Promoting Environmental Responsibility Toward Climate Change

NCT07429513 | Not Yet Recruiting

• 1 other identifier: 108/6
• Study Type: interventional
• Target: 90
• Locations: 0 countries
• Sites: N/A

Brief Summary

This study was designed to evaluate the effectiveness of a climate change environmental responsibility development program for middle school students on their environmental responsibility, environmental attitudes, and environmental behaviors. The program to be implemented in the study is based on the Theory of Planned Behavior and the Value-Belief-Norm Theory, is compatible with the new ecological paradigm, and its main focus is to instill environmental responsibility towards climate change.

Conditions

Climate Change; Health Behavior; Environmental Awareness and Sensitivity

Keywords

climate change; health behavior; environmental responsibility

Outcome Measures

Primary Outcomes (3)

• Environmental Responsibility Scale

  Developed by Sontay et al., (2015) to assess the environmental responsibility for middle school students. The explained variance of the entire scale is 59.07%, and the contribution of the environmental responsibility dimension to the variance is 21.93%. The Cronbach's alpha value for this dimension is 0.867. The environmental responsibility dimension consists of five items in total. An increase in the score indicates a positive change (Sontay et al., 2015).

  Frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)

• Environmental Responsibility Behavior Scale

  Developed to measure environmentally responsible behaviors in fifth-grade students (Erdogan et al., 2012), this scale is also suggested for use in middle school students (Akıllı \& Genç, 2015). The Environmental Responsibility Behavior Scale consists of 26 items and four sub-dimensions. These sub-dimensions are physical conservation behavior, consumption and economic behavior, personal and general persuasion behavior, and political behavior. The Cronbach's alpha values for the sub-dimensions are 0.80 for physical conservation behavior, 0.60 for consumption and economic behavior, 0.79 for personal and general persuasion behavior, and 0.91 for political behavior. The validity of the scale was evaluated using confirmatory factor analysis and found to be acceptable. An increase in the scale score indicates a positive change in behavior.

  T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)]

• Middle Childhood Environmental Attitudes Scale

  Developed by Izadpanahi \& Tucker (2018) to assess the environmental attitudes of middle school students based on the new ecological paradigm, the Turkish validity and reliability study of this scale was conducted by Koç et al. (2024). The scale consists of three sub-dimensions and 15 questions. The sub-dimensions include attitudes towards the right to a healthy environment, human intervention, and the school environment. The Cronbach's alpha value for the total score is 0.82, while for the sub-dimensions it ranges from 0.65 to 0.72. The validity of the scale for the 13 and 14-year-old age group was evaluated using confirmatory factor analysis and it was stated that it showed a good level of fit. An increase in the scale score indicates a positive attitude.

  T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)

Study Arms (2)

Control Group

ACTIVE COMPARATOR

The control group is an active control group that receives standard care and additional information through a brochure. Similar to the experimental group, the control group will follow a curriculum focused on themes covered in the science lessons within the school curriculum.

Behavioral: Brochure and standard curriculum

Intervention Group

EXPERIMENTAL

The research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag,

Behavioral: Environmental Responsibility Program

Interventions

Environmental Responsibility Program BEHAVIORAL

The research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, f

Intervention Group

Brochure and standard curriculum BEHAVIORAL

A brochure containing messages and guidance on climate change, its effects and environmentally friendly behaviour will be distributed to students in the control group. In addition, students are studying units and topics related to the environment in the school curriculum. The experimental group also has this curriculum.

Control Group

Eligibility Criteria

• Age: 11 Years - 13 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• being enrolled in the schools where the project is implemented,
• being 11-13 years old,
• obtaining parental permission and student consent to participate in the study,
• volunteering to participate in group work

You may not qualify if:

• the students have a barrier to attending the sessions planned within the scope of the study (allergies such as dust, soil or plant allergies, parental involvement barrier),
• the parent is unwilling to receive email and text message communications as part of the study,
• the teacher is unwilling to be part of the program

Sponsors & Collaborators

• Suleyman Demirel University: lead
• The Scientific and Technological Research Council of Turkey: collaborator
• Selcuk University: collaborator

MeSH Terms

Conditions

Health Behavior; Hypersensitivity

Condition Hierarchy (Ancestors)

Behavior; Immune System Diseases

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant

Study Record Dates

• First Submitted: February 17, 2026
• First Posted: February 24, 2026
• Study Start: February 20, 2026
• Primary Completion (Estimated): July 30, 2026
• Study Completion (Estimated): December 27, 2026
• Last Updated: February 24, 2026

Record last verified: 2026-02