Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change?

By M. Ojala. 2012

305 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/57ccc40c2d0df77a9dac2143c2248bd9170984f9

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Citations in the corpus

Emotions predict policy support: Why it matters how people feel about climate change (2018, background): “And while proximatising climate change can lead to greater emotional responses, the effect is reversed too: distancing oneself from climate change is thought to be a coping mechanism for potentially overwhelming feelings (Caillaud et al., 2015; Ojala, 2012a; Norgaard, 2006; Dickinson, 2009).”
Climate change skepticism among adolescents (2015, background): “In cross-sectional studies of young people it has been found that the tendency to de-emphasize the climate threat is negatively related to environmental efficacy (Ojala 2012b, 2013).”
Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD) (2013, unknown): “Fortunately, studies have shown that there are also other more constructive ways that people cope with global climate change (Ojala, 2012b, 2012c, 2013).”
Youth perceptions of climate change: A narrative synthesis (2020, background): “A more complex explanation suggests that rejection of climate change or reduced concern and willingness to act, may reflect coping strategies for young people who feel powerless to exert change (Ojala, 2012a, 2012b).”
Motivating Action through Fostering Climate Change Hope and Concern and Avoiding Despair among Adolescents (2015, background): “Ojala [16,37] proposes three types of coping strategies employed by young people when considering climate change: emotion-focused, problem-focused, and meaning-focused.”
Eco-Anxiety and Environmental Education (2020, background): “Ojala’s empirical research has shown that those people who practice meaning-focused coping in their environmental action and attitudes are, on average, better able to avoid denial and burnout [45,174,239].”
Professional development design considerations in climate change education: teacher enactment and student learning (2018, background): “When considering how climate change relates to their own practice, teachers should also recognise the emotional responses to the issue that they hold personally and that are held by their students (Lombardi & Sinatra, 2013; Ojala, 2012).”