Addressing ecoparalysis: a community-engaged unit enhances undergraduate student environmental value and problem-solving self-efficacy.
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| Title: | Addressing ecoparalysis: a community-engaged unit enhances undergraduate student environmental value and problem-solving self-efficacy. |
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| Authors: | Bitting, Kelsey S.1 (AUTHOR) kbitting@elon.edu, Merricks, Jessica A.2 (AUTHOR) |
| Source: | Environmental Education Research. Mar2025, Vol. 31 Issue 3, p529-547. 19p. |
| Subject Terms: | *Academic motivation, *Environmental degradation, Climate change, Statistical significance, Environmental sciences |
| Abstract: | Undergraduates often express that they feel powerless to help solve important challenges such as climate change and environmental degradation, consistent with the broader phenomena of ecoparalysis. Viewed through value-expectancy frameworks for motivation, value for an outcome and self-efficacy to achieve it lead to goals, which motivate engagement. This study evaluates the impact of a community-engaged course unit, versus a unit without a community-engaged component, in a general-education university environmental science course in the United States on student expressions of environmental value, self-efficacy, and goals. Qualitative analysis of written reflections reveals enhancements in students' pro-environmental values, environmental problem-solving self-efficacy, and environmentally-related goals. Paired quantitative analysis comparing code frequencies in reflections (n = 37) show statistically significant enhancements in environmental value (p =.00013, Cohen's d = 0.930) and self-efficacy (p =.00082, d = 0.807). These outcomes suggest community-engaged coursework can help reduce students' ecoparalysis and motivate them to engage in pro-environmental action beyond the bounds of the course. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Undergraduates often express that they feel powerless to help solve important challenges such as climate change and environmental degradation, consistent with the broader phenomena of ecoparalysis. Viewed through value-expectancy frameworks for motivation, value for an outcome and self-efficacy to achieve it lead to goals, which motivate engagement. This study evaluates the impact of a community-engaged course unit, versus a unit without a community-engaged component, in a general-education university environmental science course in the United States on student expressions of environmental value, self-efficacy, and goals. Qualitative analysis of written reflections reveals enhancements in students' pro-environmental values, environmental problem-solving self-efficacy, and environmentally-related goals. Paired quantitative analysis comparing code frequencies in reflections (n = 37) show statistically significant enhancements in environmental value (p =.00013, Cohen's d = 0.930) and self-efficacy (p =.00082, d = 0.807). These outcomes suggest community-engaged coursework can help reduce students' ecoparalysis and motivate them to engage in pro-environmental action beyond the bounds of the course. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13504622 |
| DOI: | 10.1080/13504622.2024.2374329 |
