대학생의 기후변화 대응 실천역량에 영향을 미치는 요인
Factors influencing action competence on climate change in college students
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Purpose : This study explored factors that influence action competence on climate change in college students. Methods : Data were collected from 216 college students at one university in Seoul. Data were analyzed using SPSS/WIN 30.0 descriptive statistics, t-tests, one-way ANOVA, Pearson correlation coefficients, and multiple regression analysis. Results : College students obtained an above-average score (3.65 points) in action competence on climate change. There were significant differences in major, climate-related volunteer activities, and experience with obtaining climate-related information within the past 5 years. Action competence on climate change was positively correlated with climate change risk perception (r = .50, p < .001), climate change anxiety (r = .33, p < .001) and self-efficacy (r = .45, p < .001). Factors that had an action competence on climate change included climate change risk perception (β = 0.40, p < .001), self-efficacy (β = 0.32 p < .001), climate-related volunteer activities (β = 0.17, p = .001) and climate change anxiety (β = 0.17, p = .001). These variables were found to explain 45.0% of action competence on climate change (F = 20.41, p < .001). Conclusion : To improve college students’ action competence on climate change, it is necessary to develop a systematic educational program that balance theoretical education with practical and diverse experiential learning.
Abstract
Purpose : This study explored factors that influence action competence on climate change in college students. Methods : Data were collected from 216 college students at one university in Seoul. Data were analyzed using SPSS/WIN 30.0 descriptive statistics, t-tests, one-way ANOVA, Pearson correlation coefficients, and multiple regression analysis. Results : College students obtained an above-average score (3.65 points) in action competence on climate change. There were significant differences in major, climate-related volunteer activities, and experience with obtaining climate-related information within the past 5 years. Action competence on climate change was positively correlated with climate change risk perception (r = .50, p < .001), climate change anxiety (r = .33, p < .001) and self-efficacy (r = .45, p < .001). Factors that had an action competence on climate change included climate change risk perception (β = 0.40, p < .001), self-efficacy (β = 0.32 p < .001), climate-related volunteer activities (β = 0.17, p = .001) and climate change anxiety (β = 0.17, p = .001). These variables were found to explain 45.0% of action competence on climate change (F = 20.41, p < .001). Conclusion : To improve college students’ action competence on climate change, it is necessary to develop a systematic educational program that balance theoretical education with practical and diverse experiential learning.