To Örebro University

oru.seÖrebro University Publications
Change search
Refine search result
12 1 - 50 of 92
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Boström, Magnus
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Berg, Monika
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustafsson, Karin M
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustavsson, Eva
    Örebro University, School of Humanities, Education and Social Sciences.
    Hysing, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Lidskog, Rolf
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfmarck, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Olsson, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Singleton, Benedict E
    Swedish Biodiversity Centre, Swedish University of Agricultural Sciences, Uppsala, Sweden.
    Svenberg, Sebastian
    Örebro University, School of Humanities, Education and Social Sciences.
    Uggla, Ylva
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach2018In: Sustainability, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479Article in journal (Refereed)
    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.

  • 2.
    Forward, Sonja
    et al.
    VTI, Linköping.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Polisens attityder till trafikövervakning: en jämförelse mellan år 1999 och år 20072008Report (Other academic)
    Abstract [en]

    This report is based on the results obtained from two questionnaire studies carried out during 1999 and 2007. The aim of the studies is to increase our knowledge about the attitudes and approach of the police to traffic safety work and how these attitudes have changed with time. In the first study 729 randomly chosen police officers completed the questionnaire and in the second 1,022. The results show that the basic attitude among the police towards traffic surveillance has become more positive. The attitudes towards the directives from the governing bodies and their ability to participate in decision making have improved slightly from the first measurement to the second measurement. However, it is characteristic that a fairly large proportion still is dissatisfied with the same. The attitude of the police towards their own reporting of accidents has not changed appreciably at all. On the other hand, the understanding that a certain amount of statistics shall be reported is slightly greater in 2007 than in 1999. The attitudes towards automatic surveillance have strongly improved although a well-visible policeman is still advocated. The need to reinforce the surveillance of professional traffic is considered to be greater in 2007 than in 1999. According to the police, the attitude amongst the public towards speeding offences has become more negative than it was before. Nevertheless, a relatively high proportion still believes that it is a relatively minor offence. In 2006, the tolerance level for speeding offences was lowered at the same time as the fines for traffic offences were raised markedly. The results of the questionnaire show that the police are neutral towards whether or not these measures will influence the public’s acceptance of the traffic safety work, which could indicate that they have not yet defined their attitude regarding the question. More than half of all police officers in 2007 do not believe that the public are aware of the possibility of having a time for consideration with respect to the acceptance of a fine for a breach of regulations. Finally the results show that in 2007, more controls were carried out than before. The most important conclusions that can be drawn from these results are that the police have developed a more positive attitude towards the traffic safety work and that, at the same time, more traffic controls are being carried out. But there are also many who still do not feel that they are able to  influence their work. Furthermore, many are dissatisfied with the governing body’s directives regarding traffic safety work. Such a dissatisfaction can influence the psycho-social work environment and the motivation for carrying out good work, but concretely the results show that such a dissatisfaction influences, both directly and indirectly, how many traffic controls one carries out.

  • 3.
    Jylhä, Kirsti
    et al.
    Institute for Futures Studies, Sweden.
    Ojala, Maria
    Örebro University, School of Behavioural, Social and Legal Sciences.
    Odisho, Sandy
    Örebro University, Örebro, Sweden.
    Riise, Anja
    Örebro University, Örebro, Sweden.
    Climate-friendly food choice intentions among emerging adults: Extending the theory of planned behavior with objective ambivalence, climate-change worry and optimism2023In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, article id 1178449Article in journal (Refereed)
    Abstract [en]

    Climate-friendly food choices are still relatively rarely addressed in studies investigating climate engagement, particularly among young people. We therefore examine which factors correlate with intentions to make these choices among emerging adults. Our overarching theoretical framework is the Theory of Planned Behavior (TPB), which we extended with emotional factors (climate-change worry and optimism) and attitudinal ambivalence. We found that all factors included, except for optimism, correlated with the food-choice intentions. Climate-change worry was the second strongest predictor, after attitudes. Moreover, a measure of objective attitudinal ambivalence correlated negatively with food-choice intentions and moderated the correlation between attitudes and intentions by weakening it. The results support the validity of using the TPB model when explaining intentions to make climate-friendly food choices among young people. However, our results suggest that it is also important to consider emotions—in this case climate-related worry—and the existence of conflicting evaluations about choosing climate-friendly food.

  • 4.
    Jylhä, Kirsti
    et al.
    Institute for Futures Studies, Stockholm, Sweden.
    Stanley, Samantha K.
    Research School of Psychology, Australian National University, Australia.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Clarke, Edward J. R.
    Department of Psychology, Philipps-Universität Marburg, Germany.
    Science Denial: A Narrative Review and Recommendations for Future Research and Practice2023In: European Psychologist, ISSN 1016-9040, E-ISSN 1878-531X, Vol. 28, no 3, p. 151-161Article in journal (Refereed)
    Abstract [en]

    Science denial has adverse consequences at individual and societal levels and even for the future of our planet. The present article aimed to answer the question: What leads people to deny even the strongest evidence and distrust the scientific method? The article provides a narrative review of research on the underpinnings of science denial, with the main focus on climate change denial. Perspectives that are commonly studied separately are integrated. We review key findings on the roles of disinformation and basic cognitive processes, motivated reasoning (focusing on ideology and populism), and emotion regulation in potentially shaping (or not shaping) views on science and scientific topics. We also include research on youth, a group in an important transition phase in life that is the future decision-makers but less commonly focused on in the research field. In sum, we describe how the manifestations of denial can stem from cognitive biases, motivating efforts to find seemingly rational support for desirable conclusions, or attempts to regulate emotions when feeling threatened or powerless. To foster future research agendas and mindful applications of the results, we identify some research gaps (most importantly related to cross cultural considerations) and examine the unique features or science denial as an object of psychological research. Based on the review, we make recommendations on measurement, science communication, and education.

