This document summarizes a study that examined young adults' knowledge of climate change and how it relates to their sustainable behaviors. The study surveyed 50 young adults ages 18-29 about their environmental awareness and beliefs. It found that most participants could not correctly differentiate between climate change and weather or identify causes and examples of climate change. However, most participants still believed sustainability was important. The study suggests young adults may care about sustainability despite being misinformed about key climate science concepts.

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Climate Change: Perceptions and Sustainable Behaviors
Among Young Adults
Anthony Winston
BIS 302
April 7, 2016

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Table of Contents
Chapter 1: Introduction..........................................................................................3
Introduction..........................................................................................................................................................3
Purpose of theStudy........................................................................................................................................4
Statement of the Problem.............................................................................................................................4
Significanceof the Study................................................................................................................................4
Assumptions.........................................................................................................................................................5
Limitations............................................................................................................................................................5
Definitions.............................................................................................................................................................5
Chapter 2: Literature Review...............................................................................6
Chapter 3: Methodology......................................................................................10
Purpose ofStudy.............................................................................................................................................10
Setting and Population................................................................................................................................10
Data Collection.................................................................................................................................................10
Data Compilation and Analysis...............................................................................................................11
Conclusion...........................................................................................................................................................12
Chapter 4: Results...................................................................................................13
Demographics...................................................................................................................................................13
Personal Beliefs...............................................................................................................................................13
Environmental Awareness........................................................................................................................13
Chapter 5: Discussion...........................................................................................18
References..................................................................................................................20
Appendix A.................................................................................................................21
Appendix B.................................................................................................................23

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Chapter 1: Introduction
Introduction
Undoubtedly, one of the biggest problems facing mankind today is the threat
of climate change. With world temperatures and populations expected to increase
in coming years, it is a paramount that behaviors, policies, and actions be taken
today to protect future generations. One thing that is preventing these steps from
being taken is public perceptions. Though the issue of climate change has had
significant scientific support, there are still skeptics who believe it is a natural cycle
and something not influenced by humans. With a wide array of choices today for
people to obtain information, perceptions regarding climate change may be
influenced by incorrect or “cherry picked” facts. The implications of this can lead to
people having unfavorable support for environmentally friendly products or policies
that officials seek to make into law. If people are being misinformed regarding
climate change issues, this can disrupt the cohesiveness needed to preserve the
planet for present and future generations. Young adults, specifically, are essential to
this solution.
The way young adults are influenced today will have an immediate impact on
the future ahead. Their perceptions, attitudes, and beliefs regarding climate change
are important to analyze because they may also influence others around them.
Misinformation may directly lead to a decrease in sustainable behaviors and by

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clarifying certain definitions; young adults can be better equipped to align their
attitudes with their behaviors.
Purpose of the Study
The purpose of this study was to examine young adults knowledge regarding
climate change and see if this has influence over their decisions to make more
sustainable choices.
Statement of the Problem
Are young adults correctly informed about climate change? If they consider
themselves environmentally aware, do they make more sustainable choices?
Hypothesized was that increased environmental knowledge directly affects the
frequency of engaging in sustainable behaviors.
Significance of the Study
The significance of this study was its sole focus on young adults, particularly
in America. Other studies had been performed but most included a general overall
population of people. Examining young adults was important because of the weight
they hold in present and future decision-making. They are the incoming generation
soon to take over the reigns of global responsibility. Students were not the primary
focus, as a broader overview of young adults was desired for this project. This study
helped identify if young adults have the correct information regarding climate
change and examined if they had coinciding personal sustainable beliefs.

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Assumptions
This study assumed that young adults could correctly identify and explain
their feelings and beliefs. It was also under assumption that young adults were
informed of such things as climate change, sustainability, weather, and eco-friendly
activities. If a young adult is better informed regarding these topics, it is more likely
that they will partake in environmentally friendly behaviors. During the survey, it
was assumed that those being studied would be honest and tell the truth.
Limitations
To make this study producible, it is noted that there were a few limitations
present. The first limitation was time. The study was performed only over a few
weeks, restricting other aspects such as sample size, to allow for completion and
grading in an upper division college level course. Another limitation was resources,
particularly the fact of having one researcher collect enough surveys to represent a
decent amount of the population being studied. The last limitation considered was
that there may be personal bias from the researcher and also subjects of the study.
Definitions
Certain definitions must be clarified to aid some of the terms used within this
study. Climate is the measurement of atmospheric conditions over a time period of
at least 30 years. Weather is an atmospheric process that takes place generally in
small time scales, typically seconds, minutes, hours, or years. An eco-friendly

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activity is any activity that is performed with minimal impact on the existing
environment. A belief is a person’s acceptance towards something being real or
truthful. Knowledge is the personal awareness relating to a topic through
experiences or educational research. A young adult is any person being of the ages
between 18 and 29 years old. Lastly, sustainability is the act of participating in
behaviors that will not affect future generations environmental equity.

