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To reduce global greenhouse gas emissions in order to limit global warming to 1.5°C, individuals and households play a key role. Behavior change interventions to promote pro-environmental behavior in individuals are needed to reduce emissions globally. This systematic literature review aims to assess the a) evidence-based effectiveness of such interventions and b) the content of very successful interventions without limiting the results to specific emitting sectors or countries. Based on the “PICOS” mnemonic and PRISMA statement, a search strategy was developed, and eligibility criteria were defined. Three databases (Embase, PsycInfo, and Web of Science) were searched to retrieve and review potential literature. As a result, 54 publications from 2010 to 2021 were included in the analysis. The results show that most interventions only have small positive effects or none at all. A total of 15 very successful interventions focused on the sectors of mobility, energy, and waste and incorporated improved (infra-) structures, education, feedback, enablement or made the sustainable option the default. Six evidence-based recommendations for content, timing, and setting are deducted and given for interventions on enhancing pro-environmental behavior (PEB). In summary, although the various interventions and intervention types to promote PEB differ in their effectiveness, very successful interventions have common elements. Future research should focus on high-/low-impact and high-/low-cost behavior to develop interventions that aim at high-impact but low-cost behavior changes, or avoid low-impact but high-cost behavior.
The reduction of individual carbon consumption could make an important contribution to the worldwide effort to limit global warming. Based on Bandura’s theory of moral disengagement, we hypothesized that the propensity to morally disengage concerning high-carbon behaviors (e.g., eating meat or traveling by plane) is one important factor that prevents individuals from reducing their carbon footprint. To measure the propensity to morally disengage in high-carbon-related behavior contexts, a questionnaire (MD-HCB) was developed and psychometrically validated in an online study with a German sample (N = 220). Confirmatory factor analyses revealed that the final nine-item scale had a one-dimensional structure, as intended. The internal consistency of the scale was excellent (Cronbach’s α = 0.94) and the scale interpretation had predictive validity for both past low-carbon consumption behavior and the intention to engage in such behavior in the future. Correlational analyses with relevant existing instruments confirmed the construct validity of the interpretations that can be drawn from the MD-HCB, as its resulting score is related to, yet separable from, the general tendency to morally disengage and is meaningfully connected to related constructs. A pre-study with a student sample (N = 89) not only helped to identify limitations in the study design but also showed a weak predictive ability of moral competence concerning high-carbon consumption behavior and intention to change. Based on our findings, future media campaigns designed to increase people’s intention to reduce high-carbon behavior could focus on the modification of common cognitive disengagement strategies.
Ocean literacies: the promise of regional approaches integrating ocean histories and psychologies
(2023)
The current concept of ocean literacy reflects a prerequisite for achieving ocean sustainability. Existing ocean literacy reflects a fundamentally western view of oceans that works in tension with ocean literacy goals. Although ocean literacy practitioners and researchers are, laudably, starting to incorporate Indigenous knowledges and perspectives from BIPOC communities, attention to historical change continues to be left out of ocean literacy, to the detriment of ocean literacy goals. This article points out that, given the reality that human-ocean relationships have changed over time, and differed among cultural groups in the past as well as in the present, ocean literacy needs to incorporate ocean history at a foundational level. Because there are historical differences in human relationships with oceans, it stands to reason that regional ocean literacies must be more effective than a universal and timeless ocean literacy framework. Following the logical efficacy of a regional approach to ocean literacy, this article further argues that regional ocean literacies should involve the systematic inclusion of emotional elements. Regional ocean literacies should be constructed through knowledge co-production, involving diverse types of expertise, knowledge and actors to produce context-specific knowledge and pathways towards a sustainable future. To fully exploit the potential of ocean literacy, there is a need for the UN Ocean Decade to work towards regional and place-based approaches that incorporate history as well as culture in an iterative and collaborative process involving diverse types of expertise, knowledge and actors.