Datum
2019Schlagwort
150 Psychologie RessourcenmanagementKognitive EntwicklungNachhaltigkeitBildung für nachhaltige EntwicklungErwachsenerLernspielKindMetadata
Zur Langanzeige
Aufsatz
Factors that affect primary school children’s sustainable behavior in a resource dilemma
Zusammenfassung
Acting ecologically sustainably and not exhausting natural resources is becoming more and more important. Sustainable behavior can be investigated within the conceptual frame of resource dilemmas, in which users share a common, slowly regenerating resource. A conflict emerges between maximizing one’s own profit and maintaining the resource for all users. Although many studies have investigated adults’ behavior in resource dilemmas, barely anything is known about how children deal with such situations and which factors affect their behavior. Due to their still developing cognitive and social skills as well as their self-control, they might act differently than adults. In the current study, 114 children aged 6 to 11 years played a fishing conflict game. We manipulated (a) whether children played alone or in groups, (b) whether withdrawal was limited or not, and (c) whether children were allowed to communicate within the groups or not. In addition, children’s individual characteristics that were expected to be related to their sustainable behavior were assessed (i.e., delay of gratification, fairness concept, relatedness to nature, math grade, and age). Children’s success in maintaining the resource strongly depended on the game context. Similar to adults, children acted more ecologically sustainably when they played alone, when the withdrawal was limited, and when communication was allowed. In addition, older children acted more sustainably than younger children. The results are discussed in the light of findings with adults and with regard to potential interventions that aim at enhancing children’s sustainable behavior.
Zitierform
In: Journal of Experimental Child Psychology Volume 184 (2019) , S. 18-33 ; eissn:1096-0457Zitieren
@article{doi:10.17170/kobra-202103253600,
author={Ebersbach, Mirjam and Malkus, Dörthe and Ernst, Andreas},
title={Factors that affect primary school children’s sustainable behavior in a resource dilemma},
journal={Journal of Experimental Child Psychology},
year={2019}
}
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2021-07-29T14:29:08Z 2021-07-29T14:29:08Z 2019 doi:10.17170/kobra-202103253600 http://hdl.handle.net/123456789/13049 eng Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ environmental psychology commons dilemma sustainable behavior resource dilemmas children individual differences 150 Factors that affect primary school children’s sustainable behavior in a resource dilemma Aufsatz Acting ecologically sustainably and not exhausting natural resources is becoming more and more important. Sustainable behavior can be investigated within the conceptual frame of resource dilemmas, in which users share a common, slowly regenerating resource. A conflict emerges between maximizing one’s own profit and maintaining the resource for all users. Although many studies have investigated adults’ behavior in resource dilemmas, barely anything is known about how children deal with such situations and which factors affect their behavior. Due to their still developing cognitive and social skills as well as their self-control, they might act differently than adults. In the current study, 114 children aged 6 to 11 years played a fishing conflict game. We manipulated (a) whether children played alone or in groups, (b) whether withdrawal was limited or not, and (c) whether children were allowed to communicate within the groups or not. In addition, children’s individual characteristics that were expected to be related to their sustainable behavior were assessed (i.e., delay of gratification, fairness concept, relatedness to nature, math grade, and age). Children’s success in maintaining the resource strongly depended on the game context. Similar to adults, children acted more ecologically sustainably when they played alone, when the withdrawal was limited, and when communication was allowed. In addition, older children acted more sustainably than younger children. The results are discussed in the light of findings with adults and with regard to potential interventions that aim at enhancing children’s sustainable behavior. open access Ebersbach, Mirjam Malkus, Dörthe Ernst, Andreas doi:10.1016/j.jecp.2019.03.007 Ressourcenmanagement Kognitive Entwicklung Nachhaltigkeit Bildung für nachhaltige Entwicklung Erwachsener Lernspiel Kind acceptedVersion eissn:1096-0457 Journal of Experimental Child Psychology 18-33 Volume 184 false
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