Climate ChangeNCT07429513
Promoting Environmental Responsibility Toward Climate Change
A study testing Environmental Responsibility Program and Brochure and standard curriculum in people with Climate Change and Health Behavior, run by Suleyman Demirel University.
Trial summary
This study was designed to evaluate the effectiveness of a climate change environmental responsibility development program for middle school students on their environmental responsibility, environmental attitudes, and environmental behaviors. Read more about this study
- Who is it for?
- Ages 11 to 13 yearsHealthy volunteers can take part
- Conditions the study is for
- Climate Change, Health Behavior, Environmental Awareness and Sensitivity
- What is being tested?
- Environmental Responsibility Program and Brochure and standard curriculum
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- No sites listed yet
- Study dates
- 20 Feb 2026to 27 Dec 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 11 to 13 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- being enrolled in the schools where the project is implemented,
- being 11-13 years old,
- obtaining parental permission and student consent to participate in the study,
- volunteering to participate in group work
Who cannot join
- the students have a barrier to attending the sessions planned within the scope of the study (allergies such as dust, soil or plant allergies, parental involvement barrier),
- the parent is unwilling to receive email and text message communications as part of the study,
- the teacher is unwilling to be part of the program
About this study
Official title: Promoting Environmental Responsibility Toward Climate Change Among Middle School Students: A Randomized Controlled Study Based on the An Integrated Planned Behavior Theory and Value-Belief-Norm Theory
This study was designed to evaluate the effectiveness of a climate change environmental responsibility development program for middle school students on their environmental responsibility, environmental attitudes, and environmental behaviors. The program to be implemented in the study is based on the Theory of Planned Behavior and the Value-Belief-Norm Theory, is compatible with the new ecological paradigm, and its main focus is to instill environmental responsibility towards climate change.
Read the detailed description
Climate change is defined as a global public health problem and poses a significant threat. The accelerating rate of climate change negatively impacts human health, animal ecosystems, agricultural diversity, and environmental conditions. The world's climate system has undergone a significant increase in the last century, resulting in various global changes. These include warming of landmasses, rising ocean and sea levels worldwide, thawing of permafrost, earlier onset of plant growth in spring, and changes in the geographical distribution of some plants, animals, and insects. As a result of the changing climate system, extreme weather events such as storms, devastating floods, severe waves, heat waves, and uncontrollable wildfires have begun to increase globally. Climate change also affects human life and health in various ways. It is predicted that malnutrition, malaria, diarrhea, and heat-related deaths will increase due to climate change. Furthermore, it threatens fundamental elements of good health such as clean air, safe drinking water, nutritious food supply, and safe shelter, hindering decades of progress in global health. Individual, societal, and institutional efforts are being undertaken to mitigate the negative impacts of climate change. When the scope of the studies is examined, there are different examples aimed at raising individual awareness, encouraging community participation, and developing positive environmental behaviors. In the field of public health, the focus is on understanding the effects of climate change on human health and evaluating the effectiveness of interventions that focus on individual behavioral change in combating climate change. This includes nature-based education programs, documentary screenings, problem-solving-based or STEM-based interactive education programs.
In the literature, the Theory of Planned Behavior and the Value-Belief-Norm Theory are frequently used to explain behavioral change and mitigate the effects of climate change. Furthermore, when examining models that integrate the Theory of Planned Behavior and the Value-Belief-Norm Theory to explain intentions towards behavior, the importance of the interaction between values, beliefs, norms, attitudes, and intentions is emphasized. The New Ecological Paradigm approach has been found to be important in studies conducted on the Value-Belief-Norm Theory. Although the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm are frequently used in studies on climate change, these studies are observational and require intervention studies to explain causal relationships. This study aims to evaluate the effectiveness of interventions based on the Theory of Planned Behavior and the Value-Belief-Norm Theory in a program to develop environmental responsibility among middle school students using the new ecological paradigm approach. Combining one paradigm and two theories can offer a framework for structured environmentally focused education.
- Being tested
- Environmental Responsibility Program, Brochure and standard curriculum
- Keywords
- climate change, health behavior, environmental responsibility
- Medical subject headings
- Health Behavior, Hypersensitivity
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Environmental Responsibility ProgramBehavioural
The research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, f
Brochure and standard curriculumBehavioural
A brochure containing messages and guidance on climate change, its effects and environmentally friendly behaviour will be distributed to students in the control group. In addition, students are studying units and topics related to the environment in the school curriculum. The experimental group also has this curriculum.
| Study group | Role | What they receive |
|---|---|---|
| Control Group | Active comparator | The control group is an active control group that receives standard care and additional information through a brochure. Similar to the experimental group, the control group will follow a curriculum focused on themes covered in the science lessons within the school curriculum. Receives: Behavioral: Brochure and standard curriculum |
| Intervention Group | Experimental | The research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, Receives: Behavioral: Environmental Responsibility Program |
What is being measured
The primary outcome is the main question the study is designed to answer.
