Emotion, Fact, and Anthropogenic Disturbances: Undergraduate Attitudes Toward Wildfire and Urbanization after a Brief Intervention.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Mali M Hubert, Maryrose Weatherton, Elisabeth E Schussler
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Abstract

Understanding attitudes towards anthropogenic disturbances, especially among undergraduates, is important to inform educational practices because of the theoretical link between attitude and behavior. We evaluated the attitudes of undergraduate students in a biology majors course and nonmajors course toward two anthropogenic disturbances: wildfire and urbanization. Student attitudes were assessed via an online Wildfire and Urbanization Attitude survey (WUAS) before and after a video intervention, randomly delivered as either fact- or emotion-based versions. Student beliefs regarding wildfire and urbanization were positively correlated with their general intention to act toward environmental issues on both pre- and postintervention surveys, as suggested by theory. Student belief that urbanization was bad for the environment increased from pre- to postintervention. However, beliefs and intention to act did not statistically differ between majors/nonmajors or intervention video type. This study hints that brief interventions can impact student disturbance beliefs, but more research is needed to guide curriculum development. Despite some research suggesting the value of emotion to inspire climate action, our results suggest that more work needs to be done regarding the value of emotion to increase environmental action toward other anthropogenic disturbances.

情感、事实和人为干扰:短暂干预后大学生对野火和城市化的态度。
由于态度与行为之间存在理论联系,因此了解学生(尤其是本科生)对人为干扰的态度对于指导教育实践非常重要。我们评估了生物专业课程和非专业课程的本科生对野火和城市化这两种人为干扰的态度。在视频干预前后,我们通过在线野火和城市化态度调查(WUAS)对学生的态度进行了评估。在干预前和干预后的调查中,学生对野火和城市化的看法与他们对环境问题的总体行动意向呈正相关,这也是理论所建议的。从干预前到干预后,学生认为城市化对环境有害的信念有所增加。然而,在统计学上,不同专业/非专业或干预视频类型之间的信念和行动意愿并无差异。这项研究表明,简短的干预可以影响学生的干扰信念,但还需要更多的研究来指导课程开发。尽管一些研究表明情感对于激发气候行动具有价值,但我们的研究结果表明,在情感对于增加针对其他人为干扰的环境行动的价值方面,还需要做更多的工作。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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