Promoting attitude change and expressed willingness to take action toward climate change in college students

Instructional Science

Volumn 40, Issue 1, 2012, Pages 1-17

  Sinatra, Gale M ^a   Kardash, CarolAnne M ^a   Taasoobshirazi, Gita ^a   Lombardi, Doug ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Attitude change; Conceptual change; Dispositions; Need for closure; Need for cognition; Persuasion; Persuasive pedagogy; Socio scientific issues

Indexed keywords

EID: 83055179792     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-011-9166-5     Document Type: Article

References (51)

1. Alexander, P. A., Fives, H., Buehl, M. M., & Mulhern, J. (2002). Teaching as persuasion. Teaching and Teacher Education, 18, 795-813.
2. Alexander, P. A., Murphy, P. K., Buehl, M. M., & Sperl, C. T. (1997). The influence of prior knowledge, beliefs, and interest in learning from persuasive text. Paper presented at the Annual meeting of the National Reading Conference.
3. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
4. Brewer, M. (2000). Research design and issues of validity. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 3-16). Cambridge: Cambridge University Press.
5. Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2011). "Pluto has been a planet my whole life!" Emotions, attitudes, and conceptual change in elementary students learning about Pluto's reclassification. Manuscript submitted for publication.
6. Cacioppo, J. T., Petty, R. E., Feinstein, J., & Jarvis, W. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119, 197-253.
7. Chambliss, M. J. (1995). Text cues and strategies successful readers use to construct the gist of lengthy written arguments. Reading Research Quarterly, 30(4), 778-807.
8. Chambliss, M. J. (2001). Analyzing science textbook materials to determine how "persuasive": They are. Theory into Practice, 40(4), 255-264.
9. Chambliss, M. J., & Garner, R. (1996). Do adults change their minds after reading persuasive text? Written Communication, 13(3), 291-313.
10. Chi, M. T. H. (2005). Common sense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14, 161-199.
11. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
12. Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual Review of Psychology, 57(1), 345-374.
13. DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76(3), 535-551.
14. DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33(4), 711-732.
15. DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed.). Newbury Park, CA: Sage Publications.
16. Dodick, J., & Orion, N. (2003). Measuring student understanding of geological time. Science Education, 87(5), 708-731.
17. Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109-128.
18. Fortner, R. W., Lee, J., Corney, J. R., Romanello, S., Bonnell, J., Luthy, B., et al. (2000). Public understanding of climate change: Certainty and willingness to act. Environmental Education Research, 6(2), 127-141.
19. Goldstone, R. L., & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46, 414-466.
20. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional fit criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
21. Hynd, C. (2003). Conceptual change in response to persuasive messages. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 291-316). Mahwah, NJ: Lawrence Erlbaum Associates.
22. Intergovernmental Panel on Climate Change. (2008). Climate change 2007: Synthesis report. Geneva, Switzerland: World Meteorological Organization.
23. Jörkeskog, K. G., & Sörbom, D. (2006a). LISREL 8. 80. Chicago: Scientific Software International, Inc.
24. Jörkeskog, K. G., & Sörbom, D. (2006b). PRELIS 2 user's reference guide: A program for multivariate data screening and data summarization; A preprocessor for LISREL. Chicago: Scientific Software International, Inc.
25. Jovchelovitch, S. (2006). Knowledge in context: Representations community, and culture. London: Routledge.
26. Kardash, C. M., & Scholes, R. (1995). Effects of preexisting beliefs and repeated readings on belief change, comprehension, and recall of persuasive text. Contemporary Educational Psychology, 20, 201-221.
27. Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271.
28. Keith, T. Z. (1993). Causal influences on school learning. In H. J. Walberg (Ed.), Analytic methods for educational productivity (pp. 21-47). Greenwich, CT: JAI Press.
29. Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford Press.
30. Kruglanski, A. W. (1989). Lay epistemics and human knowledge: Cognitive and motivational bases. New York: Plenum.
31. Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181.
32. Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: 'Seizing' and 'freezing'. Psychological Review, 103(2), 263.
33. Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
34. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359.
35. Lombardi, D., & Sinatra, G. M. (2010). College students' perceptions about the plausibility of human-induced climate change. Research in Science Education. doi: 10. 1007/s11165-010-9196-z.
36. Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 2, 291-309.
37. Mason, L., & Scirica, F. (2006). Prediction of students' argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16(5), 492-509.
38. Messaris, P. (1997). Visual persuasion: The role of images in advertising. New York: Sage.
39. Murphy, P. K. (2001). Teaching as persuasion: A new metaphor for a new decade. Theory into Practice, 40(4), 224-227.
40. Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28, 573-595.
41. Schumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Psychological Methods, 8, 16-37.
42. Sinatra, G. M., & Chinn, C. A. (2011). Thinking and reasoning in science: Promoting epistemic conceptual change. In K. Harris, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), Educational psychology: Contributions to education (Vol. 3, pp. xxx-xxx). Washington, DC: American Psychological Association.
43. Sinatra, G. M., & Kardash, C. A. (2004). Teacher candidates' epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29, 483-498.
44. Sinatra, G. M., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 560-582). Berlin: Springer.
45. Sinatra, G. M., & Southerland, S. A. (2010). A little knowledge is a dangerous thing: Using beliefs and dispositions to make judgments about the validity of scientific theories. Manuscript submitted for publication.
46. Sinatra, G. M., Southerland, S. A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students' understanding and acceptance of biological evolution. Journal of Research in Science Teaching, 40(5), 510-528.
47. Stanovich, K. E. (1999). Who is rational? Studies of individual differences in reasoning. Mawah, NJ: LEA.
48. Steiger, J. H. (1995). EPATH. In Statistica 5.0. Tulsa, LI: StatSoft.
49. Stevens, W. K. (2007). On the global climate beat, doubt gives way to certainty. New York Times.
50. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062.
51. Widaman, K. F., & Thompson, J. S. (2003). On specifying the null model for incremental fit indices in structural equation modeling. Psychological Methods, 8, 16-37.