  • 5.
    Ogunbode, Charles
    et al.
    School of Psychology, University of Nottingham, UK.
    Doran, Rouven
    Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway.
    Hanss, Daniel
    Department of Social Sciences, Darmstadt University of Applied Sciences, Germany.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Salmela-Aro, Katariina
    Department of Educational Sciences, University of Helsinki, Finland.
    van den Broek, Karlijn L.
    Copernicus Institute of Sustainable Development, Utrecht University, Netherlands; Research Centre for Environmental Economics, Heidelberg University, Germany.
    Bhullar, Navjot
    School of Psychology, University of New England, New South Wales, Australia.
    Aquino, Sibele D.
    Psychology Department, Pontifical Catholic University of Rio de Janeiro, Brazil.
    Marot, Tiago
    Psychology Department, Pontifical Catholic University of Rio de Janeiro, Brazil.
    Schermer, Julie Aitken
    Department of Management and Organisational Studies, Faculty of Social Science, University of Western Ontario, Canada.
    Wlodarczyk, Anna
    Escuela de Psicología, Facultad de Humanidades, Universidad Católica del Norte, Chile.
    Lu, Su
    School of Applied Social Sciences, De Montfort University, UK.
    Jiang, Feng
    Department of Human Resources and Organisational Behaviour, University of Greenwich, UK.
    Maran, Daniela Acquadro
    Department of Psychology, University of Torino, Italy.
    Yadav, Radha
    School of Business and Management, Christ University, India.
    Ardi, Rahkman
    Department of Psychology, Universitas Airlangga, Indonesia.
    Chegeni, Razieh
    Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway.
    Ghanbarian, Elahe
    Department of Educational Psychology and Counselling, University of Tehran, Iran.
    Zand, Somayeh
    Department of Psychology, University of Milano-Bicocca, Italy.
    Najafi, Reza
    Department of General Psychology, University of Padova, Italy.
    Park, Joonha
    Nagoya University of Commerce and Business, Japan.
    Tsubakita, Takashi
    Nagoya University of Commerce and Business, Japan.
    Tan, Chee-Seng
    Department of Psychology and Counselling, Faculty of Arts and Social Science, Universiti Tunku Abdul Rahman, Malaysia.
    Chukwuorji, JohnBosco Chika
    Department of Psychology, University of Nigeria, Nigeria.
    Ojewumi, Kehinde
    Department of Psychology, Obafemi Awolowo University, Nigeria.
    Tahir, Hajra
    Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway.
    Albzour, Mai
    Department of Social and Behavioural Science, Birzeit University, Palestine.
    Reyes, Marc Eric S.
    College of Science, University of Santo Tomas, Philippines.
    Lins, Samuel
    Faculty of Psychology and Education Sciences, University of Porto, Portugal.
    Enea, Violeta
    Department of Psychology, Alexandru Ioan Cuza University of Iasi, Romania.
    Volkodav, Tatiana
    Faculty of Pedagogy, Psychology and Communicology, Kuban State University, Russia.
    Sollar, Tomas
    Department of Psychological Sciences, Faculty of Social Sciences and Healthcare, Constantine the Philosopher University in Nitra, Slovakia.
    Navarro-Carrillo, Ginés
    Department of Psychology, University of Jaén, Spain.
    Torres-Marín, Jorge
    Department of Research Methods in Behavioural Sciences, University of Granada, Spain.
    Mbungu, Winfred
    Department of Civil and Water Resources Engineering, School of Engineering and Technology, Sokoine University of Agriculture, Tanzania.
    Ayanian, Arin H.
    Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, Germany.
    Ghorayeb, Jihane
    Department of Psychology, Zayed University, Dubai, United Arab Emirates.
    Onyutha, Charles
    Department of Civil and Environmental Engineering, Kyambogo University, Uganda.
    Lomas, Michael J.
    School of Health and Society, University of Salford, UK.
    Helmy, Mai
    Department of Psychology, Sultan Qaboos University, Oman.
    Martínez-Buelvas, Laura
    Universidad Tecnológica de Bolívar, Cartagena, Colombia.
    Bayad, Aydin
    Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, Germany.
    Karasu, Mehmet
    Van Yüzüncü Yil University, Turkey.
    Climate anxiety, wellbeing and pro-environmental action: Correlates of negative emotional responses to climate change in 32 countries2022In: Journal of Environmental Psychology, ISSN 0272-4944, E-ISSN 1522-9610, Vol. 84, article id 101887Article in journal (Refereed)
    Abstract [en]

    This study explored the correlates of climate anxiety in a diverse range of national contexts. We analysed cross-sectional data gathered in 32 countries (N = 12,246). Our results show that climate anxiety is positively related to rate of exposure to information about climate change impacts, the amount of attention people pay to climate change information, and perceived descriptive norms about emotional responding to climate change. Climate anxiety was also positively linked to pro-environmental behaviours and inversely related to mental wellbeing. Notably, climate anxiety had a significant inverse association with mental wellbeing in 31 out of 32 countries, and with pro-environmental behaviour in 24 countries, it only predicted environmental activism in 12 countries. Our findings highlight contextual boundaries to engagement in environmental action as an antidote to climate anxiety, and the broad international significance of negative climate-related emotions as a plausible threat to wellbeing.

  • 6.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    A climate of hope?: Exploring how young people cope psychologically with global climate change2010Conference paper (Other academic)
    Abstract [en]

    Although many young people think climate change is an important societal issue, feelings of hopelessness and helplessness are common. Nevertheless, few studies have investigated how this group is coping psychologically with the climate threat. The present study seeks to fill this gap in the literature by exploring what young people in late childhood, mid to late adolescence, and emerging adulthood do to feel more hopeful about climate change. All three groups answered a questionnaire in which they wrote freely about coping strategies. The qualitative coding of the written statements revealed several sources of hope such as denial and distancing strategies, positive re-appraisal, trust in different societal actors, problem-focused coping, and existential hope. Implications for education concerning sustainable development are discussed.