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Chapter 2: Literature Review
Undoubtedly, one of the biggest problems facing mankind today is the threat
of climate change. With world temperatures and populations expected to increase
in coming years, it is paramount that behaviors, policies, and actions be taken today
to protect future generations. One thing that is affecting these steps from being
taken is public influence and perceptions. Though the fact of climate change has
been scientifically proven, there are still skeptics who believe it is a natural cycle
and something not influenced by humans. Studies have shown that there is a
correlation regarding climate change perceptions and the participation in
sustainable behaviors (Pappas & Pappas, 2014; Yildirim, 2014). This study
examined the relationship between climate change perception and sustainable
behaviors and was analyzed through young adults, specifically between 18 and 35
years old.
Young adults today have access to an incredible amount of resources and
information. This has allowed much of this generation to formulate their opinions
and perceptions regarding a multitude of issues facing society. The problem that
persists is what climate change is defined as. The translation of this definition across
the barrier of the scientific community to the public has remained a hard obstacle to
overcome. A common mistake is that weather is confused for the same thing as
climate change, or rather that the two are intimately related. Weather, as stated
above, is atmospheric events at small timescale occurrences (typically minutes,
hours, seconds, and years) that take place at regional scales. Climate change has a
much larger timescale (at least 30 years) and is the measurement of weather

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conditions over such period. Gowda et al. (1997) conducted a survey on high school
students and found results that 40% of students said climate changes from year to
year (p. 2236). Also, roughly 12% of students surveyed believed climate means the
same thing as weather (p. 2236). The lack of distinction found by this study
indicates the need for public awareness regarding the true meaning of climate
change.
Phillips et al. (2015) performed a similar study on 455 young students
regarding whether they believed that climate change had affected the intensity of
natural disasters. The survey included 3 atmospheric disasters (tornadoes,
hurricanes, and droughts) and three non-atmospheric disasters (earthquakes,
volcanic eruptions, and tsunamis). Results showed that over half of the participants
agreed that climate change was affecting the atmospheric events (p. 65). The non-
atmospheric events had much more varied results with participants somewhat
agreeing with the question but some being neutral or even disagreeing that climate
change affected such events (p. 65). This finding follows similar studies that indicate
people associate present weather with changing climate patterns (Gowda et al.,
1997; Papadimitriou, 2004).
Without being effectively informed about the real issue of climate change,
young adults can be misled when trying to make sustainable decisions. Cheah and
Phau (2011) performed a survey in which they interviewed 256 subjects regarding
their purchasing habits and their attitudes towards environmental issues. They
found that the adults who held stronger environmental attitudes purchased
environmentally friendly products more often (p. 464).

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In another study, Pappas and Pappas (2014) asked a group of students from
two classes to assess their behaviors regarding sustainable attributes and activities.
The students were then asked to respond to a short reflective essay to see if they
agreed with their survey results. Six weeks later the students were then asked if
they had noticed any difference in being more sustainable and environmentally
conscious. The results found that over half the students in each class respectively
noticed at least one behavioral change (p. 18).
In conclusion, research shows that people are often misinformed regarding
the difference between climate change and weather. If people were to be better
informed about this, they might make more sustainable choices. This study helps
provide further insight to see if today’s young adults have improved their attitudes
and knowledge towards climate change. Young adults are in the position to take
over world leadership and responsibility soon. This study helps create awareness in
regards to the misinformation surrounding climate change behaviors and
perceptions, hopefully increasing public knowledge of the phenomena and
increasing sustainable behaviors.

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Chapter 3: Methodology
Purpose of Study
The purpose of this study was to assess young adults’ knowledge regarding
climate change and see if this has influenced their choices relating to sustainable
behaviors.
Setting and Population
This study took place in an online format with participants being primarily
from Phoenix, Arizona and surrounding suburbs. This online survey was conducted
between April 1, 2016 and April 11, 2016, and was distributed online and in person.
Because the link was distributed via social media, some participants may have been
from other states. The participants of the survey were young adults, both male and
female, appearing to be between the ages of 18 and 29 years old. They were
responsible for completing the survey at a time of their personal preference and the
link was distributed to an estimated population of 150 individuals. Completion of
the survey was expected before the date of April 11, 2016.
Data Collection
A website link regarding the survey (See appendix A) was distributed to
participants via hand delivery and through online social networks. Young adults
between 18 and 29 years of age were the primary survey targets. A control question
regarding age was used to narrow the focus of data collected. This control question
also eliminated some of the false results possible from participants older than those
being studied. Another question asked participants if they had ever taken an

