THE RELEVANCE OF PERCEIVED PSYCHOLOGICAL DISTANCE TO CLIMATE CHANGE FOR BUILDING CONCERN ABOUT IT AND THE POTENTIAL FOR EDUCATION Moritz Gubler, Adrian Brügger, & Marc Eyer International Symposium on Climate Change and the Role of Education 12 th & 13 th April 2019 Lincoln, UK
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THE RELEVANCE OF PERCEIVED PSYCHOLOGICAL DISTANCE TO
CLIMATE CHANGE FOR BUILDING CONCERN ABOUT IT AND THE POTENTIAL FOR EDUCATION
Moritz Gubler, Adrian Brügger, & Marc Eyer
International Symposium on Climate Change and the Role of Education12th & 13th April 2019
Paper-and-pencil questionnaire (Oct. – Nov. 2018)- Self-reported knowledge about climate change- Psychological distance dimensions (12 items)- Concern about climate change (4 items)- Attitude towards nature & value orientations (26 items)- Socio-demographics (gender, age, school type)
Participants (N = 587)- 51.7% females- 14 – 17 years (ø = 14.9); middle adolescence- Canton of Berne (Switzerland); alpine, rural, & urban communities- Basic I (25.9%), general I (31.6%), & upper II (42.4%) seconday school (9th grade)
MaleFemale 14 15 16 17 Secondary I Secondary II
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Climate change perceived as rather spatially (and socially) distant
Distant perception of climate change lower levels of concern about it Complex interplay of different predictor variables
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Factors known to increase climate engagement among young people - Risk perception & concern about climate change- Perceived self-efficacy & hope- Peers, family, & group identification?- Values, beliefs, & world views?- Knowledge?- Origin & place identity?
CLIMATE CHANGE CONCERN = CLIMATE ACTION?
INTRODUCTION METHODS RESULTS DISCUSSION CONCLUSIONSStevenson et al. (2018) Keystone (Berne, 15th March 2019)
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Reducing psychological distance in educational contexts Learning material focussing on certain, local, present, and personally relevant aspects
of climate change («certainly happens here, now and to people like you»)
Open questions- Effects of differently framed information about climate change?- What if it gets too close?- Psychological distancing as an emotion-focused coping strategy?
[email protected] for Research, Development, and EvaluationUniversity of Teacher Education BerneSwitzerland
ReferencesBrügger et al. (2015): Psychological responses to the proximity of climate change. Nature Climate Change, 5: 1031-1037.
Corner et al. (2015): How do young people engage with climate change? The role of knowledge, values, message framing, and trusted communicators. WIREs
Climate Change, 6: 523-534.
Gubler, Brügger & Eyer (2019): Adolescents’ Perceptions of the Psychological Distance to Climate Change, Its Relevance for Building Concern about It, and the
Potential for Education.
Liberman & Trope (2008): The psychology of transcending the here and now. Science, 322: 1201-1205.
Ojala (2016): Young People and Global Climate Change: Emotions, Coping, and Engagement in Everyday Life. In: Geographies of Global Issues: Change and
Threat. Singapore: Springer Singapore
Ojala & Lakew (2017): Young People and Climate Change Communication. In: Oxford Reasearch Encyclopedia of Climate Science. USA: Oxford University Press
Spence, Poortinga, & Pidgeon (2012): The psychological distance of climate change. Risk Analysis, 32 (6): 957-972.
Stevenson, Peterson, & Bondell (2018). Developing a model of climate change behavior among adolescents. Climatic Change, 151(3), 589-603.
Van der Linden, Maibach, & Leiserowitz (2015): Improving public engagement with climate change: Five «best practice» insights from psychological science.
Perspectives on Psychological Science, 10 (6): 758-763.