Demands On Teachers Associated With the Advancement Of Dmentioning

confidence: 99%

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Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Bossér

Lindahl

2017

Res Sci Educ

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The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

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Section: Storylines Relevant To Students' Positions As Participants Imentioning

confidence: 99%

Section: Storylines Relevant To Students' Positions As Participants Imentioning

confidence: 99%

Section: New Demands On Teachers Associated With the Advancement Of Dmentioning

confidence: 99%

Section: New Demands On Teachers Associated With the Advancement Of Dmentioning

confidence: 99%

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Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Bossér

Lindahl

2017

Res Sci Educ

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“…Accordingly, understanding how to unite future generations in climate action is critical to equipping future leaders to meet the challenges they will face, and special attention should be paid to how to avoid the counterproductive effects of despair. Children and adolescents experience lower levels of perceived and actual control over their individual and collective actions than adults, which can make younger audiences particularly likely to experience despair in the face of climate change [13]. Though many young people are interested in global problems, feelings of helplessness, hopelessness, and pessimism are common [14][15][16], including 27% of Australian adolescents that believe the "world will end before they grow old" [17].…”

Section: Introductionmentioning

confidence: 99%

Motivating Action through Fostering Climate Change Hope and Concern and Avoiding Despair among Adolescents

2015

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Efforts to build climate change concern seem warranted to overcome apathy and promote action. However, research suggests that these efforts can backfire by breeding despair, denial and inaction. This may be especially true among younger audiences, as despair is highest among those who view climate challenges as out of their control, and children generally have lower perceived and actual control than adults in political and personal arenas. Though many studies have documented feelings of despair and sadness among younger audiences, few have explored how climate change hope may counteract despair and encourage productive responses to climate change concern. This study examined how climate change hope, despair, and concern predict pro-environmental behavior with a quantitative survey of a random sample of middle school students in North Carolina, USA (n = 1486). We did not find an interaction between climate change hope and concern or despair, but instead found climate change hope and concern independently and positively related to behavior and despair negatively related to behavior. These results suggest that climate change concern among K-12 audiences may be an important antecedent to behavior which does not dampen the positive impacts of hope. Further, rather than mitigating the negative effects of climate change despair, hope may be an independent predecessor to behavior. Students at Title I (a measure of low socioeconomic status) schools were less likely to engage in pro-environmental behaviors, suggesting climate literacy efforts should target schools with lower levels of socioeconomic status specifically.

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Impact of the Climate Crisis on Children's Social Development

Sanson¹,

Malca²,

Hoorn³

2022

The Wiley‐Blackwell Handbook of Childhood Social Development

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Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

Cited by 261 publications

References 43 publications

Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Students’ Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

Motivating Action through Fostering Climate Change Hope and Concern and Avoiding Despair among Adolescents

Impact of the Climate Crisis on Children's Social Development

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