Promoting Environmental Responsibility Toward Climate Change
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age11-13
SponsorSuleyman Demirel University
About this trial
This study was designed to evaluate the effectiveness of a climate change environmental responsibility development program for middle school students on their environmental responsibility, environmental attitudes, and environmental behaviors. The program to be implemented in the study is based on the Theory of Planned Behavior and the Value-Belief-Norm Theory, is compatible with the new ecological paradigm, and its main focus is to instill environmental responsibility towards climate change.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
being enrolled in the schools where the project is implemented,
being 11-13 years old,
obtaining parental permission and student consent to participate in the study,
volunteering to participate in group work
Disqualifiers
the students have a barrier to attending the sessions planned within the scope of the study (allergies such as dust, soil or plant allergies, parental involvement barrier),
the parent is unwilling to receive email and text message communications as part of the study,
the teacher is unwilling to be part of the program
Trial design
Design model
Parallel
Treatments tested in this trial
Environmental Responsibility Program
BehavioralThe research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, f
Brochure and standard curriculum
BehavioralA brochure containing messages and guidance on climate change, its effects and environmentally friendly behaviour will be distributed to students in the control group. In addition, students are studying units and topics related to the environment in the school curriculum. The experimental group also has this curriculum.
Treatment groups
90 Participants
are divided into 2 treatment groupsGroup A: Control GroupActive comparator 1 intervention
Group B: Intervention GroupExperimental treatment 1 intervention
Trial outcomes
Primary outcomes
1
Environmental Responsibility Scale
Developed by Sontay et al., (2015) to assess the environmental responsibility for middle school students. The explained variance of the entire scale is 59.07%, and the contribution of the environmental responsibility dimension to the variance is 21.93%. The Cronbach's alpha value for this dimension is 0.867. The environmental responsibility dimension consists of five items in total. An increase in the score indicates a positive change (Sontay et al., 2015).
Time frame
Frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)2
Environmental Responsibility Behavior Scale
Developed to measure environmentally responsible behaviors in fifth-grade students (Erdogan et al., 2012), this scale is also suggested for use in middle school students (Akıllı \& Genç, 2015). The Environmental Responsibility Behavior Scale consists of 26 items and four sub-dimensions. These sub-dimensions are physical conservation behavior, consumption and economic behavior, personal and general persuasion behavior, and political behavior. The Cronbach's alpha values for the sub-dimensions are 0.80 for physical conservation behavior, 0.60 for consumption and economic behavior, 0.79 for personal and general persuasion behavior, and 0.91 for political behavior. The validity of the scale was evaluated using confirmatory factor analysis and found to be acceptable. An increase in the scale score indicates a positive change in behavior.
Time frame
T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)]3
Middle Childhood Environmental Attitudes Scale
Developed by Izadpanahi \& Tucker (2018) to assess the environmental attitudes of middle school students based on the new ecological paradigm, the Turkish validity and reliability study of this scale was conducted by Koç et al. (2024). The scale consists of three sub-dimensions and 15 questions. The sub-dimensions include attitudes towards the right to a healthy environment, human intervention, and the school environment. The Cronbach's alpha value for the total score is 0.82, while for the sub-dimensions it ranges from 0.65 to 0.72. The validity of the scale for the 13 and 14-year-old age group was evaluated using confirmatory factor analysis and it was stated that it showed a good level of fit. An increase in the scale score indicates a positive attitude.
Time frame
T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)Locations
Sponsors and contacts
Click on the lead sponsor to view all of their trials.
Suleyman Demirel University
Lead sponsor
The Scientific and Technological Research Council of Turkey
Collaborator
Selcuk University
Collaborator
Source ClinicalTrials.gov
This trial is not recruiting at the moment. You can still explore other options: