Workshops Based on Protection Motivation Theory and Climate Change
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age12-13
SponsorSelcuk University
About this trial
"This study aims to evaluate the impact of climate change workshops grounded in Protection Motivation Theory (PMT) on students' climate change awareness, environmental consciousness, and pro-environmental behaviors. The primary objective is to foster awareness, environmental literacy, and sustainable behavioral shifts among middle school students, thereby empowering them to adopt eco-friendly practices to mitigate the effects of climate change.
Note on Protocol Revision: Due to cognitive suitability concerns identified during the pilot phase, the target population was shifted from primary to middle school students following expert consultation. This shift necessitated modifications to certain assessment instruments. These revisions have been approved by the ethics committee, and a new ethics approval number has been issued (Date of first protocol entry: July,2024).
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Being 12-13 years old and attend the school where the study is being conducted,
Voluntarily agree to take part in the research,
Consent from the student's family to participate in the study,
Disqualifiers
None
Trial design
Design model
Parallel
Treatments tested in this trial
Climate Change Workshops Based on Protection Motivation Theory
BehavioralThe experimental group will participate in five weekly workshops. Each workshop is scheduled to last 40 minutes. The climate change awareness workshops, grounded in Protection Motivation Theory, will address the following subjects: the balance of nature and climate change, the adoption of environmentally friendly behaviours, calculating one's ecological footprint, mitigating the effects of climate change, and the Eco-School program. The workshops will include a variety of interactive activities, such as students expressing their thoughts on weekly topics, playing topic-related games, brainstorming, watching videos, writing essays, making seed balls, and delivering presentations. Feedback was obtained from four experts for the prepared workshops. The programme was evaluated in terms of content, duration, and compatibility with the model by experts in the fields of public health (three) and education and programme development (one).
Treatment groups
66 Participants
are divided into 2 treatment groupsGroup A: Climate Change Mitigation Workshop GrupExperimental treatment 1 intervention
Group B: No-intervention ControlNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Global clımate change awareness scale for middle school students
The scale developed by Satmaz et al. (2024) consists of 19 items across three sub-dimensions: 'effects of climate change,' 'knowledge awareness,' and 'causes of climate change.' The scale's reliability coefficient (Cronbach's alpha) was found to be 0.910, and the total explained variance was 57.181%. Data were collected using a five-point Likert scale, ranging from 1 (Strongly Agree) to 5 (Strongly Disagree), with intermediate values representing varying degrees of agreement.
Time frame
T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)2
Environmental Attitudes at the Middle School Level
The scale, developed by Sontay et al. (2015), consists of 15 items and three sub-dimensions. The sub-dimensions of the scale are "environmental responsibility", "environmental sensitivity", and "environmental perception". The environmental sensitivity sub-dimension of the scale has 5 items, and its Cronbach alpha value is 0.807. While the total variance of the scale is 59.075, the variance of the environmental sensitivity sub-dimension is found to be 19.1.
Time frame
T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)3
Environmental Responsible Behavior Scale
The Environmental Responsible Behaviors Scale (ERBS) was developed to measure environmentally responsible behaviors in fifth-grade students (Erdogan, Ok, and Marcinkowski, 2012). The scale under consideration is comprised of 26 items and four sub-dimensions: 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 as follows: 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 scale's validity was assessed through confirmatory factor analysis, which yielded favorable results. An increase in the scale score is indicative of 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)Secondary outcomes
1
The Questionnaire on Children's Perceptions of the Four Elements of the Theory of Protective Motivation
This 13-item questionnaire was developed based on the work of Shafiei and Maleksaeidi (2020). It employs a three-point Likert scale (1: Disagree, 2: Partially Agree, 3: Agree). In line with the theory, the 'threat assessment' section has seven items (perceived severity: 4; perceived vulnerability: 3), and the 'coping assessment' section has six items (response effectiveness: 3; self-efficacy: 3). A prior study by the research team with students showed a Cronbach's alpha of 0.84. Exploratory factor analysis confirmed that the items account for 72% of the environmental attitudes targeted by Protection Motivation Theory. A higher score in the threat assessment section indicates a heightened perception of threat, while a higher score in the coping assessment section indicates an increase in coping capacity.
Time frame
T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)Sponsors and contacts
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Source ClinicalTrials.gov