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This study explored types and intensities of students’ emotions related to participation in school-based  SSI  club project related to climate change ( CE ). Ten high school students participated twice a week for 7 weeks in club activities to model causes/ impacts of  CE , explore local problems related to  CE , and plan and participate in social action. Researchers used the control-value theory to analyze how students’ emotions changed over time and found that while some initially reported negative emotions persisted after the club activities concluded (anxiety, fear, guilt, and despair), students also reported more positive emotions (sense of accomplishment, confidence) than before. Students’ emotions became more positive when planning and participating in social action and some emotions (guilt, anxiety, and expectation) helped to drive students to action. We discuss implications for club activities as a way to educate students about  CE  and we raise questions for future research.

Analysis of Emotions of High School Students Participating in a School SSI Club Project Related to Climate Change