Climate change is a daunting phenomenon that requires serious and urgent attention from various stakeholders. The severity of the extreme weather changes has urged the weather and climate to be an integral part of mainstream education. However, the aim of the contemporary climate change education in cultivating behavioral change is in vain. This is because the physiological concerns that explain the behavior were ignored in designing the curriculum. This notion has prompted the researcher to determine the relationship between values, belief, personal norms, and climate change behaviors and subsequently model the climate conservation behaviors. For this purpose, a survey questionnaire was administered to 300 Year 5 and Year 6 primary school students. The questionnaire consisted of items measured on values, belief, personal norms, and climate conserving behaviors. The data was then analyzed using Partial Least Square-Structural Equation approach. The findings revealed that there were significant positive relationships between values and belief; values and personal norms; values and behavior; belief and personal norms; belief and behaviors; and personal norms and behaviors. The Goodness of Fit index indicated that the overall model has excellent exploratory power in comparison to the baseline values. The model offers a guide in designing climate change curriculum and training the teachers in teaching about climate change in primary schools.

中文翻译：

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马来西亚小学生的价值观、信仰、个人规范与气候保护行为之间的关系


气候变化是一个令人畏惧的现象，需要各利益攸关方认真而紧急地关注。极端天气变化的严重性促使天气和气候成为主流教育不可或缺的一部分。然而，当代气候变化教育旨在培养行为改变的目的是徒劳的。这是因为在设计课程时忽略了解释行为的生理学问题。这一概念促使研究人员确定价值观、信仰、个人规范和气候变化行为之间的关系，并随后对气候保护行为进行建模。为此，我们对 300 名五年级和六年级小学生进行了调查问卷。调查问卷包括价值观、信仰、个人规范和气候保护行为等测量项目。然后使用偏最小二乘结构方程方法分析数据。研究结果表明，价值观和信仰之间存在显着的正相关关系；价值观和个人规范；价值观和行为；信仰和个人规范；信念和行为；以及个人规范和行为。拟合优度指数表明，与基线值相比，整体模型具有出色的探索能力。该模型为小学气候变化课程设计和教师气候变化教学培训提供了指导。