Meaning, Belonging and Well-being: The Socio-psychological Benefits of Engaging in Private Land Conservation

Yasué, Maï; Kirkpatrick, J. B.; Davison, Aidan

doi:10.4103/cs.cs_19_81

Cited by 8 publications

(8 citation statements)

References 88 publications

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“…Using methods described elsewhere (Hockin‐Grant & Yasué, 2017; Chamberlin, Yasué & Chiang, 2018; Yasué, Kirkpatrick & Davison, 2020), for the open‐ended questions on motivations to engage in MPAs, psychological impacts of engagement and how these changed over time, responses were coded deductively using concepts such as autonomous versus non‐autonomous motivation from the MTES and BPNs (i.e. autonomy, competence and relatedness) from Self‐Determination Theory (Ryan & Deci, 2002) as well as self‐transcendence versus self‐enhancement values from the PVQ‐RR and the Theory of Basic Human Values (Hicks et al, 2015; Hockin‐Grant & Yasué, 2017; Yasué et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…Apart from one individual, all participants who were contacted agreed to take part in the study. These instruments have been shown to be valid and reliable elsewhere (Pelletier et al, 1998;Schwartz et al, 2012) and have been applied to conservation and pro-environmental behaviour (Hicks et al, 2015;Lucas, 2018;Yasué, Kirkpatrick & Davison, 2020).…”

Section: Recruitment Processmentioning

confidence: 99%

“…Furthermore for scales that are particularly hard for people to respond to (for instance the BPN scales), qualitative approaches such as semi-structured interviews or focus groups with trained interviewers who are familiar with Self-Determination Theory and coding of responses based on the BPN may be an option for providing more reliable results (Chamberlin, Yasué & Chiang, 2018;Yasué, Kirkpatrick & Davison, 2020).…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

“…Furthermore, some research suggests that autonomous motivations (e.g. enhanced life purpose, friendships, belonging) may be greater or at least equal drivers (Gooden & Grenyer, 2019; Yasué, Kirkpatrick & Davison, 2020) as non‐autonomous drivers (e.g. payments) in community conservation projects.…”

Section: Introductionmentioning

confidence: 99%

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The psychological impacts of community‐based protected areas

Yasué

Kockel

Dearden

2022

Aquatic Conservation

Self Cite

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This cross‐sectional and mixed‐methods study uses Self‐Determination Theory and the Theory of Basic Human Values to investigate changes in motivations, attitudes, beliefs and values following the establishment of community‐based marine protected areas (MPAs). Open‐ended and retrospective questions, as well as survey instruments, were used in six communities with different‐aged (new: 1–3 years old, medium‐aged: 5–11 years old and old: 20–25 years old) MPAs in the Philippines. Respondents included both community members either involved (n = 101) or not involved (n = 108) in MPA management. Respondents reported increased appreciation for the benefits of MPAs and more positive attitudes about MPAs over time. In comparison to respondents from communities with new MPAs, respondents in communities with medium‐aged and old MPAs identified a wider range of MPA impacts on themselves (e.g. new friendships, learning and greater pro‐environmental values), their community (e.g. increased fish catch, social capital), and on ecosystems (e.g. different species and ecosystems‐types). Similarly, respondents from medium‐aged and old MPAs had fewer non‐autonomous motivations (i.e. motivations arising externally, such as social status or pay) to engage in MPA management and also had higher self‐transcendence values, such as caring for nature. These results suggest that community‐based MPAs may encourage psychological shifts in communities such as greater autonomous motivation to care for nature and enhanced self‐transcendence values, both of which may support conservation. By developing a more holistic approach to assessing the multi‐faceted impacts of community‐based conservation, this type of psychological research helps to identify and prioritize timely actions in the establishment and maintenance of resilient and sustainable community‐based MPAs.

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Section: Methodsmentioning

confidence: 99%

Section: Recruitment Processmentioning

confidence: 99%

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The psychological impacts of community‐based protected areas

Yasué

Kockel

Dearden

2022

Aquatic Conservation

Self Cite

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“…Thus, the target orientation of student youth towards prosocial behavior increases academic self-discipline, academic self-confidence and self-determination when choosing a professional and life path [11,12,13,14,15]. Prosocial behavior, according to researchers, makes it possible to more successfully solve many issues of local communities: personal and social learning, increasing life goals and aspirations [16,17,18,19].…”

Section: Introductionmentioning

confidence: 99%

Life self-determination of graduates of engineering and biotechnology programs of the university: regional practices

et al. 2021

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The article describes the modern vision of the category of “life self-determination” on the example of graduates of engineering and biotechnology programs of a regional university. As part of the study, a review of scientific articles was carried out. We formulated theoretical and instrumental approaches that are relevant for the present time, they are: ensuring a high level of primary professional self-identification of university graduates and high satisfaction with professional competencies; creating conditions for the manifestation of prosocial behavior, satisfaction with the psychological comfort of interpersonal and group interactions; the formed need to participate in the modernization and creation of their modern living environment, including updating the content of the rural way of life; raising awareness among young people about the professions in demand, the needs and priorities of the digital society to develop lifelong learning skills. They provide understanding and modeling of youth policy in the field of professional and life self-determination and contribute to the solution of the state task set in the Decree “On the national development goals of the Russian Federation for the period up to 2030”.

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