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Ojala, M. & Katariina, S.-A. (2020). Chair of Symposium: Young People, Climate Change, and Proenvironmental Behavior. In: : . Paper presented at The 2020 Society for Research on Adolescence Biennial Meeting (2020 SRA), San Diego, USA, March 19-21, 2020.
Open this publication in new window or tab >>Chair of Symposium: Young People, Climate Change, and Proenvironmental Behavior
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Young people are important to include in the efforts to combat climate change and other environmental problems since they are the future leaders of society, as well as being citizens of today. This group will be the ones handling the future negative consequences of different sustainability problems and they are potential important influencers regarding pro-environmental behavior in a family context. At the same time, children and adolescents are said to be particularly vulnerable to psychological stress associated with sustainability problems such as climate change. In this symposium, studies with adolescents from different parts of Europe on how they relate to climate change and other environmental problems are presented. In study 1, Associate professor Maria Ojala, Örebro University, focuses on relations between climate-change worry, climate-change efficacy and subjective well-being among Swedish early adolescents. In study 2, Professor Rita Žukauskienė and colleagues at Mykolas Romeris University, investigate the bidirectional influences of parents’ and adolescents’ information-induced pro-environmental intentions and behavior in Lithuania. In study 3, Professor Katariina Salmela-Aro and colleagues, Helsinki University, take a person-oriented approach to identify different climate change groups based on climate change related knowledge, stress, inadequacy and engagement among late adolescents in Finland. All three studies deal with important preconditions for promoting both subjective well-being and the inclusion of adolescents in societal deliberations around how to deal with climate change. The results are discussed in the context of developmental science and sustainable youth development by Professor Anne Petersen, University of Michigan.  

 

 

National Category
Psychology
Identifiers
urn:nbn:se:oru:diva-78816 (URN)
Conference
The 2020 Society for Research on Adolescence Biennial Meeting (2020 SRA), San Diego, USA, March 19-21, 2020
Available from: 2019-12-19 Created: 2019-12-19 Last updated: 2019-12-20
Ojala, M. (2019). Eco-anxiety. The RSA Journal (4), 10-15
Open this publication in new window or tab >>Eco-anxiety
2019 (English)In: The RSA Journal, ISSN 0958-0433, no 4, p. 10-15Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
London: RSA, 2019
National Category
Psychology
Identifiers
urn:nbn:se:oru:diva-73593 (URN)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-10Bibliographically approved
Ojala, M. (2019). Integrating a sustainability perspective into psychology education: A review of the literature and some suggestions. Örebro: Örebro University
Open this publication in new window or tab >>Integrating a sustainability perspective into psychology education: A review of the literature and some suggestions
2019 (English)Report (Other academic)
Abstract [en]

During recent years, the importance of education for dealing with global sustainability problems such as climate change has been emphasized. This report focuses on education for sustainable development (ESD) in higher education. The aim is to discuss, based on research about ESD and a national evaluation of how sustainability issues are included in higher education, how a sustainability perspective can be incorporated in psychology education at the university level. Three questions are in focus: What is sustainable development and how can we best define this complex concept? What is ESD and which are the most important perspectives in the research field of higher education for sustainable development? How can sustainability issues be integrated into courses in psychology and the psychology program?

Place, publisher, year, edition, pages
Örebro: Örebro University, 2019. p. 30
Series
Arbetsrapporter från Högskolepedagogiskt centrum ; 2
Keywords
Education for sustainable development in higher education, psychology, sustainability competences, sustainable development
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-76403 (URN)978-91-87789-25-0 (ISBN)
Available from: 2019-09-13 Created: 2019-09-13 Last updated: 2019-09-13Bibliographically approved
Ojala, M. (2019). Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 13(2), 1-17, Article ID Art. 1.
Open this publication in new window or tab >>Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning
2019 (Swedish)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 13, no 2, p. 1-17, article id Art. 1Article in journal (Refereed) Published
Abstract [sv]