  • 7.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    A positive reappraisal of adolescents’ worries about environmental risks: The relation between worry, subjective well-being, values and existential dimensions2004Conference paper (Refereed)
  • 8.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Adolescents’ worries about environmental risks: subjective well-being, values and existential dimensions2004Conference paper (Refereed)
  • 9.
    Ojala, Maria
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Adolescents’ worries about environmental risks: subjective well-being, values, and existential dimensions2005In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 8, no 3, p. 331-347Article in journal (Refereed)
    Abstract [en]

    Previous studies concerning the association between macrosocial worries and well-being have shown diverse results. In this study a person-oriented approach was employed. Two subgroups of adolescents experiencing a high degree of worry about environmental risks but displaying varying levels of subjective well-being were identified. One scored low on well-being while the other scored high. Thereafter, the assumption that the two subgroups would differ on theoretically relevant comparison measures was investigated. The group high on both worry and well-being scored significantly higher on meaningfulness, trust in environmental organizations, and on anger and hope in relation to environmental risks than the group high on worry but low on well-being. Finally, environmental worry was mainly predicted by biospheric and altruistic values, but also by high levels of trust in science and environmental organizations. These results are discussed in relation to existential, emotion, and identity theories.

  • 10.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Ambivalent attitudes about household energy conservation: negative and positive strategies for handling ambivalence2009Conference paper (Refereed)
  • 11.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Anticipation related emotions of hope and worry concerning global climate change: Promoting emotional awareness in education for a sustainable future2015Conference paper (Refereed)
    Abstract [en]

    Different approaches to education that acknowledge complexity, value conflicts, and uncertainty in learning about sustainable development and global problems such as climate change have become popular in recent years. These models have however been criticized for lacking a deeper insight into how emotions influence the learning process. This is unfortunate, since many studies have shown that when it comes to global problems, learning about them can trigger worry and anxiety. Quite often worry is seen as something only negative; worry displaces reason, distracts people from what really is important, makes people resistant to outside information, and traps people in self-absorption that promotes self-interest, thereby paralyzing social change. In this presentation I, however, take a radically different approach to worry and the possibility of social change by taking my starting point in newer theories of emotions and empirical studies, mostly within political psychology, that have identified anxiety and worry as necessary preconditions for deliberation, critical thinking and the shaking of habits. Thus, these emotions could be seen as a first step towards becoming interested in and engaging with larger societal issues.

    Worry and anxiety are unpleasant feelings, however, and may be dealt with by means of coping that are more or less constructive, seen from the perspective of social engagement. Given that society on a global scale to a large extent lacks political structures to deal with climate change, and because the problem’s inherent complexity leads to uncertainty about the right actions to take, it may be difficult for people to cope with their climate worries. In addition, Zygmunt Bauman has argued that people today find it hard to face moral emotions in relation to societal problems and to do something constructive with their moral pain. He claims that this inability is to a large extent due to our living in a neoliberal society that only allows people to feel pleasurable emotions, emotions that most easily can be increased through consumption. In this presentation, I through different empirical studies with young people show that although they cope with climate change related emotions in different ways; some do have the capacity to bear their worries, face the problem behind them and do something constructive about them. In this regard, the concept of meaning-focused coping is used. Meaning-focused coping is not about getting rid of negative emotions but about promoting positive emotions such as hope. These can then co-exist side by side with negative emotions giving people the strength to confront their worries and thereby promote problem-solving efforts. In this study I am going to present different meaning-focused efforts, of both an individual and collective kind, that young people use to promote hope concerning climate change. How these meaning-focused efforts relate to communication patterns with parents, friends, and teachers are also presented. The paper ends by arguing for the importance of “emotional awareness” in education about a sustainable future. Meaning that being aware of emotions is not enough. It is also vital to take into account different emotion regulation strategies at individual, group and cultural levels if wanting to promote transformative learning around these issues.

  • 12.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Att inkludera hållbarhets- och bildningsperspektiv i socialpsykologin: Om vikten av att ta hänsyn till emotionella aspekter2020In: Humanistiska och samhällsvetenskapliga perspektiv på bildning och hållbar utveckling / [ed] Magnus Boström, Christian Lundahl, Johan Öhman, Örebro: Örebro universitet , 2020, p. 34-43Chapter in book (Other academic)
  • 13.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Barns känslor och tankar om klimatproblematiken2010Report (Other academic)
    Abstract [sv]

    "Många barn är hoppfulla inför klimatfrågan, känner att de kan påverka och att de gör något i vardagslivet för miljön. Även om relativt många känner oro är det få som uppger att de oroar sig så mycket över klimatproblematiken att de mår dåligt. Många barn tycker de borde göra mer för miljön, men få känner sig som dåliga personer på grund av detta. Istället är miljövänligt beteende främst förknippat med glädje över att kunna hjälpa till. I denna rapport undersöks med hjälp av en enkätstudie hur barn i 12-årsåldern förhåller sig till klimatfrågan. Huvudfokus ligger på vilka känslor barnen upplever inför klimatproblematiken, hur de hanterar negativa känslor samt hur dessa faktorer hänger samman med en känsla av att kunna påverka, psykologiskt välmående och uppgett miljövänligt beteende. Barnens syn på vuxenvärldens hantering av miljöfrågan, barnens kunskap om klimatproblematiken, samt deras attityder till miljövänliga beteenden kartläggs också.

    Download full text (pdf)
    Rapport
  • 14.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Being young in a time of climate change: Coping strategies, communication patterns, engagement, and subjective wellbeing2018Conference paper (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.

  • 15.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Climate and environment2018In: 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)
  • 16.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Climate change skepticism among adolescents2015In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 18, no 9, p. 1135-1153Article in journal (Refereed)
    Abstract [en]

    Young people relate to one of the most serious social problems, global climate change, in different ways. This study focuses on adolescents (Time 1: mean age = 16.6 years) who de-emphasize the seriousness of this problem. Hierarchical regression analyses were performed to investigate what factors predict climate skepticism cross-sectionally and what factors predict climate skepticism one year later. Two waves of data were collected (Time 1: n = 870; Time 2: n = 684). Factors important for explaining skepticism among adults (values, knowledge, conservative political orientation, gender, media use), a cluster of variables related to societal powerlessness (distrust, disinterest in societal issues, low environmental efficacy, low tolerance toward immigrants), and descriptive social norms (social influence from parents and peers) were included in the study. With the exception of media use in cross-sectional analyses, and of media use and a conservative political orientation in bivariate longitudinal analyses, all of these factors were significantly associated with skepticism. However, only perceiving parents as having climate skeptical attitudes and low tolerance toward immigrants predicted an increase in climate change skepticism over the one-year period. Results are discussed in relation to earlier studies about climate change skepticism and socialization theories. Implications for climate change education are also discussed.

