A randomized controlled trial of the effect of a nature-based intervention on climate capability and eco-anxiety in teenagers.

IF 2.9 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2025-09-22 eCollection Date: 2025-01-01 DOI:10.3389/fpsyg.2025.1648880

Róise Glynn, Clodagh O Dwyer, Monica Casey, Santosh Sharma, Pat Harrold, Pat O'Connor, Patrick Harrold, Liam G Glynn

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Abstract

Introduction: We are experiencing a climate and biodiversity crisis unprecedented in the history of mankind. Climate Capability is the degree to which individuals have the skills, understanding, and motivation to make behavioral changes that will reduce their individual contribution to climate change; and appreciate the need for collective action and governance to limit the magnitude of climate change and mitigate its effects. This novel randomized controlled trial tested an intervention to change climate capability in teenagers.

Methods: The study design was a randomized controlled trial recruiting teenagers from a single school community in Ireland. At baseline, prior to allocation, climate capability was measured using the climate capability scale in all participants. The intervention consisted of weekly online climate education and motivation messages and a supervised field trip. The primary outcome was change in climate capability score between baseline and follow-up.

Results: A total of 116 students were invited to participate and 86 (73%) agreed to do so and completed baseline data (Intervention = 43; Control = 43); 83 provided outcome data (Intervention = 43; Control = 40). There was evidence of a significant intervention effect (p < 0.01); with an increase in mean climate capability score of 8.2 (4.9-11.5) and an associated increase in eco-anxiety score of 7.2 (3.7-10.7) favoring the intervention. There was a statistically significant correlation between change in climate capability and change in eco-anxiety (Pearson correlation = 0.485, p < 0.001).

Discussion: The study results appear to confirm the effectiveness of a nature-based intervention in teenagers to build positive relationships with the environment and build their own capacity and capability to effect positive environmental change. Those responsible for developing school curricula should consider including climate education and engagement in the education of young people if we are to ensure that we have enough climate capable citizens of the future. The trial was registered with ISRCTN on 26/10/24 (No: 46298/www.isrctn.com/ISRCTN18655072).

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基于自然的干预对青少年气候能力和生态焦虑影响的随机对照试验。

导言：我们正在经历人类历史上前所未有的气候和生物多样性危机。气候能力是指个人拥有技能、理解和动机做出行为改变以减少个人对气候变化的贡献的程度；并认识到需要采取集体行动和治理来限制气候变化的规模并减轻其影响。这个新颖的随机对照试验测试了一种改变青少年气候能力的干预措施。方法：研究设计为随机对照试验，招募来自爱尔兰单一学校社区的青少年。在基线，在分配之前，使用气候能力量表在所有参与者中测量气候能力。干预措施包括每周在线气候教育和激励信息，以及一次有监督的实地考察。主要结果是基线和随访期间气候能力评分的变化。结果：共邀请116名学生参加，86名（73%）同意参加并完成基线数据（干预 = 43；对照组 = 43）；83例提供结局数据（干预 = 43；对照组 = 40）。有证据表明干预效果显著(p p 讨论：研究结果似乎证实了以自然为基础的干预在青少年中建立与环境的积极关系以及建立自己的能力和能力来影响积极的环境变化的有效性。如果我们要确保未来有足够多的有气候能力的公民，那些负责制定学校课程的人应该考虑将气候教育和参与纳入年轻人的教育中。该试验于24年10月26日在ISRCTN注册（编号：46298/www.isrctn.com/ISRCTN18655072）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.