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environmental class before. This question was not designed as a control question
but did become an important facet when determining if participants retained
information they learned in such classes. Other questions within the survey used the
likart scale to determine trends relating to environmental knowledge and personal
beliefs. The survey was created using the website Survey Monkey and was prepared
by the researcher. Before the survey was assessed, the individuals were required to
electronically acknowledge an informed consent (See appendix B).
Data Compilation and Analysis
After data collection was complete, the results were analyzed using Survey
Monkey to see if there was any correlation between perceived environmental
awareness and sustainable behavior. Using simple arithmetic, calculations were
performed to find percentages of overall male and female participants, as well as
age. This was done to assist in finding specific correlations amongst environmental
awareness and sustainable behaviors. Some questions with multiple choices were
mathematically analyzed to calculate percentages regarding results and total
number of participants. The researcher also individually assessed each survey to
identify if the participant had correctly identified causes and examples of climate
change. Utilizing this technique, the researcher was able to identify trends relating
to gender preferences as well as identifying any attributes with participants that
have taken an environmental class. Lastly, other questions utilized a pie graph to
display participants overall attitudes regarding personal environmental
perceptions.

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Conclusion
This study sought to analyze the knowledge and perceptions young adults
hold towards climate change and if there is a correlation amongst sustainable
beliefs. The research was conducted using an online survey from the website Survey
Monkey. The researcher passed out the website link via hand delivery to control
aspects like gender and age among participants. The link was also distributed online
using social networking, to increase the number of participants. The results were
compiled using Survey Monkey, with control questions embedded to eliminate
outliers and surveys outside of the desired age group. Graphs and charts were
utilized to show relations apparent in the results of this research. This study
provides insight regarding today’s youth and their level of knowledge regarding
climate change. Hypothesized was that those with a higher perceived knowledge of
the environment were more likely to consider themselves sustainable individuals.

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Chapter 4: Results
Demographics
The survey designed for this study was distributed over a three-week period and
gathered 67 responses. 17 of the results were eliminated for being outside of the desired
age of the participants being studied. Of the 50 collected surveys, 26 were male and 24
were female. The majority of responses were from individuals 25 to 29 years of age (30
participants), 17 participants were 20-24 old, and 3 were 18-19 years old.
Environmental Awareness
The survey included six questions to specifically analyze if participants could
determine the difference between climate change and weather. The most important
question that was asked relating to both was if weather meant the same as average
climate (Table 1).
Table 1. Weather means average climate response

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11 participants claimed this to be true, or 22%. This was well below the findings
from earlier literature where 40% of individuals claimed this question true. The key
difference lay in those that didn’t know. The number increased from 10% from
Gowda et al. findings, to 28% in this study. Those that claimed false were exactly
equal in both studies, showing that today, more people have become less informed
between the difference in climate change and weather. Another question examined
if participants felt climate changed from year to year. Results were almost similar
from a previous study, with roughly 75% of individuals also believing this question
to be true, despite 18 years of difference.
In order to validate if participants could correctly identify the difference
between weather and climate change, three multiple-choice questions were
facilitated. One asked participants what answers could be considered weather
events, with incorrect answers being embedded. The other question was similar but
asked for causes of climate change. The last question asked for participants to list
examples of climate change, such as warming global temperatures and rising sea
levels. The researcher was then able to grade these questions respectively and
assess if participants were correct (Table 2). These three questions allowed for a
considerable amount of leniency, as participants did not have to mark all correct
answers to be valid. Despite this leniency, only two participants provided sufficient
answers to be deemed environmentally conscious. Coincidently, the two correct
participants had both previously taken a class relating to environmental
information.

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Table 2. Questions to analyze environmental knowledge. (*) Denotes false answers

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Personal Beliefs
Two questions specifically focused on personal beliefs the participants held
individually. The first question asked if they felt environmentally conscious, to
which 50% agreed or strongly agreed with. Roughly 1/3rd (16) of the participants
were neutral when answering this question and 9 disagreed or strongly disagreed.
This was coupled with the question regarding if they considered being sustainable
important. 39 participants, or 78% in total, all strongly agreed or agreed with this
question, 10 were neutral, and only one person disagreed (Table 3). This high
percentage was a bit surprising when compared to the results from the
environmental knowledge.
Table 3. Importance of being sustainable according to subjects
Control Questions
As mentioned earlier, the survey included two control questions. The first
was deliberately created by the researcher, to eliminate any responses for

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participants over the age of 30. This was because the survey was distributed via
social media, allowing anyone to openly complete it. Another question was not
initially created as a control question, but became one upon further evaluation. The
question asked participants if they had taken any prior classes relating to
environmental material such as a climate change, meteorology, or sustainability.
This would provide these students previous knowledge relating to the survey
material, possibly skewing the results. What was actually found was only two
subjects, of the 26 total, with previous classes in environmental subjects “passed”
the survey. This provides an interesting dynamic and presents a question
wondering why they did not score better.

