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Insights from PISA 2015","","The study examines how large-scale assessment data can inform understanding of students’ environmental knowledge in relation to global environmental threats and the transition to sustainable development. Using PISA 2015, it measures awareness among 15-year-olds across 54 countries. Results show positive links between students’ science activities, self-efficacy, environmental knowledge, and awareness of environmental challenges. Awareness, in turn, relates to environmental pessimism, which may act as a precursor to pro-environmental behavior and support education policy decisions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-youth-pessimism-good-for-the-environment-insights-from-pisa-2015-602081/602081/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-youth-pessimism-good-for-the-environment-insights-from-pisa-2015-602081/602081.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study trying to understand about sustainability and youth learning?","Question",{"text":112,"@type":113},"It explores whether data from large-scale assessments can explain how students’ environmental knowledge relates to awareness of environmental threats and the shift toward sustainable development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do science activities, self-efficacy, and environmental knowledge relate to students’ environmental awareness?",{"text":117,"@type":113},"The findings show these factors are positively associated with students’ awareness of environmental challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"How is environmental awareness connected to environmental pessimism, and why does that matter?",{"text":121,"@type":113},"Environmental awareness is associated with environmental pessimism about the future of environmental issues, and such pessimistic attitudes may precede pro-environmental behavior.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602081,1792428595,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","SPECIAL ISSUE  \nLearning Assessments for Sustainability? Exploring the Interaction  \nbetween Two Global Movements  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 29 Number 126 | September 27 , 2021 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nIs Youth Pessimism Good for the Environment? Insights from PISA 2015  \nMargarita Pivovarova  \nJeanne M. Powers  \n&  \nKetevan Chachkhiani  \nArizona State University  \nUnited States  \nCitation: Pivovarova, M., Powers, J., & Chachkhiani, K. (2021). Is youth pessimism good for the environment? Insights from PISA 2015 . Education Policy Analysis Archives, 29(126) . [https://doi.org/10.14507/epaa.29.4820](https://doi.org/10.14507/epaa.29.4820) This article is part of the special issue Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements guest edited by Oren PizmonyLevy and Dafna Gan.  \nAbstract: In this study, we explore the potential of data from large-scale assessments to provide insights into how students’ environmental knowledge could address the global challenge of environmental threats to humanity and the transition to sustainable development. We analyze data from the 2015 PISA survey to understand the extent to which 15-year old students in 54 countries are aware of these challenges. We find that students’science activities, self-efficacy and environmental knowledge are positively associated with their awareness about environmental challenges. Students’ environmental awareness, in turn, is associated with environmental pessimism, or their outlook on the future of environmental  \nissues. Students who are more engaged with environmental science are more aware about environmental issues and feel less optimistic that environmental issues will improve in the future. Such pessimistic attitudes about the future may be a precursor to pro-environmental behavior. Our results provide a cross-national picture of students’ engagement with environmental issues and insight into the potential of large-scale assessment data to inform environmental education policies promoted by individual countries and international organizations.  \nKeywords: international large-scale assessments; environmental education  \n¿El pesimismo de los jóvenes es bueno para el medio ambiente? Perspectivas de PISA 2015  \nResumen: En este estudio, exploramos el potencial de los datos de evaluaciones a granescala para proporcionar información sobre cómo el conocimiento ambiental de los estudiantes podría abordar el desafío global de las amenazas ambientales para la humanidad y la transición al desarrollo sostenible. Analizamos los datos de la encuesta PISA de 2015 para comprender hasta qué punto los estudiantes de 15 años de 54 países son conscientes deestos desafíos. Descubrimos que las actividades científicas, la autoeficacia y el conocimiento ambiental de los estudiantes están asociados positivamente con su conciencia sobre los desafíos ambientales. La conciencia ambiental de los estudiantes, a su vez, está aso ciada conel pesimismo ambiental o su perspectiva sobre el futuro de los problemas ambientales. Los estudiantes que están más comprometidos con las ciencias ambientales son más conscientes de los problemas ambientales y se sienten menos optimistas de que los problemas ambientales mejorarán en el futuro. Estas actitudes pesimistas sobre el futuro pueden ser un precursor del comportamiento proambiental. Nuestros resultados brindan una imagen transnacional del compromiso de los estudiantes con los problemas ambientales y una idea del potencial de los datos de evaluación a gran escala para informar las políticas deeducación ambiental promovidas por países individuales y organizaciones internacionales. Palabras-clave: evaluaciones internacionales a gran escala; educación ambiental  \nO pessimismo da juventude é bom para o meio ambiente? Perspectivas do PISA 2015 Resumo: Neste estudo, exploramos o pot","cbCaik4XzSaWHTZl","https://ap.wps.com/l/cbCaik4XzSaWHTZl","pdf",501380,29,"English","# Abstract\n## Research question and data source (PISA 2015)\n## Key findings and implications for environmental education policies","[{\"question\":\"What is the study trying to understand about sustainability and youth learning?\",\"answer\":\"It explores whether data from large-scale assessments can explain how students’ environmental knowledge relates to awareness of environmental threats and the shift toward sustainable development.\"},{\"question\":\"How do science activities, self-efficacy, and environmental knowledge relate to students’ environmental awareness?\",\"answer\":\"The findings show these factors are positively associated with students’ awareness of environmental challenges.\"},{\"question\":\"How is environmental awareness connected to environmental pessimism, and why does that matter?\",\"answer\":\"Environmental awareness is associated with environmental pessimism about the future of environmental issues, and such pessimistic attitudes may precede pro-environmental behavior.\"}]","Is Youth Pessimism Good for the Environment? Insights from PISA 2015 | PDF",1792093995,73]