Adolescents’ Worries about Environmental Risks: Subjective Well-being, Values, and Existential Dimensions

By M. Ojala. 2005

102 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f9f09d67a11081e62130a02507b3fa60da3e573

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In Applied Psychology

In Social Psychology

Citations in the corpus

Climate change skepticism among adolescents (2015, background): “There are rather numerous studies about young people’s worries concerning environmental problems (see, for example, Antilla et al. 2000; Ojala 2005) and about young people’s environmental engagement (Bynner, Romney, and Emler 2003; Ostman 2014; Strandbu and Skogen 2000; Wilson and Snell 2010).”
Eco-Anxiety and Environmental Education (2020, background): “Important pioneers in studying matters close to eco-anxiety in EE theory have been Maria Ojala, Elin Kelsey, John Hicks, and Paul Maiteny.”
How psychological and contextual factors contribute to travelers’ propensity to choose green hotels? (2019, background): “For example, Ojala (2005) reported that subgroup having a high degree of concern for the environment, i.e. biospheric value and a high level of wellbeing had more trust in the environmental organization in comparison to subgroup having a low degree of environmental concern.”
How do children cope with global climate change? Coping strategies, engagement, and well-being (2012, unknown): “These results are in accordance with studies about stressors at a micro-level that are hard to control but still demand that one is actively involved, showing the importance of meaning-focused coping and positive emotions for mental well-being (Folkman, 2008; Folkman & Moskowitz, 2000; Ojala, 2005).”
Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? (2012, background): “In relation to global environmental problems, hope has been found to buffer worry about these problems from turning into low wellbeing (Ojala, 2005) and to help promote pro-environmental behavior (Ojala, 2008, 2011).”
Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD) (2013, unknown): “Studies have found that meaning-focused coping and constructive hope/optimism can buffer anxiety and prevent it from leading to low well-being (Ojala, 2005, 2012b) and also seem to be related to pro-environmental engagement (Ojala, 2008, 2012a, 2013).”
Recycling and Ambivalence (2008, background): “In addition, one study found that positive cognitive-emotional concepts such as hope, experienced meaningfulness, and trust worked as buffers, making it possible for youths highly worried about environmental problems to bear their worry with a maintained sense of well-being (Ojala, 2005).”
Anxiety, Worry, and Grief in a Time of Environmental and Climate Crisis: A Narrative Review (2021, background): “Ojala M. 2008.”