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Effects of Climate Change Knowledge on Adolescents’ Attitudes and Willingness to Participate in Carbon Neutrality Education

Author

Listed:
  • Jiaqi Zhang

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Zepeng Tong

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Zeyu Ji

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Yuanchao Gong

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

  • Yan Sun

    (Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
    Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China)

Abstract

The achievement of carbon neutrality has become increasingly important. Therefore, it the use of education to increase public understanding of carbon neutrality and facilitate low-carbon behaviors is urgent. Climate change knowledge is an effective measure to promote people’s interest and enthusiasm for specific educational projects. The present study analyzed the effects of climate change knowledge on adolescents’ attitudes and their willingness to participate in carbon neutrality education and validated the mediating effect of environmental responsibility. The findings showed that climate change knowledge improves adolescents’ attitudes toward carbon neutrality education and that environmental responsibility plays a mediating role in this. The findings provide insightful implications for carbon neutrality related policymaking and education promotion.

Suggested Citation

  • Jiaqi Zhang & Zepeng Tong & Zeyu Ji & Yuanchao Gong & Yan Sun, 2022. "Effects of Climate Change Knowledge on Adolescents’ Attitudes and Willingness to Participate in Carbon Neutrality Education," IJERPH, MDPI, vol. 19(17), pages 1-16, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10655-:d:898675
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    References listed on IDEAS

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    1. Zografakis, Nikolaos & Menegaki, Angeliki N. & Tsagarakis, Konstantinos P., 2008. "Effective education for energy efficiency," Energy Policy, Elsevier, vol. 36(8), pages 3216-3222, August.
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    1. Jun Shi & Xiang Cao & Zhi Chen, 2023. "Pathways for Integrating the Concept of Carbon Neutrality into the Talent Cultivation Process: A Case Study of Animal Production Programs in Chinese Agricultural Colleges and Universities," Sustainability, MDPI, vol. 15(23), pages 1-10, November.
    2. Ģirts Bohvalovs & Antra Kalnbaļķīte & Ieva Pakere & Ruta Vanaga & Vladimirs Kirsanovs & Dace Lauka & Toms Prodaņuks & Krista Laktuka & Kristiāna Doļģe & Zigmārs Zundāns & Ingūna Brēmane & Dagnija Blum, 2023. "Driving Sustainable Practices in Vocational Education Infrastructure: A Case Study from Latvia," Sustainability, MDPI, vol. 15(14), pages 1-16, July.

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