Connecting Introductory Psychology to Climate Change Can Empower Students

Background: Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change. Conclusion: Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.

Duke Scholars

Author Bridgette Martin Hard Psychology & Neuroscience