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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| Language: | English |
| Authors: | Kelsey S. Bitting (ORCID |
| Source: | Environmental Education Research. 2025 31(3):529-547. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Environmental Education, Problem Solving, Climate, Self Efficacy, Instructional Design, Values, Learning Motivation, Goal Orientation |
| DOI: | 10.1080/13504622.2024.2374329 |
| ISSN: | 1350-4622 1469-5871 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465048 |
| Database: | ERIC |
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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. |
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| ISSN: | 1350-4622 1469-5871 |
| DOI: | 10.1080/13504622.2024.2374329 |
