高中生参与学校SSI俱乐部气候变化相关项目的情绪分析

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ji-ho Kim, Chan-Jong Kim
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引用次数: 0

摘要

本研究探讨了学生参与与气候变化相关的学校SSI俱乐部项目的情绪类型和强度。10名高中生每周参加两次俱乐部活动,为期7周,以模拟CE的原因/影响,探索与CE相关的地方问题,并计划和参与社会行动。研究人员使用控制值理论分析了学生的情绪如何随着时间的推移而变化,发现虽然一些最初报告的负面情绪在俱乐部活动结束后持续存在(焦虑、恐惧、内疚和绝望),但学生也报告了比以前更多的积极情绪(成就感、信心)。当计划和参与社会行动时,学生的情绪变得更加积极,一些情绪(内疚、焦虑和期望)有助于推动学生采取行动。我们讨论了俱乐部活动作为教育学生CE的一种方式的意义,并提出了未来研究的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analysis of Emotions of High School Students Participating in a School SSI Club Project Related to Climate Change
This study explored types and intensities of students’ emotions related to participation in school-based SSI club project related to climate change (CE). Ten high school students participated twice a week for 7 weeks in club activities to model causes/ impacts of CE, explore local problems related to CE, and plan and participate in social action. Researchers used the control-value theory to analyze how students’ emotions changed over time and found that while some initially reported negative emotions persisted after the club activities concluded (anxiety, fear, guilt, and despair), students also reported more positive emotions (sense of accomplishment, confidence) than before. Students’ emotions became more positive when planning and participating in social action and some emotions (guilt, anxiety, and expectation) helped to drive students to action. We discuss implications for club activities as a way to educate students about CE and we raise questions for future research.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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