Yes, I can: Feeling connected to others increases perceived effectiveness and socially responsible behavior

Cojuharenco, Irina; Cornelissen, Gert; Karelaia, Natalia

doi:10.1016/j.jenvp.2016.09.002

Cited by 72 publications

(63 citation statements)

References 69 publications

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“…The second evidence relates to the study of psychological processes involved in the mechanism of CN affecting ecological behavior [31]. One of the most significant facets of relationship is dependence [32].…”

Section: Cn and Ecological Behaviormentioning

confidence: 99%

From Awe to Ecological Behavior: The Mediating Role of Connectedness to Nature

Yang

Jing

et al. 2018

Sustainability

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Awe is a self-transcendent emotion that can diminish one's focus on the self and serves as an important motivator of commitment to social collectives. However, the influence of awe on ecological behavior is not clear. This study examines the relationships between people's feeling of awe, their connectedness to nature, and ecological behavior. Three experiments tested the effect of awe on ecological behaviors including mediation tests. Compared with participants in the control condition, participants in the awe condition were more inclined to behave ecologically (Study 1 and 2) and reported a higher feeling of connectedness to nature (Study 2). Moreover, the relationship between awe and ecological behavior was mediated by connectedness to nature (Study 3). These findings indicate that awe helps broaden the self-concept by including nature and increase connectedness to nature, which in turn lead to ecological behavior. They also highlight the significance of connectedness in explaining why awe increases ecological behavior.

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Section: Cn and Ecological Behaviormentioning

confidence: 99%

From Awe to Ecological Behavior: The Mediating Role of Connectedness to Nature

Yang

Jing

et al. 2018

Sustainability

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“…The effect of the knowledge-based intervention on increasing response efficacy is likely to be enhanced by the focus adopted by these interventions on community-level action. A community focus could boost response efficacy about potential impacts resulting from interpersonal discussion given the potential for discussion to assist in addressing problems at the community level, increased empowerment stemming from considering oneself as part of a community working toward a common goal (Cojuharenco, Cornelissen, & Karelaia, 2016;Jugert et al, 2016), and encouragement resulting from achieving small goals at the community level (Marshall, 2014;Norgaard, 2011;Weick, 1984). As noted above, we propose that this increased response efficacy about the potential for discussions to make an impact is likely to increase discussion.…”

Section: Knowledge-based Interventions and Efficacymentioning

confidence: 99%

Creating a climate for change: Interventions, efficacy and public discussion about climate change

Geiger

Swim

Fraser

2017

Journal of Environmental Psychology

134

106

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Interpersonal discussions about climate change among the public are important for creating positive social change to addressing the issue, yet a majority of the public does not regularly discuss the topic. Previous correlational research connects avoidance of climate change discussions to low efficacy about these discussions. The present research tests whether a knowledge-based intervention which 1) uses evidence-based communication techniques to increase science knowledge and 2) highlights community-level solutions can promote public discussion through improving efficacy beliefs. A lab experiment (N=173) with university students and a field quasi-experiment with two nationally representative samples of visitors to informal science learning centers (e.g., aquariums, N a =1068, N b =907) demonstrates that those that received a knowledge-based intervention (vs. those who do not receive this intervention) report higher efficacy beliefs, which subsequently enhance engagement in climate change discussion. Our results suggest the potential for national-level knowledge-based interventions which improve efficacy beliefs to catalyze public engagement.

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“…A profound understanding regarding what is sufficient could promote not only happiness and satisfaction, but also responsibility for oneself, others, and the wider world [23]. By increasing the sense of responsibility felt towards the world around us, one learns to take responsibility for one's friends and others close to us (social responsibility), nature (ecological responsibility), and consumption (economic responsibility).…”

Section: Increasing the Sense Of Responsibility And Happinessmentioning

confidence: 99%

Educational Psychological Perspectives on Sustainability Education

Määttä

Uusiautti

2020

Sustainability

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What is the role of educational psychology in the development of sustainability education? In this editorial article, we argue that human happiness and life satisfaction could be the keys to positive education and adapting to pro-environmental behaviors. We discuss the perspective of sustainable happiness education being the guiding principle of sustainability education. Sustainable happiness education can provide a means to educate people about ways of considering their own well-being and that of others simultaneously, while keeping in mind the sustainability aspect of their actions.

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Yes, I can: Feeling connected to others increases perceived effectiveness and socially responsible behavior

Cited by 72 publications

References 69 publications

From Awe to Ecological Behavior: The Mediating Role of Connectedness to Nature

From Awe to Ecological Behavior: The Mediating Role of Connectedness to Nature

Creating a climate for change: Interventions, efficacy and public discussion about climate change

Educational Psychological Perspectives on Sustainability Education

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