Fear emotion reduces reported mitigation behavior in adolescents subject to climate change education

Emotion has been recognized as a significant factor affecting climate engagement behavior. However, empirical experiments testing emotions influencing behavioral changes, climate change education (CCE) in particular, are rare. In this study, we conducted a 2-week CCE program with the support of vide...

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Published in:	Climatic change Vol. 174; no. 1-2; p. 1
Main Authors:	Wang, Xueqi, Chen, Jin
Format:	Journal Article
Language:	English
Published:	Dordrecht Springer Netherlands 01.09.2022 Springer Nature B.V
Subjects:	Adolescents Atmospheric Sciences Behavior behavior change China climate Climate change Climate Change/Climate Change Impacts Clips Earth and Environmental Science Earth Sciences Education Emission analysis Emissions control Emotions Environmental education Fear fearfulness Mitigation Schools Self report Students Teenagers China Emotion Climate change education Knowledge Climate change mitigation behavior Adolescent
ISSN:	0165-0009, 1573-1480
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Abstract	Emotion has been recognized as a significant factor affecting climate engagement behavior. However, empirical experiments testing emotions influencing behavioral changes, climate change education (CCE) in particular, are rare. In this study, we conducted a 2-week CCE program with the support of video clips to induce emotions such as fear and/or hope through the manipulated treatments and were then compared between emotion plus lecture group and lecture-only group for adolescents to explore how emotions affect self-reported mitigation behavior toward climate change. The study involved 1730 students from nine middle schools in three coastal cities (Xiamen, Shenzhen, and Ningbo) in China. The results demonstrated that emotional video clips were the successful stimulus for target emotions. There was a significant improvement in both knowledge-gaining and self-reported mitigation behavior in the lecture-only group, and climate change concern and involvement mediated the effect on mitigation behavior. Compared to the lecture-only group, the hope treatment group showed decreased knowledge gain but no significant effect on self-reported mitigation behavior. In contrast, emotion significantly reduced students’ self-reported mitigation behavior in the fear treatment group, which was mostly pinpointed to the behavioral change of emission reduction activities. Thus, the study highlighted the importance of knowledge with appropriate emotions in adolescents to safeguard educational outcomes.
AbstractList	Emotion has been recognized as a significant factor affecting climate engagement behavior. However, empirical experiments testing emotions influencing behavioral changes, climate change education (CCE) in particular, are rare. In this study, we conducted a 2-week CCE program with the support of video clips to induce emotions such as fear and/or hope through the manipulated treatments and were then compared between emotion plus lecture group and lecture-only group for adolescents to explore how emotions affect self-reported mitigation behavior toward climate change. The study involved 1730 students from nine middle schools in three coastal cities (Xiamen, Shenzhen, and Ningbo) in China. The results demonstrated that emotional video clips were the successful stimulus for target emotions. There was a significant improvement in both knowledge-gaining and self-reported mitigation behavior in the lecture-only group, and climate change concern and involvement mediated the effect on mitigation behavior. Compared to the lecture-only group, the hope treatment group showed decreased knowledge gain but no significant effect on self-reported mitigation behavior. In contrast, emotion significantly reduced students’ self-reported mitigation behavior in the fear treatment group, which was mostly pinpointed to the behavioral change of emission reduction activities. Thus, the study highlighted the importance of knowledge with appropriate emotions in adolescents to safeguard educational outcomes.
ArticleNumber	1
Author	Wang, Xueqi Chen, Jin
Author_xml	– sequence: 1 givenname: Xueqi surname: Wang fullname: Wang, Xueqi organization: CAS Key Laboratory of Tropical Forest Ecology, Xishuangbanna Tropical Botanical Garden, Chinese Academy of Sciences, University of Chinese Academy of Sciences – sequence: 2 givenname: Jin orcidid: 0000-0002-9490-9981 surname: Chen fullname: Chen, Jin email: cj@xtbg.org.cn organization: CAS Key Laboratory of Tropical Forest Ecology, Xishuangbanna Tropical Botanical Garden, Chinese Academy of Sciences
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SubjectTerms	Adolescents Atmospheric Sciences Behavior behavior change China climate Climate change Climate Change/Climate Change Impacts Clips Earth and Environmental Science Earth Sciences Education Emission analysis Emissions control Emotions Environmental education Fear fearfulness Mitigation Schools Self report Students Teenagers
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Title	Fear emotion reduces reported mitigation behavior in adolescents subject to climate change education
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