Increasing energy- and greenhouse gas-saving behaviors among adolescents: a school-based cluster-randomized controlled trial

Cornelius, Marilyn; Hoffman, Kathryn; Allen, Lindsay H.; Bryson, Susan W.; Desai, Manisha; Robinson, Thomas N.

doi:10.1007/s12053-013-9219-5

Cited by 40 publications

(35 citation statements)

References 70 publications

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“…Though we have analyzed the transmission of information, we do not intend to endorse the widely criticized knowledge deficit model of behaviour (Kahan et al 2012), which holds that people will act to prevent climate change if they understand it better. Tested strategies for promoting individual actions to mitigate climate change have been explored elsewhere, such as showing students how to use public transit, rather than simply encouraging it (Cornelius et al 2014). But before these strategies can be widely implemented in classrooms, there must be accurate information to prioritize actions in curriculum documents and teaching materials such as textbooks.…”

Section: Discussionmentioning

confidence: 99%

The climate mitigation gap: education and government recommendations miss the most effective individual actions

Wynes

Nicholas

2017

Environ. Res. Lett.

687

460

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Section: Discussionmentioning

confidence: 99%

The climate mitigation gap: education and government recommendations miss the most effective individual actions

Wynes

Nicholas

2017

Environ. Res. Lett.

687

460

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“…Schools and other educational groups (e.g. Scouts) can play an important role in motivating children and conveying practical knowledge on how to save power, thus effectively increasing both their engagement in energy saving behaviours and their agency (Boudet et al 2014;Cornelius et al 2014;Hanson 1993;Nies and Witt 1984;Zografakis, Menegaki, and Tsagarakis 2008). The present results thus demonstrate the importance of providing energy education for citizenship in NZ primary schools, based on an interdisciplinary and practical approach -an opinion shared by all of the interviewed teachers, most of the parents, and other researchers (Boylan 2008;CHRCE 2011;Morrisey and Barrow 1984).…”

Section: Discussionmentioning

confidence: 99%

Energy literacy and agency of New Zealand children

Aguirre‐Bielschowsky

Lawson

Stephenson

et al. 2015

Environmental Education Research

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The development of energy literacy (knowledge, attitudes, and intended behaviour) and agency of New Zealand children (age 9-10) were investigated through thematic and exploratory statistical analyses of interviews (October 2011-April 2012) with 26 children, their parents and teachers, focus groups and photo elicitation. The children knew that electricity costs money and saw it as a finite resource. Half could name an energy source but few knew of any associated environmental issues. Most of the children had a positive attitude towards saving electricity, but did not intend to save energy to a further extent (low intended behaviour) and were not influencing their families to conserve energy (low agency). The children were learning about energy informally from a variety of sources, and acquired their attitudes mostly from talking to their parents. The results highlight the need for energy education for citizenship at school and conversations about energy both there and at home.

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“…We mapped the intervention step-by step as proposed by Robinson and colleagues [58]. We began by identifying the target behaviours and then worked backwards to define activities and strategies and potential mediators.…”

Section: Methodsmentioning

confidence: 99%

“GET-UP” study rationale and protocol: a cluster randomised controlled trial to evaluate the effects of reduced sitting on toddlers’ cognitive development

et al. 2016

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BackgroundThe educational and cognitive differences associated with low socioeconomic status begin early in life and tend to persist throughout life. Coupled with the finding that levels of sedentary time are negatively associated with cognitive development, and time spent active tends to be lower in disadvantaged circumstances, this highlights the need for interventions that reduce the amount of time children spend sitting and sedentary during childcare. The proposed study aims to assess the effects of reducing sitting time during Early Childhood Education and Care (ECEC) services on cognitive development in toddlers from low socio-economic families.Methods/DesignWe will implement a 12-months 2-arm parallel group cluster randomised controlled trial (RCT) with Australian toddlers, aged 12 to 26 months at baseline. Educators from the ECEC services allocated to the intervention group will receive professional development on how to reduce sitting time while children attend ECEC. Participants’ cognitive development will be assessed as a primary outcome, at baseline and post-intervention, using the cognitive sub-test from the Bayley Scales of Infant and Toddler Development.DiscussionThis trial has the potential to inform programs and policies designed to optimize developmental and health outcomes in toddlers, specifically in those from disadvantaged backgrounds.Trial registrationAustralian New Zealand Clinical Trials Registry: ACTRN12616000471482, 11/04/2016, retrospectively registered.Electronic supplementary materialThe online version of this article (doi:10.1186/s12887-016-0723-6) contains supplementary material, which is available to authorized users.

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Increasing energy- and greenhouse gas-saving behaviors among adolescents: a school-based cluster-randomized controlled trial

Cited by 40 publications

References 70 publications

The climate mitigation gap: education and government recommendations miss the most effective individual actions

The climate mitigation gap: education and government recommendations miss the most effective individual actions

Energy literacy and agency of New Zealand children

“GET-UP” study rationale and protocol: a cluster randomised controlled trial to evaluate the effects of reduced sitting on toddlers’ cognitive development

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