Matching Items (4)
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- All Subjects: Sustainability Education
- Creators: School of Geographical Sciences and Urban Planning
- Status: Published
Description
As the world's resources face increasing pressure from a growing population, it is critical that psychologists understand the motivational processes that lead to cooperation or defection in the context of social dilemmas. Research has uncovered several key strategies for encouraging maintenance of these resources, however, one area that remains understudied is the effect various emotions may have on cooperation. Furthermore, it is important to consider the specific type of desired behavior: reduction of consumption of a shared resource, or increased contribution to a shared resource. The current study takes a step in this direction, examining the effects of two self-conscious emotions, guilt and pride, on behavior in two different kinds of social dilemmas. Guilt, a prosocial emotion that has been described as a "behavioral interrupt mechanism," is predicted to increase cooperation in both a social trap game and a public goods dilemma game. However, its effects should be strongest in the social trap game, in which the desired behavior is reduced consumption. Pride, an emotion that is conceptually related to the constructs of status and power, is predicted to motivate action in both domains, by increasing both consumption in the social trap game and contribution in the public goods dilemma game. Results partially support these predictions: Whereas guilt and pride both had the predicted effects on consumption in the social trap game, neither had a significant effect on contribution in the public goods dilemma game. Individual differences are examined, as are the results of a Game Feedback Sheet, which yielded insight as to how participants understood the rules of the games, and why they chose the strategies they did. Results support the idea that emotions represent a potentially fruitful avenue of research in social dilemma cooperation, and possible future directions for this research are discussed.
ContributorsNeufeld, Samantha L (Author) / Shiota, Michelle N. (Thesis advisor) / Kenrick, Douglas T. (Committee member) / Ledlow, Susan E (Committee member) / Saks, Michael J. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Protest has been both a practice of citizenship rights as well as a means of social pressure for change in the context of Mexico City's water system. This paper explores the role that citizen protest plays in the city's response to its water challenges. We use media reports of water protests to examine where protests happen and the causes associated with them. We analyze this information to illuminate socio-political issues associated with the city's water problems, such as political corruption, gentrification, as well as general power dynamics and lack of transparency between citizens, governments, and the private businesses which interact with them. We use text analysis of newspaper reports to analyze protest events in terms of the primary stimuli of water conflict, the areas within the city more prone to conflict, and the ways in which conflict and protest are used to initiate improved water management and to influence decision making to address water inequities. We found that water scarcity is the primary source of conflict, and that water scarcity is tied to new housing and commercial construction. These new constructions often disrupt water supplies and displace of minority or marginalized groups, which we denote as gentrification. The project demonstrates the intimate ties between inequities in housing and water in urban development. Key words: Conflict, protest, Mexico City, scarcity, new construction
ContributorsFlores, Shalae Alena (Author) / Eakin, Hallie C. (Thesis director) / Baeza-Castro, Andres (Committee member) / Lara-Valencia, Francisco (Committee member) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Circles of Sustainability is a self-evaluation tool designed to build educator capacity in K-12 schools seeking sustainability solutions. Based on the Sustainable Schools Challenge Handbook from Memphis, Tennessee, Circles of Sustainability considers environmental impact and efficiency, a healthy and safe school environment, sustainability and environmental education, and engagement and empowerment as four key pillars of whole-school sustainability. Each pillar is composed of elements and rubric items, which are reviewed, totaled, and colored in on the front page of the tool to help educators visualize and evaluate the current state of sustainability at their school. Since its first iteration completed in May 2017, the tool has been used by 300 educators throughout the United States during ASU's Sustainability Teachers' Academy (STA) workshops. Circles of Sustainability is completed as part of an activity called "Evaluating Your Community," where educators complete the tool and then brainstorm sustainability projects and solutions for their school and community. This paper is a review and discussion of the research, informal feedback and formal feedback used to create the second iteration of the tool. A second iteration of the tool was created to make the tool more user-friendly and ensure each pillar, element, and rubric item are based in research. The informal feedback was conducted during STA workshops in Tempe, Arizona; Abingdon, Virginia; Princeton, New Jersey; Chicago, Illinois; Los Angeles, California; Tucson, Arizona; and Charlotte, North Carolina. The formal feedback was conducted using a survey distributed to teachers who participated in the Tucson and Charlotte workshops. Overall, educators have responded positively to the tool, and the second iteration will continue to be used in future STA workshops throughout the United States.
ContributorsColbert, Julia (Author) / Schoon, Michael (Thesis director) / Merritt, Eileen (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This research paper assesses the effectiveness of a remote garden-based learning curriculum in teaching elementary students’ basic systems thinking concepts. Five remote lessons were designed, covering different garden topics, and in order to integrate systems thinking concepts, the Systems Thinking Hierarchical Model was used. This model includes eight emergent characteristics of systems thinking necessary for developing systems thinking competency. Five students were given the remote garden-based learning lessons. Student work was evaluated for systems thinking understanding and student outcomes were compared to anticipated learning outcomes. Results suggest that elementary students are able to understand basic systems thinking concepts because student work met anticipated outcomes for four systems thinking characteristics and exceeded anticipated outcomes for one characteristic. These results are significant because they further confirm that elementary-aged students do have the ability to understand systems thinking and they contribute to a growing movement to integrate sustainability education into elementary curriculum.
ContributorsDussault, Ashley (Author) / Weinberg, Andrea (Thesis director) / Schoon, Michael (Committee member) / School of Sustainability (Contributor) / Division of Teacher Preparation (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05