Klimatförändringarna är ett av de mest allvarliga hållbarhetsproblem som mänskligheten står inför och är en viktig del av utbildning för hållbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktär är klimatfrågan värdeladdad och även förknippad med en mängd känslor. Många människor oroar sig över klimatförändringarna och studier har visat att känslor ofta uppväcks i klassrummet då man undervisar om detta problem och andra hållbarhetsutmaningar. Syftet med denna artikel är att genom en genomgång av teorier och tidigare empiriska studier visa på att inte bara känslor utan också känslohanteringsstrategier är en viktig del av klimatundervisningen och att lärare spelar en viktig roll för om dessa strategier kommer att främja eller hindra läroprocesser inom detta område. Lärare har betydelse både genom att vara förebilder och genom hur de bemöter ungas känslor i klassrummet. I artikeln argumenteras för vikten av att inkludera främjandet av en ”kritisk känslokompetens” i dels lärarutbildningen och dels i utbildning för hållbar utveckling i skolan. Avslutningsvis ges några konkreta exempel på hur detta kan genomföras.

 

Abstract [en]

Climate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral / ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented.

Place, publisher, year, edition, pages
Acta Didactica Norge, 2019
Keywords
education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning, utbildning för hållbar utveckling, klimatförändringar, känslor, känslohanteringsstrategier, meningsfokuserad coping, lärande
National Category
Psychology Didactics
Identifiers
urn:nbn:se:oru:diva-70595 (URN)10.5617/adno.6440 (DOI)
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2019-09-05Bibliographically approved
Ojala, M. (2019). Prefiguring sustainable futures: Food activism and anticipation among emerging adults. In: : . Paper presented at Anticipation and Anticipatory Systems: Humans Meet AI, Örebro University, Örebro, Sweden, June 10-13, 2019.
Open this publication in new window or tab >>Prefiguring sustainable futures: Food activism and anticipation among emerging adults
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Psychology
Identifiers
urn:nbn:se:oru:diva-73693 (URN)
Conference
Anticipation and Anticipatory Systems: Humans Meet AI, Örebro University, Örebro, Sweden, June 10-13, 2019
Projects
Prefiguring sustainable futures through food activism: How young people deal with border tensions between the sustainable and unsustainable in everyday life.Preconditions for communication about healthy and sustainable food with youth
Funder
Swedish Research Council Formas, 2017-00880
Available from: 2019-04-13 Created: 2019-04-13 Last updated: 2019-06-17Bibliographically approved
Ojala, M. (2019). Vi måste börja prata om vår klimatoro. Kristianstadsbladet (9 mars)
Open this publication in new window or tab >>Vi måste börja prata om vår klimatoro
2019 (Swedish)In: Kristianstadsbladet, ISSN 1103-9523, no 9 marsArticle in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Kristianstad: Kristianstadsbladet AB, 2019
National Category
Psychology
Identifiers
urn:nbn:se:oru:diva-73594 (URN)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-10Bibliographically approved
Ojala, M. & Bengtsson, H. (2019). Young people’s coping strategies concerning climate change: Relations to perceived communication with parents and friends and pro-environmental behavior. Environment and Behavior, 51(8), 907-935
Open this publication in new window or tab >>Young people’s coping strategies concerning climate change: Relations to perceived communication with parents and friends and pro-environmental behavior
2019 (English)In: Environment and Behavior, ISSN 0013-9165, E-ISSN 1552-390X, Vol. 51, no 8, p. 907-935Article in journal (Refereed) Published
Abstract [en]

