Busse, Moritz

Adolescents' willingness to engage in sustainable behavior - the role of empathy and distance implications for education for sustainable development.

Osnabrück

2014

Osnabrück, Univ., Diss., 2014

List of figures

List of tables

List of boxes

List of acronyms

Acknowledgements

1 Introduction

1.1 The necessity of a transition towards sustainable development

1.2 Education for sustainable development as a means of fostering the transition

2 Theoretical framework and current state of research

2.1 The psychological concept of empathy and its relationship to education for
sustainable development

2.2 The role of socio-spatial distance in education for sustainable development

2.3 An extended Norm Activation Model to explain willingness to engage in
sustainable behavior

2.4 A new scale to measure willingness to engage in sustainable behavior

3 Research foci and the aim of the study

3.1 Empirical part

3.2 Excursus on the interface of research and practice in extramural education for
sustainable development

4 Empirical part

4.1 Adolescents' empathy and willingness to engage in sustainable development:
The mediating role of basic human values

4.2 Empathy versus self-interest in fostering willingness to engage in proenvironmental
behavior

4.3 Examining the role of perceived socio-spatial distance in adolescents'
willingness to engage in pro-environmental behavior
Adolescents willingness to engage in sustainable behavior

5 Exkurs: Die Schnittstelle von Forschung und Praxis in einer Bildung für
nachhaltige Entwicklung an außerschulischen Lernorten

6 General discussion and concluding remarks

6.1 Dispositional empathy

6.2 Socio-spatial distance

6.3 The operationalization of "willingness to engage in sustainable behavior"

6.4 Limitations

6.5 Conclusions and educational implications

7 Summary

8 Zusammenfassung

9 References

Appendix
A Questionnaires
B Supplementary material
C Curriculum vitae
D Statement of authorship