Environmental Responsibility Scale
Developed by Sontay et al., (2015) to assess the environmental responsibility for middle school students. The explained variance of the entire scale is 59.07%, and the contribution of the environmental responsibility dimension to the variance is 21.93%. The Cronbach's alpha value for this dimension is 0.867. The environmental responsibility dimension consists of five items in total. An increase in the score indicates a positive change (Sontay et al., 2015).
Measured: Frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)
Environmental Responsibility Behavior Scale
Developed to measure environmentally responsible behaviors in fifth-grade students (Erdogan et al., 2012), this scale is also suggested for use in middle school students (Akıllı \& Genç, 2015). The Environmental Responsibility Behavior Scale consists of 26 items and four sub-dimensions. These sub-dimensions are physical conservation behavior, consumption and economic behavior, personal and general persuasion behavior, and political behavior. The Cronbach's alpha values for the sub-dimensions are 0.80 for physical conservation behavior, 0.60 for consumption and economic behavior, 0.79 for personal and general persuasion behavior, and 0.91 for political behavior. The validity of the scale was evaluated using confirmatory factor analysis and found to be acceptable. An increase in the scale score indicates a positive change in behavior.
Measured: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)]
Middle Childhood Environmental Attitudes Scale
Developed by Izadpanahi \& Tucker (2018) to assess the environmental attitudes of middle school students based on the new ecological paradigm, the Turkish validity and reliability study of this scale was conducted by Koç et al. (2024). The scale consists of three sub-dimensions and 15 questions. The sub-dimensions include attitudes towards the right to a healthy environment, human intervention, and the school environment. The Cronbach's alpha value for the total score is 0.82, while for the sub-dimensions it ranges from 0.65 to 0.72. The validity of the scale for the 13 and 14-year-old age group was evaluated using confirmatory factor analysis and it was stated that it showed a good level of fit. An increase in the scale score indicates a positive attitude.
Measured: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Feb 2026
- Study start20 Feb 2026 (estimated)
- Primary completion30 Jul 2026 (estimated)
- Study completion27 Dec 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Climate ChangeStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 90 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Suleyman Demirel University
- Sponsor type
- University, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey, Selcuk University
- Responsible party
- Principal investigator, Feyza Bardak, Suleyman Demirel University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07429513
- Sponsor's protocol ID
- 108/6
- Status last verified
- Feb 2026
- First submitted
- 17 Feb 2026
- Last updated
- 24 Feb 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 24 Feb 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Promoting Environmental Responsibility Toward Climate Change Among Middle School Students: A Randomized Controlled Study Based on the An Integrated Planned Behavior Theory and Value-Belief-Norm Theory
- ClinicalTrials.gov ID
- NCT07429513
- Acronym / sponsor ID
- 108/6
- Keywords
- climate change, health behavior, environmental responsibility
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 90 participants (estimated)
- Lead sponsor
- Suleyman Demirel UniversityUniversity, hospital or other
- Collaborators
- The Scientific and Technological Research Council of Turkey, Selcuk University
- Study start
- 20 Feb 2026 (estimated)
- Primary completion
- 30 Jul 2026 (estimated)
- Study completion
- 27 Dec 2026 (estimated)
- First posted
- 24 Feb 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study was designed to evaluate the effectiveness of a climate change environmental responsibility development program for middle school students on their environmental responsibility, environmental attitudes, and environmental behaviors. The program to be implemented in the study is based on the Theory of Planned Behavior and the Value-Belief-Norm Theory, is compatible with the new ecological paradigm, and its main focus is to instill environmental responsibility towards climate change.
Detailed description
Climate change is defined as a global public health problem and poses a significant threat. The accelerating rate of climate change negatively impacts human health, animal ecosystems, agricultural diversity, and environmental conditions. The world's climate system has undergone a significant increase in the last century, resulting in various global changes. These include warming of landmasses, rising ocean and sea levels worldwide, thawing of permafrost, earlier onset of plant growth in spring, and changes in the geographical distribution of some plants, animals, and insects. As a result of the changing climate system, extreme weather events such as storms, devastating floods, severe waves, heat waves, and uncontrollable wildfires have begun to increase globally. Climate change also affects human life and health in various ways. It is predicted that malnutrition, malaria, diarrhea, and heat-related deaths will increase due to climate change. Furthermore, it threatens fundamental elements of good health such as clean air, safe drinking water, nutritious food supply, and safe shelter, hindering decades of progress in global health. Individual, societal, and institutional efforts are being undertaken to mitigate the negative impacts of climate change. When the scope of the studies is examined, there are different examples aimed at raising individual awareness, encouraging community participation, and developing positive environmental behaviors. In the field of public health, the focus is on understanding the effects of climate change on human health and evaluating the effectiveness of interventions that focus on individual behavioral change in combating climate change. This includes nature-based education programs, documentary screenings, problem-solving-based or STEM-based interactive education programs.
