The role of academic achievement in science in promoting pro-environmental attitudes in adolescents over five years

Given the proven role of science in sustainable education, the present study aims to analyse the reciprocal effects of academic achievement in science (operationalised through grades in science) and pro-environmental attitudes among adolescents over 5 years using a random intercept cross-lagged panel model. The sample of 424 adolescents ( M age = 11.17 years; SD = 0.50) was followed from their first year of secondary school (sixth grade) to their second year of upper secondary school (tenth grade). Their grades in science and pro-environmental attitudes were collected and measured once a year. The findings show that grades in science and pro-environmental attitudes were significantly and positively associated at the between-person level. That is, participants with higher grades in science than their peers were also more likely to display higher levels of pro-environmental attitudes than their peers. At the within-person level, grades in science positively predicted pro-environmental attitudes over time, but not vice versa. That is, participants who reported higher-than-expected grades in science were more likely to report higher-than-expected levels of pro-environmental attitudes the next year. Our results highlight the role of science education in promoting pro-environmental attitudes. Although conclusions should be drawn cautiously given the observational nature of the study, the findings suggest that science education should be strengthened in school curricula and that students should have the opportunity to benefit from it at all educational levels.