Willingness to mitigate climate change: the role of knowledge, trust, and engagement

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dc.contributor.authorLarrain, Antonia
dc.contributor.authorFreire, Paulina
dc.contributor.authorCofre, Hernan
dc.contributor.authorAndaur, Ana
dc.contributor.authorTolppanen, Sakari
dc.contributor.authorKang, Jingoo
dc.contributor.authorGrez, Joaquin
dc.contributor.authorGomez, Marisol
dc.contributor.authorVergara, Claudia
dc.contributor.authorRojas, Maria Teresa
dc.contributor.authorArenas, Andoni
dc.date.accessioned2025-01-20T16:11:45Z
dc.date.available2025-01-20T16:11:45Z
dc.date.issued2024
dc.description.abstractThe recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make-if any-to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed.
dc.description.funderFondo Nacional de Desarrollo Cientifico y Tecnologico - FoNDECYT
dc.fuente.origenWOS
dc.identifier.doi10.1080/13504622.2024.2386630
dc.identifier.eissn1469-5871
dc.identifier.issn1350-4622
dc.identifier.urihttps://doi.org/10.1080/13504622.2024.2386630
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/90291
dc.identifier.wosidWOS:001283821300001
dc.language.isoen
dc.revistaEnvironmental education research
dc.rightsacceso restringido
dc.subjectClimate change education
dc.subjecttrust in science
dc.subjectwillingness to mitigate
dc.subjectclimate science knowledge
dc.subject.ods04 Quality Education
dc.subject.ods15 Life on Land
dc.subject.ods14 Life Below Water
dc.subject.ods02 Zero Hunger
dc.subject.ods13 Climate Action
dc.subject.ods12 Responsible Consumption and Production
dc.subject.odspa04 Educación de calidad
dc.subject.odspa15 Vida de ecosistemas terrestres
dc.subject.odspa14 Vida submarina
dc.subject.odspa02 Hambre cero
dc.subject.odspa13 Acción por el clima
dc.subject.odspa12 Producción y consumo responsable
dc.titleWillingness to mitigate climate change: the role of knowledge, trust, and engagement
dc.typeartículo
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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