Supporting youth emotionally when communicating about climate change: A self-determination theory approach

Abstract

Communicating with adolescents about climate change can be challenging if we want to safeguard their emotional well-being. Here, we evaluate the emotional impact of climate change communication that is informed by self-determination theory (SDT). We conducted two experiments with samples of ethnically diverse adolescents from the United States to examine adolescents’ emotions when reading needs-aligned, needs-misaligned, and needs-neutral (control) communication about climate change. Adolescents who read needs-aligned communication reported less anxiety compared with adolescents who read needs-misaligned (Study 1) and needs-neutral (Study 2) communication. Unexpectedly, compared with adolescents who read needs-neutral communication, adolescents who read needs-misaligned communication reported more positive emotions (i.e., enjoyment, pride) when learning about climate change (Study 2). Our research provides initial evidence that SDT can inform climate change communication strategies that buffer adolescents from experiencing anxiety.