    Download full text (pdf)
    Climate change skepticism among adolescents
  • 17.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Climate-change education and critical emotional awareness (CEA): Implications for teacher education2023In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 55, no 10, p. 1109-1120Article in journal (Refereed)
    Abstract [en]

    Scholars in the field of Education for Sustainable Development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions. 

  • 18.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Commentary: Climate change worry among adolescents-on the importance of going beyond the constructive-unconstructive dichotomy to explore coping efforts-a commentary on Sciberras and Fernando (2021)2022In: Child and Adolescent Mental Health, ISSN 1475-357X, E-ISSN 1475-3588, Vol. 27, no 1, p. 89-91Article in journal (Refereed)
    Abstract [en]

    This opinion piece comments on Sciberras and Fernando's (2021) article in which an 8-year longitudinal study is presented. The authors investigate trajectories of climate change worry through adolescence and associations with measures of depression and engagement with news and politics in late adolescence. Their objective is to explore whether climate change worry is a constructive or unconstructive psychological phenomenon. Their conclusion is that it is mainly an adaptive response but, for some groups, such as young people with pre-existing mental health problems, climate change worry could exacerbate their difficulties. In this commentary, it is argued that since research has found diverse results regarding whether climate worry is adaptive or not, one should perhaps not focus so much on the emotion itself, but rather on how people cope with their worry. Some examples of how young people cope with climate change are presented, and it is argued that taking account of these coping strategies in future longitudinal studies would be beneficial.

  • 19.
    Ojala, Maria
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Confronting macrosocial worries: worry about environmental problems and proactive coping among a group of young volunteers 2007In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 39, no 6, p. 729-745Article in journal (Refereed)
    Abstract [en]

    Studies indicate that young people's interest in and worries about global issues, including environmental problems, often are connected with pessimism and inactivity. The purpose of this interview study, therefore, is to explore whether we can learn how to cope proactively with environmental worries from young people who are already actively engaged in environmental and global justice organizations. How do these young volunteers experience and reflect upon their worry? Which individual and collective coping strategies are used? The results are analyzed in relation to existential and emotion theories, and it is concluded that if we want to promote both an active stance towards the global future and psychological well-being among young people, it is not the ability to get rid of worry that should be sought after but rather the capacity to face worry, to learn from it, and to use it for constructive actions. In this regard, cognitive strategies for activating positive emotions and positive aspects of being actively engaged are important to acknowledge, since they could help the young to take on this difficult task.

  • 20.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Confronting macrosocial worries: worry about global environmental problems and sources of hope among two groups of emerging adults2006Conference paper (Refereed)
  • 21.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Coping with climate change among adolescents: Implications for subjective well-being and environmental engagement2013In: Sustainability: Science, Practice, & Policy, E-ISSN 1548-7733, Vol. 5, no 5, p. 2191-2209Article in journal (Refereed)
    Abstract [en]

    The objective of this questionnaire study was to investigate how Swedish adolescents (n = 321) cope with climate change and how different coping strategies are associated with environmental efficacy, pro-environmental behavior, and subjective well-being. The results were compared to an earlier study on 12-year-olds, and the same coping strategies, problem-focused coping, de-emphasizing the seriousness of the threat, and meaning-focused coping, were identified. As in the study on children, problem-focused and meaning-focused coping were positively related to felt efficacy and environmental behavior, while de-emphasizing the threat was negatively related to these measures. As expected, the more problem-focused coping the adolescents used, the more likely it was that they experienced negative affect in everyday life. This association was explained by the tendency for highly problem-focused adolescents to worry more about climate change. In contrast, meaning-focused coping was positively related to both well-being and optimism. When controlling for well-known predictors such as values and gender, meaning-focused and problem-focused coping were independent positive predictors of environmental efficacy and pro-environmental behavior, while de-emphasizing the threat was a negative predictor of pro-environmental behavior. The results are discussed in relation to coping theories and earlier studies on coping with climate change.

  • 22.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Coping with climate change related emotions among adolescents: Associations with communication patterns and environmental engagement2013In: Transformation in a Changing Climate: International Conference in Oslo 19 - 21 June 2013 : Proceedings, Oslo, Norway: University of Oslo, Department of Sociology and Human Geography , 2013, p. 322-322Conference paper (Refereed)
    Abstract [en]

    Climate change is one of the most severe threats that humanity is facing today. In order to get people involved in the societal transfor-mation process that is needed to combat this problem many em-phasize the importance of people becoming involved not only at a cognitive level, but also at an emotional level. Research has also shown that many young people experience different negative emo-tions in relation to climate change, and that worry is especially com-mon. Few studies have, however, explored how people cope with these emotions at an individual level and in a social context. This is unfortunate since coping strate-gies could be even more important than the emotions themselves in influencing engagement concern-ing the climate problem. The aim of this questionnaire study was, therefore, to investigate how a group of Swedish late adolescents cope with climate change, and how these coping strategies are related to communication patterns with parents and friends about negative emotions in relation to societal problems, environmental efficacy and pro-environmental behavior. Preliminary statistical analyses show: three reliable cop-ing strategies, two broad main communication patterns and significant relations between the different variables included in the study. The results are discussed in relation to theories about the importance of specific forms of communication for constructive emotion regulation and pro-so-cial engagement. The results of the study are valuable for all who want to communicate with young people about global environmental problems in order to evoke feel-ings of action competence and hope instead of helplessness and hopelessness.

