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Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation
Department of Education, Uppsala University, Uppsala, Sweden. (Psykologi)ORCID iD: 0000-0002-6613-5974
2015 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 46, no 3, 133-148 p.Article in journal (Refereed) Published
Abstract [en]

Is hope concerning climate change related to environmental engagement, or is it rather associated with unrealistic optimism and inactivity? This study on Swedish high school students identified two kinds of hope: constructive hope and hope based on denial. Constructive hope was positively associated with engagement and a perception that teachers respect students' negative emotions concerning societal issues and have a future-oriented, positive, and solution-oriented communication style. Students who felt hope based on denial instead were less inclined to behave pro-environmentally and perceived their teachers as not taking their emotions seriously and as communicating in a pessimistic way. Boys perceived their teachers as less accepting of negative emotions, which explained why they felt more hope based on denial than girls. Practical implications of these findings are discussed.

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 46, no 3, 133-148 p.
Keyword [en]
action competence, climate change education, coping, future orientation, self-efficacy
National Category
Psychology Environmental Sciences
Research subject
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-53289DOI: 10.1080/00958964.2015.1021662ISI: 000357023600001ScopusID: 2-s2.0-84935115238OAI: oai:DiVA.org:oru-53289DiVA: diva2:1040256
Projects
Young people´s communication with parents, friends, and teachers about global environmental problems: Emotions, coping, and self-efficacy
Funder
Swedish Research Council Formas, 2010-1152Swedish Research Council, 2010-5687
Available from: 2016-10-26 Created: 2016-10-26 Last updated: 2016-10-27Bibliographically approved

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Ojala, Maria
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