Taking its departure in the transactional theory of coping and socialization theories this questionnaire study investigates how coping with climate change among late adolescents (N=705) relates to pro-environmental behavior and communication with significant others about societal problems. De-emphasizing the problem was negatively associated with pro-environmental behavior, while problem-focused and meaning-focused coping were positively associated with pro-environmental behavior. Two communication patterns with fathers, mothers, and friends were identified: One solution oriented and supportive and one dismissive and doom-and-gloom oriented. The positive patterns correlated positively with problem-focused and meaning-focused coping, whereas the negative patterns correlated positively with de-emphasizing. Communication with fathers was particularly important in explaining de-emphasizing and problem-focused coping. A SEM-analysis showed that coping mediates the effects of communication patterns on behavior, while problem-focused coping mediates the other coping strategies’ influence on behavior. The study demonstrates the importance of considering coping as a factor in the socialization of pro-environmental behavior.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
climate change, proenvironmental behavior, coping, socialization, communication, youth
National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:oru:diva-65023 (URN)10.1177/0013916518763894 (DOI)000483603600001 ()2-s2.0-85044378191 (Scopus ID)
Funder
Swedish Research Council Formas, 2010-1152Swedish Research Council, 2010-5687
Available from: 2018-02-15 Created: 2018-02-15 Last updated: 2019-11-08Bibliographically approved
Ojala, M. (2018). Being young in a time of climate change: Coping strategies, communication patterns, engagement, and subjective wellbeing. In: : . Paper presented at 25th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD 2018), Gold Coast, Australia, July 15-19, 2018.
Open this publication in new window or tab >>Being young in a time of climate change: Coping strategies, communication patterns, engagement, and subjective wellbeing
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Researchers have started to argue that global climate change is not only an environmental and societal problem but also could be seen as a psychological challenge, influencing the well-being of people and their sense of agency. This could be particularly true when it comes to young people. Studies have also shown that many in this group experience pessimism and hopelessness when it comes to the global future. In this presentation I will give an overview of my research concerning how young people, from 11-12 years of age to young adulthood, handle climate change at a psychological level.  I will start by describing three overarching coping strategies used to regulate worry and promote hope among children, adolescents and young adults. I will also touch upon age-differences that are of interest from a developmental perspective. I will then turn to some studies investigating the relation between these coping strategies and environmental engagement, on the one hand, and subjective well-being, on the other. Finally, I will touch upon some studies on how perceived communication patterns with parents, teachers, and friends relate to these coping strategies and how coping mediates the influence of different communication patterns on pro-environmental behavior. The conclusion is that young people are not passively overwhelmed by negative emotions concerning this problem but are actively dealing with them, but also that how adults communicate with them is related to whether they use constructive coping strategies or not.

National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:oru:diva-64961 (URN)
Conference
25th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD 2018), Gold Coast, Australia, July 15-19, 2018
Note

Part of invited symposium: Climate change and young people: Implications for human development (chairs: Ann Sanson and Susie Burke)

Available from: 2018-02-10 Created: 2018-02-10 Last updated: 2018-02-12Bibliographically approved
Ojala, M. (2018). Climate and environment. In: M.H. Bornstein, M.E. Arterberry, K.L. Fingerman, & J.E. Lansford (Ed.), The SAGE Encyclopedia of Lifespan Human Development: (pp. 367-368). Thousand Oaks, CA: Sage Publications
Open this publication in new window or tab >>Climate and environment
2018 (English)In: The SAGE Encyclopedia of Lifespan Human Development / [ed] M.H. Bornstein, M.E. Arterberry, K.L. Fingerman, & J.E. Lansford, Thousand Oaks, CA: Sage Publications, 2018, p. 367-368Chapter in book (Refereed)
Place, publisher, year, edition, pages
Thousand Oaks, CA: Sage Publications, 2018
National Category
Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:oru:diva-53376 (URN)9781506307657 (ISBN)
Projects
Young people's communication with parents, friends, and teachers about global environmental problems: Emotions, coping, and self-efficacy.
Funder
Swedish Research Council Formas, 2010-1152
Available from: 2016-11-02 Created: 2016-11-02 Last updated: 2018-12-04Bibliographically approved
Boström, M., Andersson, E., Berg, M., Gustafsson, K. M., Gustavsson, E., Hysing, E., . . . Öhman, J. (2018). Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability, 10(12), Article ID 4479.
Open this publication in new window or tab >>Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach
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2018 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479Article in journal (Refereed) Published
Abstract [en]

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
conflict, institutional, learning, social change, social practice, structure, transformative
National Category
Sociology
Identifiers
urn:nbn:se:oru:diva-70403 (URN)10.3390/su10124479 (DOI)000455338100145 ()2-s2.0-85057440663 (Scopus ID)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2020-01-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6613-5974

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