  • 23.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Critical emotional awareness as a key competence in education for a sustainable future2016In: Competence 2016: International conference on competence theory, research and practice / [ed] Mulder, M., Wesselink, R., Biemans, H. & Lans, T., 2016, p. 552-557Conference paper (Refereed)
    Abstract [en]

    Problem domain

    Education for sustainable development (ESD) is one important tool to handle global problems such as climate change. Some researchers argue that ESD should focus on transformative learning aimed at critical awareness and change of unsustainable norms, habits, and structures. The need of disruptive competence building is emphasized.

    Questions, Purpose

    This presentation takes its starting point in the above mentioned accounts of ESD, i.e., transformative learning and disruptive competence building. The purpose is, however, to show, through theoretical argumentation and by referring to empirical studies, that it is important to also include emotional aspects. The concept of “critical emotional awareness” as a key-competence in ESD will be introduced. The questions in focus are: Why is it important to focus on this competence? What components does it consist of? How does it differ from other similar concepts? What are the ethical and practical implications of including critical emotional awareness in ESD?

    Development of the argument

    Studies will be presented showing that negative emotions of for instance anxiety, unease and dissonance can be evoked by the seriousness and complexity of global problems but also by these pedagogical approaches “identity threatening” character. These emotions can sometimes be positive forces in the learning process, but they can also be hard to face, and whether or not they will help or overturn transformative learning may have to do with how these emotions are coped with and regulated. Therefore, it is not enough to disrupt unsustainable cognition/thinking, norms, and practices if aiming for transformation, there is also a need to focus on critical emotional awareness as a key-competence in ESD. This competence includes awareness not only of emotions and underlying values involved in the learning process, but also of different emotion-regulation strategies and how these are influenced by emotion norms. The capacity to disrupt unsustainable coping strategies and to promote more sustainable ones, seen from the perspective of subjectification and transformation as goals of ESD, is also an important part of this competence. “Critical hope” is an additional vital component that will be touched upon. In addition, the difference between “critical emotional awareness” and “the therapeutic turn in education” that focuses on emotional competence, not as enabling change, but as a tool to adapt to the dominant societal order will be discussed. Finally, ethical and practical implications of including critical emotional awareness as a competence in ESD will be elaborated on, and both possibilities and constraints will be in focus.

    Conclusions

    In this presentation it has been argued that when aiming for transformative learning in ESD, there is also a need to include critical emotional awareness. By rupturing the order of things, by disrupting, and transgressing, negative emotions are evoked. These feelings can be hard to confront and therefore can be coped with in more or less constructive ways both at an individual level and in social processes. This coping is influenced by larger emotion norms. By realizing this, a whole new network of power relations opens up for scrutiny. It is not enough to critically examine unsustainable thinking, norms, and practices; one also need to be aware of unsustainable ways of dealing with emotions and of how “power” governs even what seem to be our most private feelings. Hence, it is important for educators to acquire critical awareness of these aspects to respond professionally when applying transformative learning in ESD.

    Implications

    The presentation will end by elaborating on practical implications for teacher education of including critical emotional awareness as a key-competence in educating for a sustainable future. Thus, how this competence can be nurtured in both future educators and their future students will be discussed.

     

  • 24.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Den hoppfulla oron?: unga människors engagemang inför den globala miljöproblematiken2008In: Locus, ISSN 1100-3197, no 1, p. 20-32Article in journal (Other academic)
    Abstract [sv]

    Oro kan vara förlamande. Men oro kan även vara en drivkraft till samhällsförändring. Det visar artikelförfattaren Maria Ojala som studerat hur unga förhåller sig till olika typer av oro på både individuella och samhälleliga nivåer. Samtidigt kritiserar hon undersökningar som endast visar att oro innebär något negativt. Hon varnar även för strategier att hantera stress som riskerar att leda till passivitet i frågor där man faktiskt kan uträtta något.

  • 25.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Eco-anxiety2019In: The RSA Journal, ISSN 0958-0433, no 4, p. 10-15Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Emotional aspects in forest-related education for sustainable development: Young people’s emotions, coping strategies and engagement2018Conference paper (Other academic)
  • 27.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD)2013In: Journal of Education for Sustainable Development, ISSN 0973-4082, Vol. 7, no 2, p. 167-182Article in journal (Refereed)
    Abstract [en]

    Pluralistic approaches to education for sustainable development (ESD) that acknowledge complexity, value conflicts and uncertainty in learning about sustainable development have become popular in recent years. In implementing these, educational researchers have been inspired by deliberative communication models. Deliberative approaches can, however, be criticized for lacking sufficient insight into how emotions influence deliberation and learning. The first aim of this article is thus to review theories and earlier research, mainly in psychology, that demonstrate the importance of taking emotional aspects seriously in ESD. The second aim is to show that since emotions sometimes can be difficult to bear, it is also important to be aware of emotion regulation strategies in order to promote pluralistic learning. The third aim is to discuss practical implications for ESD, with an emphasis on the importance of allowing articulation of emotional reactions and the need to consider emotion regulation strategies at individual, group and cultural levels.

    Download full text (pdf)
    Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD)
  • 28.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD)2012Conference paper (Refereed)
  • 29.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Emotioner som deliberativa verktyg: lokala miljökonflikter och känslornas positiva potential2004In: Emotionssociologiska uppsatser: "papers" från forskarutbildningskurs i emotionernas sociologi, Karlstad: Karlstads universitet , 2004, p. 73-91Chapter in book (Other academic)
  • 30.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Ethico-moral dimensions and emotions in climate change education: Exploring senior high-school teachers’ meta-emotion philosophies2017Conference paper (Other academic)
    Abstract [en]

    Concerning climate change (CC) and other sustainability challenges the need for a global ethics has been emphasized. This puts moral demands on people to take into account not only their immediate environment, but also future generations, people living in faraway places, and animals/nature. How to best include these ethico-moral dimensions in ESD has been discussed. This presentation focuses on the importance of moral emotions. Scholars have argued that art and literature can be utilized to spark empathy or moral outrage in regards to creatures who are spatially and temporally distant. Some, however, claim that this is not enough since people can cope with upsetting emotions evoked in ways that stifle moral impulses, leading to inaction. Others complicate the matter further arguing that these emotion regulation strategies are influence by larger “unsustainable” emotion norms. What’s missing in the literature is an exploration of teachers’ views of the role of emotions in ESD. Taking departure in theories about emotion regulation and moral development, meta-emotion philosophies, and teacher beliefs, it is argued that these are important to consider since they can influence didactical choices, which in turn influence learning processes around ethicomoral questions. The aim is to investigate senior high-school teachers’ meta-emotion philosophies regarding CC-education, i.e., views and feelings about students’ emotions and their role in learning processes, and strategies to handle emotions in the classroom. Seventeen senior high-school teachers were interviewed. Thematic analysis is performed and results will be discussed in relation to the theories mentioned above and to practical implications for including ethico-moral dimensions in ESD.

