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Development and Validation of the Climate Capability Scale

Author

Listed:
  • Ruth Horry

    (Department of Psychology, Faculty of Human and Health Science, Swansea University, Swansea SA2 8PP, UK)

  • Jennifer A. Rudd

    (School of Management, Faculty of Human and Social Science, Swansea University, Swansea SA1 8EN, UK)

  • Helen Ross

    (Helen’s Place Education Consultancy, 34 Southwood Road, Wiltshire BA14 7BZ, UK)

  • R. Lyle Skains

    (Department of Communications and Journalism, Bournemouth University, Dorset BH12 5BB, UK)

Abstract

Climate change poses a serious existential threat to life on our planet. If we are to mitigate the most damaging impacts of climate change, there is a need for citizens who are willing and able to make changes to their individual behaviours, but who are also politically engaged and motivated to participate in, and advocate for, systemic change; there is a need for citizens who are Climate Capable. However, there is no scale currently available with which to measure the climate capability of adults and adolescents. Through an iterative process across three studies with 849 UK adults, we developed and validated a 24-item Climate Capability Scale. In a further study, with 458 UK adolescent participants (aged 12–15), we validated the scale for use with adolescents. We demonstrate that the scale is internally consistent, has good test–retest reliability, correlates with measures of related constructs such as environmental worldview and scientific literacy, and predicts self-reported pro-environmental behaviour. The Climate Capability Scale may have particular value in educational and public engagement contexts for measuring the effectiveness of programs and interventions designed to increase Climate Capability, as well as similar approaches to heighten engagement with the climate crisis.

Suggested Citation

  • Ruth Horry & Jennifer A. Rudd & Helen Ross & R. Lyle Skains, 2023. "Development and Validation of the Climate Capability Scale," Sustainability, MDPI, vol. 15(15), pages 1-22, August.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:15:p:11933-:d:1209565
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    References listed on IDEAS

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    1. E. Keith Smith & Adam Mayer, 2019. "Anomalous Anglophones? Contours of free market ideology, political polarization, and climate change attitudes in English-speaking countries, Western European and post-Communist states," Climatic Change, Springer, vol. 152(1), pages 17-34, January.
    2. Helen Ross & Jennifer A. Rudd & R. Lyle Skains & Ruth Horry, 2021. "How Big Is My Carbon Footprint? Understanding Young People’s Engagement with Climate Change Education," Sustainability, MDPI, vol. 13(4), pages 1-19, February.
    3. Christina Tobler & Vivianne Visschers & Michael Siegrist, 2012. "Consumers’ knowledge about climate change," Climatic Change, Springer, vol. 114(2), pages 189-209, September.
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    1. Estefanía Sánchez Flores & Barlin Orlando Olivares & Rubén Vinueza Chérrez & Rocío Serrano Rodríguez, 2024. "Are we doing enough to understand our relationship with the environment? A bibliometric analysis of the instruments that evaluate pro‐environmental behavior," Sustainable Development, John Wiley & Sons, Ltd., vol. 32(6), pages 6555-6578, December.

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