In the literature, the Theory of Planned Behavior and the Value-Belief-Norm Theory are frequently used to explain behavioral change and mitigate the effects of climate change. Furthermore, when examining models that integrate the Theory of Planned Behavior and the Value-Belief-Norm Theory to explain intentions towards behavior, the importance of the interaction between values, beliefs, norms, attitudes, and intentions is emphasized. The New Ecological Paradigm approach has been found to be important in studies conducted on the Value-Belief-Norm Theory. Although the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm are frequently used in studies on climate change, these studies are observational and require intervention studies to explain causal relationships. This study aims to evaluate the effectiveness of interventions based on the Theory of Planned Behavior and the Value-Belief-Norm Theory in a program to develop environmental responsibility among middle school students using the new ecological paradigm approach. Combining one paradigm and two theories can offer a framework for structured environmentally focused education.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Control Group | Active comparator | Behavioral: Brochure and standard curriculumThe control group is an active control group that receives standard care and additional information through a brochure. Similar to the experimental group, the control group will follow a curriculum focused on themes covered in the science lessons within the school curriculum. |
| Intervention Group | Experimental | Behavioral: Environmental Responsibility ProgramThe research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, |
Who may qualify
- Ages
- 11 to 13 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (4 listed)
- being enrolled in the schools where the project is implemented,
- being 11-13 years old,
- obtaining parental permission and student consent to participate in the study,
- volunteering to participate in group work
Key exclusion criteria (3 listed)
- the students have a barrier to attending the sessions planned within the scope of the study (allergies such as dust, soil or plant allergies, parental involvement barrier),
- the parent is unwilling to receive email and text message communications as part of the study,
- the teacher is unwilling to be part of the program
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Environmental Responsibility ProgramThe research initiative is to develop an environmental responsibility program for middle school students, prepared in accordance with the Theory of Planned Behavior, the Value-Belief-Norm Theory, and the New Ecological Paradigm, regarding climate change. The program to be implemented in the study and its main focus is to instill environmental responsibility towards climate change. This program includes intervention activities prepared based on the Theory of Planned Behavior (Perceived Attitude, Subjective Norm, Perceived Behavioral Control, and Intention) and the Value-Belief-Norm Theory (Values, Ecological Worldview, Assumed Responsibility, Awareness of Consequences, and Personal Norms) within the framework of the New Ecological Paradigm (an eco-centric belief system); practical training booklet, environmental journal, talking atlas, educational video, cornering technique, ınvitation from my ecological friend, eco-classroom, eco-school program, awareness board, green friendship bag, f | Behavioural | Intervention Group |
| Brochure and standard curriculumA brochure containing messages and guidance on climate change, its effects and environmentally friendly behaviour will be distributed to students in the control group. In addition, students are studying units and topics related to the environment in the school curriculum. The experimental group also has this curriculum. | Behavioural | Control Group |
Primary outcome
Environmental Responsibility Scale
Time frame: Frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)
Developed by Sontay et al., (2015) to assess the environmental responsibility for middle school students. The explained variance of the entire scale is 59.07%, and the contribution of the environmental responsibility dimension to the variance is 21.93%. The Cronbach's alpha value for this dimension is 0.867. The environmental responsibility dimension consists of five items in total. An increase in the score indicates a positive change (Sontay et al., 2015).
Environmental Responsibility Behavior Scale
Time frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)]
Developed to measure environmentally responsible behaviors in fifth-grade students (Erdogan et al., 2012), this scale is also suggested for use in middle school students (Akıllı \& Genç, 2015). The Environmental Responsibility Behavior Scale consists of 26 items and four sub-dimensions. These sub-dimensions are physical conservation behavior, consumption and economic behavior, personal and general persuasion behavior, and political behavior. The Cronbach's alpha values for the sub-dimensions are 0.80 for physical conservation behavior, 0.60 for consumption and economic behavior, 0.79 for personal and general persuasion behavior, and 0.91 for political behavior. The validity of the scale was evaluated using confirmatory factor analysis and found to be acceptable. An increase in the scale score indicates a positive change in behavior.
Middle Childhood Environmental Attitudes Scale
Time frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)
Developed by Izadpanahi \& Tucker (2018) to assess the environmental attitudes of middle school students based on the new ecological paradigm, the Turkish validity and reliability study of this scale was conducted by Koç et al. (2024). The scale consists of three sub-dimensions and 15 questions. The sub-dimensions include attitudes towards the right to a healthy environment, human intervention, and the school environment. The Cronbach's alpha value for the total score is 0.82, while for the sub-dimensions it ranges from 0.65 to 0.72. The validity of the scale for the 13 and 14-year-old age group was evaluated using confirmatory factor analysis and it was stated that it showed a good level of fit. An increase in the scale score indicates a positive attitude.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Feb 2026.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
The record lists no contact. Use the official record to reach the sponsor.
Questions about this trial
What is this clinical trial studying?
A study testing Environmental Responsibility Program and Brochure and standard curriculum in people with Climate Change and Health Behavior, run by Suleyman Demirel University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 24 Feb 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Environmental Responsibility Scale (time frame: Frame: T0 (Pre-test) T1 (15 days after the end of the procedure) T2 (3 months after the end of the procedure)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Feb 2026.