GLOBAL CLIMATE CHANGE SCALE (GCCS): DEVELOPMENT AND VALIDATION
DOI:
https://doi.org/10.4314/jfas.1186Keywords:
Global Climate Change (GCC), scale development, explanatory factor analysis, confirmatory factor analysisAbstract
Global Climate Change (GCC) is the increase in global temperature and the change in average climate values. The climate change becoming an 'emergency' that cannot be ignored anymore is called the climate crisis. There is also a need for reliable and validated scales to measure attitudes towards GCC. This study focused on university students' global climate change scale (GCCS) development and validation. In the study, a four-factor scale, called Knowledge, Awareness, Perceived Risk and Responsibility, with an explained variance of 74.51%, was developed. In addition, the general index showing the positive attitude level of high index values towards GCC was 78%, and the index values of Knowledge, Awareness, Perceived Risk and Responsibility dimensions were calculated as 0.76, 0.83, 0.83 and 0.69, respectively.
Downloads
References
Anderson L.W. Attitudes and Their Measurement. New York: Educational Research, Methodology and Measurement. An International Handbook, Keeves, J. P. (Ed), 1988, 421-426. Aydın F. Determining the level of knowledge of university students on global warming. Journal of Social Sciences and Humanities, 2017, 1 (1): 118-132.
Aydın F. High school students’ knowledge level determination of global warming. Turkish Journal of Education, 2014, 3(4), 15-27.
Biçer B.K., Vaizoğlu S.A. Determination of Awareness and Knowledge of Nursing Students About Global Warmness/Climate Change. Journal of Hacettepe University Faculty of Nursing, 2015, 2(2): 30-43.
Choon S.W., Ong H.B., Tan S.H. Does risk perception limit the climate change mitigation behaviors? Environment, Development and Sustainability, 2018, 21 (4): 1891- 1917. https://doi.org/10.1007/s10668-018-0108-0
Dal B., Öztürk N., Alper U., Sönmez,D., Mısır M.E., Çökelez A. Perception of climate change: Reasons, consequences, and willingness to act. How aware are they? International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 2014, 4(2): 1930-1937. https://doi.org/10.20533/ijcdse.2042.6364.2014.0268
Dal B., Alper U., Özdem-Yilmaz Y., Öztürk N., Sönmez D. A model for pre-service teachers' climate change awareness and willingness to act for pro-climate change friendly behavior: adaptation of awareness to climate change questionnaire. International Research in Geographical and Environmental Education, 2015, 24(3): 184-200. https://doi.org/10.1080/10382046.2015.1034456.
Durkaya B., Durkaya A. Global Warming Awareness Sample of Bartin University Students. Journal of Bartin Faculty of Forestry, 2018, 20(1): 128-144. https://doi.org/ 10.24011/barofd.379939
Elshirbiny H., Abrahamse W. Public risk perception of climate change in Egypt: a mixed methods study of predictors and implications. J Environ Stud Sci, 2020, 10, 242–254. https://doi.org/10.1007/s13412-020-00617-6
Fornell C., Larcker D.F. Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 1981, 18(3): 382-388. https://doi.org/10.2307/3150980
Güven E., Aydoğdu M. Development of an Awareness Scale and Determination of Teacher Candidates’ Awareness Levels Regarding Environmental Problems. Journal of Teacher Education and Educators, 2012, 1(2): 185-202.
Halady I.R., Rao P. Does awareness to climate change lead to behavioral change? International Journal of Climate Change Strategies and Management, 2010, 2(1): 6-22. https://doi.org/10.1108/17568691011020229.
Hair J.F., Anderson, R.E., Tatham R., Black W.C. Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall, 1998.
Hu S., Jia X., Zhang X., Zheng X., Zhu J. How political ideology affects climate perception: Moderation effects of time orientation and knowledge. Resources, Conservation and Recycling, 2017 127, 124-131. https://doi.org/10.1016/j.resconrec.2017.09.003
Jamelske E., Jang W., Barrettb J., Miller L., Han W.L., Boulter J. Examining differences in public opinion on climate change between college students in China and the USA. Journal Environ. Studies and Sciences, 2015, 5 (2): 87-98, https://doi.org/10.1007/s13412-015-0229-9
Knight K.W. Public awareness and perception of climate change: a quantitative cross-national study Environmental Sociology, 2016, 2(1): 1-13. http://doi.org/10.1080/23251042.2015.1128055
Masud M.M., Akhtar R., Afroz R., Al-Amin A.Q., Kari F. B. Pro-environmental behavior and public understanding of climate change. Mitigation and Adaptation Strategies for Global Change, 2015, 20(4), 591-600. https://doi.org/10.1007/s11027-013-9509-4
Milfont T.L. The interplay between knowledge, perceived efficacy, and concern about global warming and climate change: A one-year longitudinal study. Risk Analysis, 2012, 32(6), 1003-1020. https://doi.org/ 10.1111/j.1539-6924.2012.01800.x
Oppenheim N. A. Questionnaire Design, Interviewing and Attitude Measurement (6th ed.). London and New York: Continuum, 2001.
Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P. Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 2003, 88(5): 879-903, https://doi.org/ 10.1037/0021-9010.88.5.879
Sever D. Science teacher candidates’ thoughts about global warming studying in Turkey and United Kingdom. Elementary Education Online, 2013, 12(4): 1212-1221.
Schuldt J.P., Roh S. Of accessibility and applicability: How heat-related cues affect belief in “global warming” versus “climate change”. Social Cognition, 2014, 32(3), 217-238. https://doi.org/10.1521/soco.2014.32.3.217
Skodienė M.J., Liobikienė G. Climate change concern, personal responsibility and actions related to climate change mitigation in EU countries: Cross-cultural analysis. Journal of Cleaner Production, 2021, 281, 125189. https://doi.org/ 10.1016/j.jclepro.2020.125189.
Tok G., Cebesoy, Ü.B., Bilican K. Investigating Pre-Service Primary Teachers’ Climate Change Awareness. Western Anatolia Journal of Educational Sciences, 2017, 8 (2): 23-36.
Tetik N., Acun A. The perceptions and views of tourism students on global warming and climate change. The Journal of International Social Research, 2015, 8(41): 1459-1476. https://doi.org/ 10.17719/jisr.20154115127
Ünlü İ., Sever, R., Akpınar E. Analysis Of The Academic Studıes’ Results In Environmental Education In Turkey About Global Warming And Greenhouse Effect. Erzincan University Journal of Education Faculty, 2011, 13(1): 39-54.
Verdugo V.C., Lucas M.Y., Fonllem C. T., Valdez A. O. Situational factors driving climate change mitigation behaviors: the key role of pro‑environmental family. Environment, Development and Sustainability, 2020, 22, 7269–7285. https://doi.org/ 10.1007/s10668-019-00496-0.
Choon W.S, Boon Ong H., Hooi Tan S. Does risk perception limit the climate change mitigation behaviors? Environment, Development and Sustainability, 2019, 21:1891–1917. https://doi.org/ 10.1007/s10668-018-0108-0
Zaval L., Keenan E., Johnson E., Weber E. How warm days increase belief in global warming. Nature Climate Change, 2014, 4(2): 143-147. https://doi.org/ 10.1038/nclimate2093
Ari, E., Yilmaz, V. The effect of environmental concern on renewable energy awareness, perceived benefit and intention to use. Journal of Fundamental and Applied Sciences, 2021, 13 (2): 995-1013. https://doi.org/10.4314/jfas.v13i2.20
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Veysel Yilmaz
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.