  • 31.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Facing ambiguities - transcending dichotomies: Factors promoting an inclusion of global problems into young people’s moral identity2008Conference paper (Refereed)
  • 32.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Facing anxiety in climate change education: from therapeutic practice to hopeful transgressive learning2016In: Canadian Journal of Environmental Education, ISSN 1205-5352, Vol. 21, p. 41-56Article in journal (Refereed)
    Abstract [en]

    This article discusses the need for critical emotional awareness in environmental and sustainability education (ESE) that aspires to result in transgressive learning and transformation. The focus is on the emotions of anxiety/worry and hope and their role in climate change education (CCE). By disrupting unsustainable norms and habits hope for another way of being could be evoked, but transgressive learning can also trigger anxiety due to the undecided nature of the future and the gravity of the climate problem. The objective is, on the one hand, to point to the importance of critical awareness of these emotions and the need to disrupt unsustainable emotion-regulation strategies when aiming for transformation, and, on the other, to provide suggestions for including these dimensions in CCE.

    Download full text (pdf)
    Facing anxiety in climate change education: from therapeutic practice to hopeful transgressive learning
  • 33.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hope and anticipation in education for a sustainable future2017In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 94, p. 76-84Article in journal (Refereed)
    Abstract [en]

    Global sustainability problems pose serious challenges for humanity. In handling these problems education for sustainable development (ESD) is seen as important. Different key competences that ESD should focus on have been introduced, such as the ability to deal with future dimensions. Still, studies indicate that future dimensions are not always included in ESD and that many young people are pessimistic concerning the global future. Therefore, one could argue that a focus on anticipatory emotions, especially hope, should be included in ESD. There is a worry, however, that hope will lead to unrealistic optimism and/or less engagement. The aim of this paper is to problematize the discussion about hope in relation to ESD and the global future by grounding it in theories from different disciplines and in empirical research about young people, hope, and climate change. The review shows that hope is a complex, multifaceted, and sometimes contested concept. Hope can be related to denial, but in other cases it can help people face and do something constructive with their worries about the global future. The close relation between hope and trust is emphasized and a need for critical emotional awareness in ESD is argued for.

    Download full text (pdf)
    Hope and anticipation in education for a sustainable future
  • 34.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hope and climate change: sources of hope and pro-environmental behavior among two groups young people2010Conference paper (Refereed)
  • 35.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work. Department of Education, Uppsala University, Uppsala, Sweden; Youth & Society.
    Hope and climate change: the importance of hope for environmental engagement among young people2012In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 18, no 5, p. 625-642Article in journal (Refereed)
    Abstract [en]

    Although many young people think climate change is an important societal issue, studies indicate that pessimism is quite common. Finding ways to instill hope could therefore be seen as vital. However, is hope positively related to engagement or is it only a sign of illusory optimism? The aim of the study was to explore if hope concerning climate change has a significant relation to pro-environmental behavior as well as an impact on behavior when controlling for already well-known predictors such as values, social influence, knowledge, and gender. Two questionnaire studies were performed, one with a group of Swedish teenagers (n = 723) and one with a group of Swedish young adults (n = 381). ‘Constructive’ hope had a unique positive influence on pro-environmental behavior. Hope based on denial, however, was negatively correlated with pro-environmental behavior in the two samples and was a significant negative predictor in the teenage group. The conclusion is that hope is not only a pleasant feeling but could also work as a motivational force, if one controls for denial. Implications for education concerning sustainable development are discussed.

  • 36.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hope and climate-change engagement from a psychological perspective2023In: Current Opinion in Psychology, ISSN 2352-250X, Vol. 49, article id 101514Article, review/survey (Refereed)
    Abstract [en]

    This article reviews recent research about climate-change hope and engagement. Cognitive climate-change hope is consistently positively related to engagement, while the results are less consistent regarding hope as an emotion. It is argued that when conducting research about hope as an emotion sources of hope need to be considered, since they can be both constructive and less constructive seen from a climate-change engagement perspective. Additionally, collective climate-change action can lead to constructive hope. The conclusion is that in future research there is a need to go beyond the dichotomy between cognition and emotion and in interventions to go beyond optimistic messages and take into account preconditions for constructive hope.

  • 37.
    Ojala, Maria
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Hope and worry: exploring young people's values, emotions, and behavior regarding global environmental problems2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation explores young people’s engagement concerning global environmental problems. To be able to reverse these problems, it is vital to involve the public in the strivings for a sustainable society. However, environmental problems are complex, imbued with uncertainties and ambivalence. Furthermore, learning about global environmental threats can trigger unpleasant emotions. Some social theorists even claim that we live in a “culture of fear” where people’s worries about different risks are related to a low degree of social trust, low well-being, and egocentrism.

    Therefore, the first aim was to take a critical approach to the view of emotions, and worry in particular, as being solely negative, or even irrational, states. First, a review of emotion theories focused on the constructive role of emotions. Second, self-report studies were conducted with two groups of young people. Worry about environmental problems was positively associated with other-oriented values of both an altruistic and biospheric kind, and with trust in one’s own and other actors’ ability to contribute to the solution of the problems. The young women worried more than the men. This was explained by the fact that they embraced altruistic values to a higher degree. Environmental worry, hence, was not the same as a low degree of trust, but seemed to be a moral emotion.

