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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.
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]
Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Addressing ecoparalysis: a community-engaged unit enhances undergraduate student environmental value and problem-solving self-efficacy.
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  Data: <searchLink fieldCode="JN" term="%22Environmental+Education+Research%22">Environmental Education Research</searchLink>. Mar2025, Vol. 31 Issue 3, p529-547. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Environmental+degradation%22">Environmental degradation</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+change%22">Climate change</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+sciences%22">Environmental sciences</searchLink>
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  Data: 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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  Data: <i>Copyright of Environmental Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13504622.2024.2374329
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        Text: English
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              Text: Mar2025
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