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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, p. 2191-2209Article 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, p. 2191-2209
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:uu:diva-199830DOI: 10.3390/su5052191ISI: 000324048800023OAI: oai:DiVA.org:uu-199830DiVA, id: 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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