東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding, Measuring, and Cultiv...

Li, Jie.

FindBook

Google Book

Amazon

博客來

Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students./
作者:	Li, Jie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	136 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-07, Section: A.
Contained By:	Dissertations Abstracts International79-07A.
標題:	Climate Change. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10679144
ISBN:	9780355401646

Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students.
Li, Jie.

Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 136 p.

Source: Dissertations Abstracts International, Volume: 79-07, Section: A.

Thesis (Ph.D.)--University of Florida, 2016.

This item must not be sold to any third party vendors.

Hope is an important component that helps engage people in solving problems. Educational resources addressing climate change effectively should ideally nurture hope as well as increase understanding about the issue. However, hopefulness about resolving climate change challenges is a relatively new construct in the literature and little is known about measuring and enhancing it. To understand the factors that affect hope, we assessed hope using the Reasonable Person Model (RPM) and hypothesized that students are more likely to be hopeful and work toward solutions if they: 1) are able to make sense of information (model building); 2) perceive there are actions they can take (meaningful action); and 3) believe that society and laypeople have the ability to undertake actions to make a difference (being effective). We surveyed 728 high school students between September 2013 and January 2014 and found that students' belief of competency (being effective) is a significant and direct path to hope. The development of an instructional model on climate change and forests provided an opportunity to design and test a measurement tool to assess hope about climate change. We described the process and determined the reliability and validity of a newly developed 11-item Climate Change Hope Scale (CCHS). The study involved high school students from the southeastern United States during fall of 2013 and spring of 2015 (n = 1902). The factor analysis confirmed a three-factor solution with good model fit: 1) collective-sphere willpower and waypower, 2) personal-sphere willpower and waypower, and 3) lack of willpower and waypower. This study suggests that the CCHS is a valid, reliable and feasible tool to measure hope in context of climate change among American high school students. We then used CCHS to measure potential change of an environmental instructional resource that aimed to nurture hope. We applied hope and self-efficacy theory in the design of 14 activities for secondary science teachers, and assessed student knowledge and hopefulness after engaging in four or five activities. Matched pairs analysis suggests that hope can be nurtured by carefully designed environmental education materials and the change of hopefulness is not a function of gender, ethnicity, or grade level.

ISBN: 9780355401646Subjects--Topical Terms:

894284
Climate Change.

Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students.
LDR:03469nmm a2200337 4500 001 2197507
005 20190923134336.5
008 200811s2016 ||||||||||||||||| ||eng d
020 $a 9780355401646
035 $a (MiAaPQ)AAI10679144
035 $a AAI10679144
035 $a 2197507
040 $a MiAaPQ $c MiAaPQ
100 1 $a Li, Jie. $3 1267636
245 1 0 $a Understanding, Measuring, and Cultivating Hope About Climate Change Among American High School Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 136 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Monroe, Martha C.
502 $a Thesis (Ph.D.)--University of Florida, 2016.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Hope is an important component that helps engage people in solving problems. Educational resources addressing climate change effectively should ideally nurture hope as well as increase understanding about the issue. However, hopefulness about resolving climate change challenges is a relatively new construct in the literature and little is known about measuring and enhancing it. To understand the factors that affect hope, we assessed hope using the Reasonable Person Model (RPM) and hypothesized that students are more likely to be hopeful and work toward solutions if they: 1) are able to make sense of information (model building); 2) perceive there are actions they can take (meaningful action); and 3) believe that society and laypeople have the ability to undertake actions to make a difference (being effective). We surveyed 728 high school students between September 2013 and January 2014 and found that students' belief of competency (being effective) is a significant and direct path to hope. The development of an instructional model on climate change and forests provided an opportunity to design and test a measurement tool to assess hope about climate change. We described the process and determined the reliability and validity of a newly developed 11-item Climate Change Hope Scale (CCHS). The study involved high school students from the southeastern United States during fall of 2013 and spring of 2015 (n = 1902). The factor analysis confirmed a three-factor solution with good model fit: 1) collective-sphere willpower and waypower, 2) personal-sphere willpower and waypower, and 3) lack of willpower and waypower. This study suggests that the CCHS is a valid, reliable and feasible tool to measure hope in context of climate change among American high school students. We then used CCHS to measure potential change of an environmental instructional resource that aimed to nurture hope. We applied hope and self-efficacy theory in the design of 14 activities for secondary science teachers, and assessed student knowledge and hopefulness after engaging in four or five activities. Matched pairs analysis suggests that hope can be nurtured by carefully designed environmental education materials and the change of hopefulness is not a function of gender, ethnicity, or grade level.
590 $a School code: 0070.
650 4 $a Climate Change. $3 894284
650 4 $a Secondary education. $3 2122779
690 $a 0404
690 $a 0533
710 2 $a University of Florida. $b Forest Resources and Conservation. $3 3194984
773 0 $t Dissertations Abstracts International $g 79-07A.
790 $a 0070
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10679144