    The second aim was to identify factors that can help young people deal constructively with their worry. In a group of late adolescents, environmental worry was negatively related to subjective well-being at a population level. However, there existed subgroups of young people who were highly worried: one high and one low on well-being. The first group experienced more existential meaning, as well as anger, hope, and trust concerning the environmental problems than the second group. Thereafter, interviews were performed with a group of young volunteers. They perceived their environmental worry both as a constructive force motivating behavior, and, when connected with feelings of guilt and helplessness, as related to psychological struggle. Sources of hope were pinpointed. These consisted of cognitive restructuring, trust in different societal actors, and trust in the efficacy of pro-environmental behavior at an individual level. Furthermore, the collective engagement worked as a coping strategy activating positive emotions.

    The third aim was to explore how ambivalence at a macro and micro-level is related to recycling. In a group of young adults, mixed negative (worry) and positive (hope and joy) emotions about the environmental problems were positively related to recycling. Ambivalent attitudes about recycling, on the contrary, were negatively related to behavior. Interviews revealed that the ambivalence at a macro level was associated with an ability to face the ambiguities of environmental problems. The ambivalent attitudes seemed to be signs of an inability to perceive a clear connection between behavior in everyday life and the environmental problems, and to integrate ideals about living in an environmentally friendly way with the everyday life of young adulthood.

    The dissertation concludes by pleading for more holistic methodological approaches when it comes to exploring attitudes and emotions concerning the environmental issue.

    Future studies should avoid looking at worry about societal problems in isolation. Negative and positive emotions are not bipolar. Young people who are highly worried can also experience positive emotions to a high degree, which seems to have a positive impact on both well-being and behavior.

    List of papers
    1. Adolescents’ worries about environmental risks: subjective well-being, values, and existential dimensions
    Open this publication in new window or tab >>Adolescents’ worries about environmental risks: subjective well-being, values, and existential dimensions
    2005 (English)In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 8, no 3, p. 331-347Article in journal (Refereed) Published
    Abstract [en]

    Previous studies concerning the association between macrosocial worries and well-being have shown diverse results. In this study a person-oriented approach was employed. Two subgroups of adolescents experiencing a high degree of worry about environmental risks but displaying varying levels of subjective well-being were identified. One scored low on well-being while the other scored high. Thereafter, the assumption that the two subgroups would differ on theoretically relevant comparison measures was investigated. The group high on both worry and well-being scored significantly higher on meaningfulness, trust in environmental organizations, and on anger and hope in relation to environmental risks than the group high on worry but low on well-being. Finally, environmental worry was mainly predicted by biospheric and altruistic values, but also by high levels of trust in science and environmental organizations. These results are discussed in relation to existential, emotion, and identity theories.

    National Category
    Psychology
    Research subject
    Psychology
    Identifiers
    urn:nbn:se:oru:diva-3236 (URN)10.1080/13676260500261934 (DOI)2-s2.0-27944496956 (Scopus ID)
    Available from: 2007-02-23 Created: 2007-02-23 Last updated: 2023-12-08Bibliographically approved
    2. Confronting macrosocial worries: worry about environmental problems and proactive coping among a group of young volunteers 
    Open this publication in new window or tab >>Confronting macrosocial worries: worry about environmental problems and proactive coping among a group of young volunteers 
    2007 (English)In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 39, no 6, p. 729-745Article in journal (Refereed) Published
    Abstract [en]

    Studies indicate that young people's interest in and worries about global issues, including environmental problems, often are connected with pessimism and inactivity. The purpose of this interview study, therefore, is to explore whether we can learn how to cope proactively with environmental worries from young people who are already actively engaged in environmental and global justice organizations. How do these young volunteers experience and reflect upon their worry? Which individual and collective coping strategies are used? The results are analyzed in relation to existential and emotion theories, and it is concluded that if we want to promote both an active stance towards the global future and psychological well-being among young people, it is not the ability to get rid of worry that should be sought after but rather the capacity to face worry, to learn from it, and to use it for constructive actions. In this regard, cognitive strategies for activating positive emotions and positive aspects of being actively engaged are important to acknowledge, since they could help the young to take on this difficult task.

    Place, publisher, year, edition, pages
    Amsterdam: Elsevier, 2007
    National Category
    Psychology
    Research subject
    Psychology
    Identifiers
    urn:nbn:se:oru:diva-5899 (URN)10.1016/j.futures.2006.11.007 (DOI)000246532400007 ()2-s2.0-34147179466 (Scopus ID)
    Available from: 2009-03-02 Created: 2009-03-02 Last updated: 2023-12-08Bibliographically approved
    3. Recycling and ambivalence: quantitative and qualitative analyses of household recycling among young adults
    Open this publication in new window or tab >>Recycling and ambivalence: quantitative and qualitative analyses of household recycling among young adults
    2008 (English)In: Environment and Behavior, ISSN 0013-9165, E-ISSN 1552-390X, Vol. 40, no 6, p. 777-797Article in journal (Refereed) Published
    Abstract [en]

    Theories about ambivalence, as well as quantitative and qualitativeempirical approaches, are applied to obtain an understandingof recycling among young adults. A questionnaire was mailedto 422 Swedish young people. Regression analyses showed thata mix of negative emotions (worry) and positive emotions (hopeand joy) about the environmental problems was positively relatedto recycling. The opposite pattern was found for attitudinalambivalence toward recycling. Thereafter, semistructured interviewswere performed. In a group of reluctant recyclers, the ambivalentattitudes consisted of views that recycling is something beneficialfor the environment and is a civic duty. On the other hand,they wanted more information, were unable to integrate youthfulideals about living in an environmentally friendly way withthe everyday life of young adulthood, and felt low self-efficacy.In addition, strategies to activate positive emotions alongsidea high degree of environmental worry were explored in a groupwho recycle regularly.

