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A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate change
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.ORCID-id: 0000-0001-6350-7763
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0002-8649-4632
2019 (Engelska)Ingår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 25, nr 5, s. 615-632Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. The quantitative study is longitudinal and a survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At an individual level, there are substantial movements over time. Nearly two-thirds of the students changed the strength of their value orientations over time. Taxes and legislation were regarded as the most effective solutions to climate change, however there was a decrease in seeing market prices as important mechanisms for change. Analysis suggested no direct relationship between change in environmental value orientation and change in norms. However indirect associations were mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions.

Ort, förlag, år, upplaga, sidor
2019. Vol. 25, nr 5, s. 615-632
Nyckelord [en]
value-belief-norm theory, economics and business education, longitudinal study, environmental values and attitudes
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-161874DOI: 10.1080/13504622.2018.1523369ISI: 000480763300002OAI: oai:DiVA.org:su-161874DiVA, id: diva2:1262110
Tillgänglig från: 2018-11-09 Skapad: 2018-11-09 Senast uppdaterad: 2019-09-16Bibliografiskt granskad
Ingår i avhandling
1. Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
Öppna denna publikation i ny flik eller fönster >>Exploring changes of conceptions, values and beliefs concerning the environment: A longitudinal study of upper secondary school students in business and economics education
2017 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III.

Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact.

Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences.

Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University, 2017
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 55
Nyckelord
environment, sustainability, interdisciplinary, longitudinal study, conceptual change, prices, externalities, values-beliefs-norms, climate change solutions, upper secondary school students, business and economics education
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-147639 (URN)978-91-7797-018-7 (ISBN)978-91-7797-019-4 (ISBN)
Disputation
2017-12-01, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (Engelska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet, 2007-08877
Anmärkning

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Tillgänglig från: 2017-11-08 Skapad: 2017-10-16 Senast uppdaterad: 2019-01-11Bibliografiskt granskad

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Ignell, CarolineDavies, PeterLundholm, Cecilia
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Institutionen för pedagogik och didaktikInstitutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik
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