En
Register Log in
  1. Main
  2. Journal "Development of education"
  3. Vol 8, No 1
  4. Cognitive component of attitude to energy saving i...

Cognitive component of attitude to energy saving in older preschool children and primary school children

Research Article
EDN: MSBJLJ DOI: 10.31483/r-112679
Open Access
International academic journal «Development of education». Volume 8
Creative commons logo
Published in:
International academic journal «Development of education». Volume 8
Author:
Tatyana V. Aleksandrova 1
Work direction:
Psychology in Education
Pages:
69-74
Received: 29 July 2024 / Accepted: 13 February 2025 / Published: 13 March 2025

Rating:
Article accesses:
333
Published in:
doaj РИНЦ
1 Herzen State Pedagogical University of Russia
For citation:
Aleksandrova T. V. (2025). Cognitive component of attitude to energy saving in older preschool children and primary school children. Development of education, 8(1), 69-74. EDN: MSBJLJ. https://doi.org/10.31483/r-112679
UDC 159.922.73

Abstract

The article presents the results of a study of the cognitive component of attitudes towards energy saving among older preschoolers and younger schoolchildren. The relevance of the study is due to the unworthy attention of the education system to the issue of developing an environmental, energy-saving attitude in children, given the obvious need to form a modern person focused on rational, energy-saving behavior. The article presents the results of an empirical study based on the author's methodology to study the content of the cognitive component of attitudes towards energy saving, and describes the types of motives for energy saving in children aged 5–10 years. The levels of formation of cognitive attitudes towards energy saving are identified and described. Children have an average level of formation of the cognitive component of the attitude to energy saving. Ideas about energy saving are unclear, vague. From senior preschool to junior school age, positive dynamics in the development of the cognitive component is observed. The dominant motive for energy saving is the motive of avoiding discomfort. With age, the content of ideas about energy saving is clarified and the energy saving motive itself begins to clearly stand out. With age, motives of personal benefit give way to motives of social significance. The formation of the cognitive component of the attitude to energy saving is influenced by the attitudes of adults, as well as the content of education. Mastering school subjects that cover environmental issues, as well as developing new forms of thinking in younger students, contributes to the development of a cognitive attitude towards energy conservation.

References

  1. 1. Alexandrova, T. V. (2002). Psychological features of attitudes towards energy saving and their structure in children aged 6-10 years (based on the influence of various educational programs)., 153. Kazan. EDN: NMCVGP
  2. 2. Buglak, A. P. (2020). Study of consumer behavior in the context of enviromental awareness. Actual problems of psychology and pedagogy in the modern world, 192–197. Moscow: Peoples' Friendship University of Russia (RUDN University). EDN: HZBBJL
  3. 3. Guschina, E. G., Badrak, N. Yu. (2012). Motivation of energy conservation: issues of its generation and experience of its implementation through education. Modern problems of science and education, 5. EDN: PKWVBZ
  4. 4. Deryabo, S. D. (2002). The phenomenon of subjectivization of natural objects., 365. Moscow. EDN: NMBDEB
  5. 5. Deryabo, S. D., Yasvin, V. A. (1996). Ecological pedagogy and psychology., 480. Rostov-on-Don: Phoenix. EDN: CIGOJR
  6. 6. Zobkov, V. A. (2023). V.N. Myasischev and the theory of the psychology of relations. Institute of psychology Russian academy of sciences. Social and economic psychology, 8(3(31)), 202–235. EDN: NGOQVS. https://doi.org/10.38098/ipran.sep_2023_31_3_09
  7. 7. Litvinenko, N. V. (2021). Formation of ecological consciousness among younger schoolchildren. Science and youth – 2021, 562–568. Orenburg: Sphere Shopping Center. EDN: OEJUZP
  8. 8. Makarova, O. A. (2017). Ecological consciousness of older preschool children and its diagnosis. Theoretical and Applied Psychology, 153–157. Chita: Zabaykalsky State University. EDN: YPFDUD
  9. 9. Mdivani, M. O., Lidskaya, E. V., Khisambiev, S. R., Panov, V. I. (2010). Method of experimental study of ecological consciousness: development and approbation. Russsian scientific journal, 1(14), 64–78. EDN: KZTIRF
  10. 10. Smolova, L. V. (2020). Ecological psychology: textbook., 882. 2nd ed., ispr. and add. Moscow: Yurayt. EDN: ACEFWA
  11. 11. Khukhlaeva, O. V., Zykov, E. V., Bubnova, G. V. (2016). Developmental psychology and age psychology: a textbook for bachelors., 367. Moscow: Yurayt. EDN: VTWFZR
  12. 12. Yasvin, V. A. (2000). Psychology of attitude to nature., 456. Moscow: Meaning. EDN: FDSDXN
  13. 13. Otto, S., Kaiser, F. G. (2014). Ecological behavior across the lifespan: Why environmentalism increases as people grow older. Journal of Environmental Psychology, 40, 331–338. https://doi.org/10.1016/j.jenvp.2014.08.004
  14. 14. Hurst, M., Dittmar, H., Bond, R., Kasser, T. (2013). The relationship between materialistic values and environmental attitudes and behaviors: A meta-analysis. Journal of Environmental Psychology, 36, 257–269. https://doi.org/10.1016/j.jenvp.2013.09.003
  15. 15. Zelezny, L. C., Schultz, P. W. (2000). Promoting environmentalism. Journal of Social Issue, 56(3), 365–371. https://doi.org/10.1111/0022-4537.00172

Comments(0)

When adding a comment stipulate:
  • the relevance of the published material;
  • general estimation (originality and relevance of the topic, completeness, depth, comprehensiveness of topic disclosure, consistency, coherence, evidence, structural ordering, nature and the accuracy of the examples, illustrative material, the credibility of the conclusions;
  • disadvantages, shortcomings;
  • questions and wishes to author.