Month: February 2024

Abstract

Background

Skepticism has traditionally been associated with critical thinking. However, philosophy has proposed a particular type of skepticism, termed naive skepticism, which may increase susceptibility to misinformation, especially when contrasting information from official sources. While some scales propose to measure skepticism, they are scarce and only measure specific topics; thus, new instruments are needed to assess this construct.

Objective

This study aimed to develop a scale to measure naive skepticism in the adult population.

Method

The study involved 446 individuals from the adult population. Subjects were randomly selected for either the pilot study (phase 2; n = 126) or the validity-testing study (phase 3; n = 320). Parallel analyses and exploratory structural equation modelling were conducted to assess the internal structure of the test. Scale reliability was estimated using Cronbach's alpha and McDonald's omega coefficients Finally, a multigroup confirmatory factor analysis was performed to assess invariance, and a Set- Exploratory Structural Equation Modeling was applied to estimate evidence of validity based on associations with other variables.

Results

The naive skepticism scale provided adequate levels of reliability (ω > 0.8), evidence of validity based on the internal structure of the test (CFI = 0.966; TLI = 0.951; RMSEA = 0.079), gender invariance, and a moderate inverse effect on attitudes towards COVID-19 vaccines.

Conclusions

The newly developed naive skepticism scale showed acceptable psychometric properties in an adult population, thus enabling the assessment of naive skepticism in similar demographics. This paper discusses the implications for the theoretical construct and possible limitations of the scale.

Abstract

Industrial emissions of greenhouse gases are significant contributors to climate change, which poses a grave threat to social and economic systems. Our understanding of what might drive firms to reduce their emissions of these gases, however, is incomplete, and it is not clear that the knowledge gained from other environmental issues will readily apply to these emissions. We argue and find that indicators of environmental injustice previously shown to relate to toxic pollutants, for example, are poor predictors of greenhouse gas emissions. Instead, we show that the degree of belief in and concern about climate change in a local community is a significant predictor of the facility’s rate of emission improvements. Furthermore, we find that beliefs at both the facility and headquarter communities influence emission reduction, and that those effects are substitutes for each other.

Abstract

Industrial emissions of greenhouse gases are significant contributors to climate change, which poses a grave threat to social and economic systems. Our understanding of what might drive firms to reduce their emissions of these gases, however, is incomplete, and it is not clear that the knowledge gained from other environmental issues will readily apply to these emissions. We argue and find that indicators of environmental injustice previously shown to relate to toxic pollutants, for example, are poor predictors of greenhouse gas emissions. Instead, we show that the degree of belief in and concern about climate change in a local community is a significant predictor of the facility’s rate of emission improvements. Furthermore, we find that beliefs at both the facility and headquarter communities influence emission reduction, and that those effects are substitutes for each other.

Abstract

This research examines preservice teachers’ perspectives on digital citizenship and its relevance for literacy education. Digital citizenship has been explored in various ways in recent decades, primarily in the educational technology literature, and prominent themes of digital citizenship include the use of safely, responsibly, and productively using technology to engage in digital spaces. However, limited research has explored preservice teachers’ perspectives on digital citizenship, particularly as relates to literacy education. This qualitative case study investigates the views of 111 preservice teachers enrolled in a teacher preparation program in the Midwestern United States on digital citizenship and its relevance for literacy education. Data analysis of participants’ written reflections revealed four primary themes of digital citizenship that align with concepts, skills, and goals in literacy education: well-informed citizens, community engagement and activism, safety, and technological know-how. These themes also connect to digital literacies. Given the commonalities between digital citizenship and literacy education, explicit integration of digital citizenship curricula into literacy education can connect important and discrete digital literacy skills into more cohesive educational units that empower children to safely and productively utilize digital technologies to promote meaningful change in their communities.

Abstract

This research examines preservice teachers’ perspectives on digital citizenship and its relevance for literacy education. Digital citizenship has been explored in various ways in recent decades, primarily in the educational technology literature, and prominent themes of digital citizenship include the use of safely, responsibly, and productively using technology to engage in digital spaces. However, limited research has explored preservice teachers’ perspectives on digital citizenship, particularly as relates to literacy education. This qualitative case study investigates the views of 111 preservice teachers enrolled in a teacher preparation program in the Midwestern United States on digital citizenship and its relevance for literacy education. Data analysis of participants’ written reflections revealed four primary themes of digital citizenship that align with concepts, skills, and goals in literacy education: well-informed citizens, community engagement and activism, safety, and technological know-how. These themes also connect to digital literacies. Given the commonalities between digital citizenship and literacy education, explicit integration of digital citizenship curricula into literacy education can connect important and discrete digital literacy skills into more cohesive educational units that empower children to safely and productively utilize digital technologies to promote meaningful change in their communities.

Abstract

The Cambodia–Laos–Vietnam (CLV) Development Triangle Area which includes Cambodia, Laos, and Vietnam has made remarkable socio-economic achievements in the recent decade. However, problems regarding the use and management of natural resources have not been given adequate attention in each country. The collaboratively trans-boundary water, land, and forest resource management can contribute to the sustainable socio-economic development in the CLV Development Triangle Area. Thus, this study combines an Expert Delphi technique with a focus group discussion to construct key indicators to assess trans-boundary natural resource management in the region. This technique collects the opinions of “experts” on a defined theme. Thirty-five experts participate in a two-round Delphi process. Experts were selected based on their scientific background and recognized by competent authorities. The result displays a wide range of information over time and space in the CLV Development Triangle Area. Seventy key indicators were identified from 123 potential indicators, among which 24 were related to land resource management, 19 to the water resource management, and 27 to the forest resource management. The key indicators provide assessment tools for trans-boundary natural resource management, which help both national and provincial governments building sustainability strategies in the CLV Development Triangle Area toward achieving United Nations Sustainable Development Goals (UN SGD). Furthermore, the results also provide a scientific reference for policymakers.