Emotions affect learning about climate change - a case study of FFF
Although the relevance of emotions for motivating climate change action is acknowledged in research, it lacks recommendation how to include emotions in Climate Change Education (CCE). This study draws on selected theories of emotions (the control-value theory according to Schutz and Pekrun ( 2007 )...
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| Published in | International research in geographical and environmental education Vol. 34; no. 1; pp. 5 - 24 |
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| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
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Routledge
02.01.2025
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| Abstract | Although the relevance of emotions for motivating climate change action is acknowledged in research, it lacks recommendation how to include emotions in Climate Change Education (CCE). This study draws on selected theories of emotions (the control-value theory according to Schutz and Pekrun (
2007
) and the wheel of emotions according to Plutchik (
2001
)) and applies them in a CCE context. It then discusses emotions and their antecedents (value and control appraisals) experienced by secondary school students (N = 297) participating simultaneously in the Austrian CCE program k.i.d.Z.21 and in Fridays For Future (FFF) during the 2019/2020 school year. Results of quantitative and qualitative analyses indicate that FFF participants differ from other students (OS) in their emotions and their value and control appraisals. Characteristic findings are their predominant attribution of internal control (74.6%) and their extrinsic values (68.7%), as well as a high proportion of positive emotions (79%) compared to negative emotions (21%). For learning in CCE, the selected theories of emotions are recommended, as they provide a nuanced picture of the dominant emotions and their value and control appraisals within learners. |
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| AbstractList | Although the relevance of emotions for motivating climate change action is acknowledged in research, it lacks recommendation how to include emotions in Climate Change Education (CCE). This study draws on selected theories of emotions (the control-value theory according to Schutz and Pekrun (
2007
) and the wheel of emotions according to Plutchik (
2001
)) and applies them in a CCE context. It then discusses emotions and their antecedents (value and control appraisals) experienced by secondary school students (N = 297) participating simultaneously in the Austrian CCE program k.i.d.Z.21 and in Fridays For Future (FFF) during the 2019/2020 school year. Results of quantitative and qualitative analyses indicate that FFF participants differ from other students (OS) in their emotions and their value and control appraisals. Characteristic findings are their predominant attribution of internal control (74.6%) and their extrinsic values (68.7%), as well as a high proportion of positive emotions (79%) compared to negative emotions (21%). For learning in CCE, the selected theories of emotions are recommended, as they provide a nuanced picture of the dominant emotions and their value and control appraisals within learners. |
| Author | Oberauer, Karin Keller, Lars Parth, Sandra Stötter, Hans Deisenrieder, Veronika Kubisch, Susanne |
| Author_xml | – sequence: 1 givenname: Veronika orcidid: 0000-0002-5116-8060 surname: Deisenrieder fullname: Deisenrieder, Veronika organization: Department of Teaching and Learning, Leopold-Franzens University – sequence: 2 givenname: Karin orcidid: 0000-0003-3201-8400 surname: Oberauer fullname: Oberauer, Karin organization: Department of Teaching and Learning, Leopold-Franzens University – sequence: 3 givenname: Susanne orcidid: 0000-0001-8983-9096 surname: Kubisch fullname: Kubisch, Susanne organization: Department of Teaching and Learning, Leopold-Franzens University – sequence: 4 givenname: Sandra orcidid: 0000-0003-4281-0207 surname: Parth fullname: Parth, Sandra organization: Department of Teaching and Learning, Leopold-Franzens University – sequence: 5 givenname: Hans orcidid: 0000-0002-7750-988X surname: Stötter fullname: Stötter, Hans organization: Department of Geography, Leopold-Franzens University – sequence: 6 givenname: Lars orcidid: 0000-0003-3864-7005 surname: Keller fullname: Keller, Lars organization: Department of Teaching and Learning, Leopold-Franzens University |
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| Title | Emotions affect learning about climate change - a case study of FFF |
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