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Coping with climate change among adolescents: Implications for subjective well-being and environmental engagement
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2013 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 5, no 5, 2191-2209 p.Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
2013. Vol. 5, no 5, 2191-2209 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:uu:diva-199830DOI: 10.3390/su5052191ISI: 000324048800023OAI: oai:DiVA.org:uu-199830DiVA: diva2:621581
Projects
Learning about global environmental problems: Emotional aspects, emotion regulation, and a sense of purposeYoung people´s communication with parents, friends, and teachers about global environmental problems: Emotions, coping, and self-efficacy
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Formas
Available from: 2013-05-15 Created: 2013-05-15 Last updated: 2017-12-06Bibliographically approved

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Ojala, Maria

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