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Chapter 5: Discussion
This study examined if young adults were correctly informed between the
difference of climate change and weather. This was used to assess if there was any
affect on the importance sustainability was to the subjects being surveyed. Upon
conclusion of this research, it was found that there was no correlation between
young adults knowledge regarding weather and climate change and their feeling of
sustainable importance. Despite a majority of the participants not being able to
correctly identify the difference between climate change and weather, an
overwhelming majority of them (39) believed sustainability was important to them.
Something that was brought to light by these findings was that even young
adults who had previous course work relating to environmental information were
almost all wrong. Only two subjects were correct in defining a difference and both
had previously taken a class relating to the environment. It may be a possibility that
the classes in some form influenced these individuals to consider sustainability as
being important and should be further analyzed in future studies. Other studies that
may accompany this body of work are assessing if people that actually consider
themselves sustainable, through attitudes or beliefs, align their behaviors
accordingly. Subjects may feel they are sustainable or hold sustainability in a high
light, but fail to exhibit behaviors that prove they are sustainable.

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References
Gowda, M. V. R., Fox, J. C., & Magelky, R. D. (1997). Students’ understanding of
climate change: insights for scientists and educators. Bulletin of the American
Meteorological Society, 78, 2232–2240.
Cheah, I., & Phau, I. (2011). Attitudes towards environmentally friendly products.
Marketing Intelligence & Planning, 29(5), 452 – 472.
Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate
change, greenhouse effect, and ozone layer depletion. Journal of Science
Education and Technology, 13, 299–307.
Pappas, J. B., & Pappas, E. C. (2014). The Sustainable Personality: Values and
Behaviors in Individual Sustainability. International Journal of Higher
Education, 4(1), 12–21. doi:10.5430/ijhe.v4n1p12
Phillips, M. C. K., Cinderich, A. B., Burrell, J. L., Ruper, J. L., Will, R. G., & Sheridan, S. C.
(2015). The Effect of Climate Change on Natural Disasters: A College Student
Perspective. Weather, Climate, and Society, 7(JANUARY), 60–68.
doi:10.1175/WCAS-D-13-00038.1
Yildirim, E. (2014). An Investigation on the Additional Cost of Green Products : The
Willingness to Pay of University Students, Journal of Sustainable Development
Studies, 7(1), 132–146.

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Appendix A
o Which of these do you believe are possible causes of
climate change? (select all that apply)
 Changes in weather
 Deforestation/Forest Fires
 Hole in Ozone
 Littering/Improper waste disposal
 Air Pollution
 Over Population
 Greenhouse Effect
 I don’t know
 Other(Please Explain)
o Which of these do you believe is an example of a weather
event (select all that apply)
 Tornadoes
 Earthquakes
 Blizzards
 Volcanic Eruptions
 Solar Flare
 Hail
 Blizzards
 Tsunamis
 I don’t know
 Other (Please Explain)
o Which of these do you believe is an example of Climate
Change (select all that apply)
 Increase in storm intensity
 Decreasing Polar Ice Caps
 Rising Sea Levels
 Heat Waves
 Increasing global temperatures
 Acid Rain
 Groundwater Contamination
 Other (Please Explain)
o Climate often changes year to year
 True, Probably True, Don’t Know, Probably False,
False
o Weather means average climate
 True, Probably True, Don’t Know, Probably False,
False
o Where do you gather most of your information?
 Newspaper/Journal Articles, Internet, Television,
Friends/Family, Personal Experience, Other

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o I am an environmentally conscious person
 Strongly agree, agree, neutral, disagree, strongly
disagree
o My sustainable decisions affect the environment
 Strongly agree, agree, neutral, disagree, strongly
disagree
o I have taken a class relating to the environment in the
past
 Yes, No, Not sure, Other (please explain)
o Age
 18-19
 20-25
 26-29
 +30
o Gender
 Male, Female, Undisclosed

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Appendix B
I am a student under the direction of Professor Amanda Hess in the College of
Letters and Sciences at Arizona State University. I am conducting a research
study regarding climate change and sustainable behaviors.
I am recruiting appropriate participants to take an online survey, which will
take approximately 15 minutes.
Your participation in this study is voluntary. If you choose not to
participate, or to withdraw from the study at any time, there will be no penalty.
The results of the research may be published, but your name will not be used.
Please select the box below acknowledging your consent. If you have any
questions concerning the research study, please call me (Anthony Winston) at
(602) 769- 4615.