{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T14:05:02Z","timestamp":1789653902974,"version":"4.0.0"},"reference-count":104,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:00:00Z","timestamp":1789603200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>Climate change severely affects the planet and individuals\u2019 health and well-being. To take urgent action to mitigate this phenomenon, literature has advocated that adolescents can be active agents and protagonists of change, but how are they responding to these challenges? Grounded in Bandura\u2019s theory of agency and the triadic reciprocal causation model, this study explored adolescents\u2019 agency modes toward climate change and perceived personal, behavioral, and environmental determinants. Participants were 51 adolescents enrolled in middle and high schools. Data collected through semi-structured interviews with photo-elicitation and a focus group discussion were analyzed using content analysis. Findings revealed that adolescents at both school levels mainly report engaging in individual and collective actions to address climate change that do not simultaneously reflect the properties of human agency. Personal (e.g., superficial knowledge, low expected outcomes), behavioral (e.g., lack of control), and environmental (e.g., lack of community resources) determinants may help explain the current findings. Salient differences in data patterns among middle and high school students were reported and discussed. This study provides implications for future research and prompts reflection on educational practice.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1882370","type":"journal-article","created":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T13:40:03Z","timestamp":1789652403000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Unveiling adolescents\u2019 climate agency modes and their personal, behavioral, and environmental determinants: a qualitative study"],"prefix":"10.3389","volume":"17","author":[{"given":"Jennifer","family":"Cunha","sequence":"first","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho","place":["Braga, Portugal"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rafaela","family":"Carneiro","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho","place":["Braga, Portugal"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marcelo","family":"F\u00e9lix","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho","place":["Braga, Portugal"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pedro","family":"Ros\u00e1rio","sequence":"additional","affiliation":[{"name":"Psychology Research Center, School of Psychology, University of Minho","place":["Braga, Portugal"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,17]]},"reference":[{"key":"ref1","doi-asserted-by":"crossref","first-page":"438","DOI":"10.4135\/9781446249215.n22","volume-title":"Handbook of Theories of Social Psychology: Volume 1","author":"Ajzen","year":"2012"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"687","DOI":"10.1080\/13504622.2020.1828288","article-title":"Educating for resilience: parent and teacher perceptions of children\u2019s emotional needs in response to climate change","volume":"27","author":"Baker","year":"2021","journal-title":"Environ. 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