    Keywords
    recycling behavior, attitudinal ambivalence, environmental problems, mixed emotions, worry, hope, emerging adulthood
    National Category
    Psychology
    Research subject
    Psychology
    Identifiers
    urn:nbn:se:oru:diva-3238 (URN)10.1177/0013916507308787 (DOI)000260280900002 ()2-s2.0-53549106899 (Scopus ID)
    Available from: 2007-02-23 Created: 2007-02-23 Last updated: 2023-12-08Bibliographically approved
  • 38.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hope and worry: Young people’s engagement concerning climate change2019Conference paper (Other academic)
  • 39.
    Ojala, Maria
    Department of Education, Uppsala University, Uppsala, Sweden.
    Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation2015In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 46, no 3, p. 133-148Article in journal (Refereed)
    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.

    Download full text (pdf)
    Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation
  • 40.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hope Through Learning to Live with Ambivalence: Emerging Adults’ Agency Work in the Face of Sustainability Conflicts2022In: Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World / [ed] Margaretha Häggström; Catarina Schmidt, Springer, 2022, p. 129-142Chapter in book (Other academic)
    Abstract [en]

    To live in a sustainable manner is not easy, and young people often experience pessimism and low efficacy concerning problems such as climate change. This chapter explores how young adults acquire practice-based hope, or not, by investigating how they cope with ambivalence about energy saving. Results are interpreted in relation to psychological and educational theories, and practical implications for education are discussed. 

  • 41.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hopp och oro i en tid av globala klimatförändringar2018In: Ikaros - om människan och vetenskapen, ISSN 0782-6052, no 2/3Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Hoppfull oro: en medelväg mot klimatvänlig matkonsumtion.2008In: KliMATfrågan på bordet, Stockholm: Formas , 2008, p. 187-198Chapter in book (Other (popular science, discussion, etc.))
  • 43.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    How do children, adolescents, and young adults relate to climate change? Implications for developmental psychology2023In: European Journal of Developmental Psychology, ISSN 1740-5629, E-ISSN 1740-5610, Vol. 20, no 6, p. 929-943Article in journal (Refereed)
    Abstract [en]

    Climate change is an existential threat facing humanity on a global scale. To handle this problem all societal actors, including young people, need to get involved. This narrative review focuses on what implications climate change has for research in developmental psychology. It is argued that how young people relate to climate change is closely associated with key issues dealt with in this research field. The aim of the article is to present an overview of research about young people and climate change concerning four interrelated topics: (a) climate change and mental wellbeing (b) coping with climate change (c) private-sphere pro-environmental behavior as a form of pro-social development d) climate change and political socialization. The emphasis is on young people from middle childhood to early adulthood. Implications for future research are discussed, for instance, the need of more longitudinal and intervention studies. 

    Download full text (pdf)
    How do children, adolescents, and young adults relate to climate change? Implications for developmental psychology
  • 44.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work. Department of Education, Uppsala University, Uppsala, Sweden.
    How do children cope with global climate change?: coping strategies, engagement, and well-being2012In: Journal of Environmental Psychology, ISSN 0272-4944, E-ISSN 1522-9610, Vol. 32, no 3, p. 225-233Article in journal (Refereed)
    Abstract [en]

    The aim of this questionnaire study was to explore how Swedish 12-year-olds (n = 293) cope with climate change, and how different coping strategies relate to environmental engagement and well-being. Three coping strategies were identified: problem-focused coping, de-emphasizing the seriousness of climate change, and meaning-focused coping. Problem-focused and meaning-focused coping had positive associations with measures of environmental engagement, while de-emphasizing the threat had negative associations with engagement. Problem-focused coping was positively related to general negative affect, which was explained by the tendency for highly problem-focused children to worry more about climate change. In contrast, the more meaning-focused coping the children used the less they experienced negative affect, and the more they experienced life satisfaction, general positive affect, purpose, and optimism. Finally, moderation analyses revealed that for children high on problem-focused coping; meaning-focused coping, purpose, and optimism worked as buffers against negative affect. The importance of positive emotions for constructive coping is discussed.

  • 45.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    How do children cope with global climate change?: Coping strategies, engagement and well-being2010Conference paper (Refereed)
  • 46.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    How do young people cope with climate change?2020Conference paper (Other academic)
  • 47.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    How do young people deal with border tensions when making climate friendly food choices? On the importance of critical emotional awareness for learning for societal change2022In: Climate, E-ISSN 2225-1154, Vol. 10, no 1, article id 8Article in journal (Refereed)
    Abstract [en]

    If we are going to be able to fight climate change in an effective way there is a need for a profound sustainability transformation of society. The question is how everyday pro-environmental behavior such as climate-friendly food choices should be looked upon in this context: as something that hides the need for structural change, or as a starting point for a profound transformation? The aim is to discuss how emotions related to conflicts encountered when trying to make everyday climate-friendly food choices in a society that is not always sustainable can be used to promote transformational learning. Interviews were performed with 15 adolescents. Emotions felt in relation to conflicts and how the youth cope were explored. The results show that the youth mainly felt individualized emotions of guilt, helplessness, and irritation and that they coped primarily by distancing themselves from emotions felt, but also sometimes in a problem-focused way and through positive reappraisal. Results are discussed in relation to theories about critical emotional awareness and prefigurative politics. It is argued that by taking account of emotional aspects related to everydayconflicts in a critical manner, issues such as justice could be brought to the surface and transformative learning could be enhanced.

    Download full text (pdf)
    How do young people deal with border tensions when making climate friendly food choices? On the importance of critical emotional awareness for learning for societal change
  • 48.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Imagining a positive global future: hope about climate change and pro-environmental behavior among young people2010Conference paper (Refereed)
  • 49.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Integrating a sustainability perspective into psychology education: A review of the literature and some suggestions2019Report (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?

    Download full text (pdf)
    Integrating a sustainability perspective into psychology education: A review of the literature and some suggestions
  • 50.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Junge Menschen in der Klimakrise: Bewältigung, Engagement und Wohlbefinden2021In: Report Psychologie, ISSN 0344-9602, Vol. 46, no 9, p. 28-30Article in journal (Other academic)
12 1 - 50 of 92
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf