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Corner, A., Roberts, O., Chiari, S., Völler, S., Mayrhuber, E. S., Mandl, S. et al. (2015). How Do Young People Engage with Climate Change? The Role of Knowledge, Values, Message Framing, and Trusted Communicators. WIREs Climate Change, 6, 523-534.
https://doi.org/10.1002/wcc.353

has been cited by the following article:

• TITLE: The Development of Eco-Anxiety through Middle Childhood and Adolescence

  AUTHORS: Pascal Mallet

  KEYWORDS: Eco-Anxiety, Public Health, Children, Adolescents, Development

  JOURNAL NAME: Psychology, Vol.15 No.11, November 18, 2024

  ABSTRACT: I hypothesized that 1) Eco-anxiety increases during adolescence, as a result of the teens’ growing awareness of environmental threats; 2) It is stronger in girls than in boys, in accordance with the anxiety research; 3) This difference emerges in early adolescence, based on Hill & Lynch’s “gender intensification hypothesis”. The 831 French participants were attending the three highest elementary school grades and the seven secondary school grades. They filled out the basic eco-anxiety scale for children and adolescents (BEASCA), a new six-item questionnaire, which proved to have acceptable psychometric properties for these ten grade groups. A grade-by-sex Anova revealed a rather large main effect of grade, with the five oldest groups reporting less eco-anxiety than the four youngest groups, and a medium sized main effect of sex, with girls being more eco-anxious than boys. A non-significant but tendential grade-by-sex interaction suggested that this sex difference emerges at the very end of elementary school. I discuss the origins of the unexpected decrease in eco-anxiety during early adolescence, and the utility of paying attention to children’s worrying about environmental issues.