Examining Climate Anxiety and Sustainability Engagement in the Undergraduate Engineering Student Population
Notice bibliographique
Résumé
Abstract It has been previously documented that severe weather events cause a wide range of direct mental health concerns, including depression, PTSD and anxiety in individuals living in the affected community. However, as the urgency around broader climate change has increased, a new phenomenon known as "Climate Change Anxiety" has emerged. Climate anxiety is a form of anxiety induced by the existence of climate change and concerns about this change, rather than discrete weather events. Simply being aware of climate change and its negative impacts on our natural and social systems can cause a severe anxiety response. The recently developed Climate Change Anxiety Scale (CAS) includes questions related to both cognitive and emotional impairment as a result of anxiety about climate change, and is designed to enhance our understanding of the anxiety response to this critical global challenge. Although climate anxiety is studied in the general population, very few studies have been conducted with university students, and no studies have been found that focus on the undergraduate engineering student population. Engineers play an important role in the race to meet the critical 2050 goal of net zero emissions to limit global warming, and in supporting societies in adapting to the impacts of climate change. This presents opportunity for the profession, but also demands a sense of resilience from those working in engineering, who must devise complex sociotechnical solutions and combat rampant politicization in the space. This paper describes the process of surveying 200 undergraduate engineering students at a large, public research institution in Canada. The CAS was adapted for this survey, with additional qualitative questions added to understand the student experience with sustainability curriculum and their ideas about pursuing careers in sustainability. The survey demonstrated a positive relationship between behavioural engagement in sustainability-related activities and climate anxiety, which is in contrast to the studies conducted with a general population. These results have important implications for considering how to best support students engaged in sustainability and climate-change related activism, and those considering careers in this space. Despite agreement that engineers have a role to play in climate change, many of the students surveyed view sustainability and climate change studies as a discipline distinct from their own engineering work, which may be impacted by relatively low coverage in their curriculum. This is also significant, as students indicated a barrier for pursuing a career in sustainability is lack of knowledge/training.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».