Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Abstract

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a 'mere' behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one's own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people's action competence for sustainability in various contexts.

Towards effective e-learning on sustainability: a case study-course on participatory processes in environmental politics

“…The measurement of the effectiveness of e-learning tools was based on student’sself-perceived knowledge and skills development (Keržič et al , 2019; Olsson et al , 2020; Pérez-Foguet et al , 2018). Two questionnaires were provided to all students on Moodle: a pre-questionnaire to evaluate their pre-knowledge about the fields of sustainable environmental governance covered in the course and skills (concerning e-learning, etc.)…”

Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals

“…The educational idiosyncrasy of a university makes it a tier-one agent in educating citizens on the values and principles of sustainability [5]. Educating on and for the SDGs means educating for social justice and sustainable development, for social activism and for political commitment and engagement [2,6]. It entails educating citizens who question justice and equal opportunities in the sense of human rights [7].…”

Educating Digital Citizens on Sustainable Development Goals

“…The educational idiosyncrasy of a university makes it a tier-one agent in educating citizens on the values and principles of sustainability [5]. Educating on and for the SDGs means educating for social justice and sustainable development, for social activism and for political commitment and engagement [2,6]. It entails educating citizens who question justice and equal opportunities in the sense of human rights [7].…”