Wolf, Dagmar (2022) The Effect of Value-Targeted Framing in Wildlife Education on Conservation Behavior Intentions. Bachelor thesis, Psychology.
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Abstract
Wildlife education raises awareness of what actions can be taken for conservation. However, people’s willingness to adopt such behaviors is largely predicted by what they value in life. Endorsing strong biospheric values promotes conservation behaviors, but as these behaviors often do not bring personal pleasure, hedonic values tend to inhibit them. In the present study, participants (N = 576) viewed a video about tigers, the most popular wildlife species in Western countries. Videos were either accompanied by educational facts that framed tigers as fun, facts that focused on conservation issues, or no facts. Framing a well-liked species as fun, therefore highlighting the animal as a source of enjoyment, aimed to appeal to participants who prioritize hedonic values. We found that participants who prioritized hedonic values reported significantly lower conservation behavior intentions than participants who prioritized biospheric values, regardless of framing. Our results demonstrate that values may be too abstract to target through framing. Therefore, the present study suggests that interventions to promote conservation behaviors should target more changeable concepts, such as emotional connection to wildlife or felt environmental responsibility. Keywords: conservation, framing, education, values, wildlife, videos
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | T.J., T.J. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 27 Jun 2022 07:59 |
| Last Modified: | 27 Jun 2022 07:59 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/612 |
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