Kathryn Stevenson

Children can foster climate change concern among their parents

NATURE CLIMATE CHANGE, 9(6), 458-+.

Children’s attitudes towards animals are similar across suburban, exurban, and rural areas

PeerJ.

Evaluating climate change behaviors and concern in the family context

Environmental Education Research, 25(5), 678–690.

Reviewing how intergenerational learning can help conservation biology face its greatest challenge

Biological Conservation, 235, 290–294.

Broadening the utilitarian epistemology of agritourism research through children and families

Current Issues in Tourism, 1–4.

Developing a model of climate change behavior among adolescents

Climatic Change, 151(3-4), 589–603.

Development and validation of the environmental literacy instrument for adolescents

Environmental Education Research, 1–18.

Effects of a Game-Based e-Learning Module on Undergraduate Food Science Students’ Planned Behaviors Concerning Good Manufacturing Practices

Journal of Food Science Education, 9(4), 111–117.

Framing climate change communication to prompt individual and collective action among adolescents from agricultural communities

Environmental Education Research, 4(3), 1–13.

How communication with teachers, family and friends contributes to predicting climate change behaviour among adolescents

Environmental Conservation, 45(2), 183–191.

Intergenerational learning: Are children key in spurring climate action?

Global Environmental Change, 53, 204–208.

Leveraging natural capital to solve the shared education and conservation crisis

Conservation Biology, 32(2), 490–492.

Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth?

Environment and Behavior.

Are we working to save the species our children want to protect? Evaluating species attribute preferences among children

ORYX, 51(3), 455–463.

Children Experiencing the Outdoors

Reforming Teaching and Teacher Education. SensePublishers.

Evaluating relationships between hunting and biodiversity knowledge among children

Wildlife Society Bulletin, 41(3), 530–536.

Household Dynamics of Wildlife Value Orientations

Human Dimensions of Wildlife, 22(5), 483–491.

Wildlife species preferences differ among children in continental and island locations

Environmental Conservation, 44(4), 389–396.

Building of environmental literacy among middle school students: the role of in-school, out of school, and psychological factors

Environmental Education Research, 22(3), 448–449.

How Climate Change Beliefs among U.S. Teachers Do and Do Not Translate to Students

PLOS ONE, 11(9), e0161462.

Motivating action through fostering climate change hope and concern and avoiding despair among adolescents

Sustainability (Switzerland), 8(1), 1–10.

The influence of personal beliefs, friends, and family in building climate change concern among adolescents

Environmental Education Research, 1–14.

Which species to conserve: evaluating children’s species-based conservation priorities

Biodiversity and Conservation, 25(3), 539–553.

How Emotion Trumps Logic in Climate Change Risk Perception: Exploring the Affective Heuristic Among Wildlife Science Students

Human Dimensions of Wildlife, 20(6), 501–513.

How experiential service-learning affects student perceptions of education in their careers and as a wildlife management activity

Wildlife Society Bulletin, 39(4), 732–737.

Elementary Science Education in Classrooms and Outdoors: Stakeholder views, gender, ethnicity, and testing

International Journal of Science Education, 36(13), 2195–2220.

Overcoming skepticism with education: interacting influences of worldview and climate change knowledge on perceived climate change risk among adolescents

Climatic Change, 126(3-4), 293–304.

Role of significant life experiences in building environmental knowledge and behavior among middle school students

Journal of Environmental Education, 45(3), 163–177.

Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children

PLoS ONE, 8(3), e59519.