Climate Psychology Lab

2026

Díaz-Silveira, C., Vecina, M. L., Alonso-Ferres, M., & Burgos, F. (2026, febrero). Climate emergency and citizenship: what drives us (and what holds us back). Social Observatory of the Foundation "la Caixa”.

2025

Díaz-Silveira, C., Latorre, F., Ganitsky-Chemby, P., Burgos-Julián, F., & Vecina, M. L. (2025). Climate emergency coping scale: Development and validation of a multidimensional scale. Frontiers in Psychology, 16:1665867. https://doi.org/10.3389/fpsyg.2025.1665867

Ferrari, E., Whitmarsh, L., Haggar, P., Mitev, K., & Lowe, A. (2025). Who is taking climate action in university? Drivers of personal and professional climate action in higher education. International Journal of Sustainability in Higher Education, 26(9), 18–35. https://doi.org/10.1108/IJSHE-08-2023-0392

Ferrari, E. et al. (2025). Can Climate Anxiety and Awareness Drive Academic Behaviour in Higher Education?. In: Leal Filho, W., Trevisan, L.V., Pace, P.J., Mifsud, M. (eds) Education for Sustainable Development: The Contribution of Universities. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-031-86985-3_4 

López-García, L., Latorre, F., Vecina, M. L., & Díaz-Silveira, C. (2025). What drives pro-environmental behavior? Investigating the role of eco-worry and eco-anxiety in young adults. Sustainability, 17(10), 4543. https://doi.org/10.3390/su17104543 

Vecina, M. L., Alonso-Ferres, M., & Díaz-Silveira, C. (2025). Eco-anxiety or simply eco-worry? Incremental validity study in a representative Spanish sample. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1560024 

2024

Ajuriaguerra, M. Á., Illanes, AR, & López, A. (2024). Regeneration of the urban landscape and collective identity in the neighborhoods of Madrid's industrial dismantling: The case of San Cristóbal. In XI Internacional G+I PAI Seminar (Vol. 11, pp. 1–24). Universidad Politécnica de Madrid. 

Ballegeer, A. M., Ferrari, E., Corrochano, D., & Ruiz, C. (2024). The role of knowledge, attitude, and emotions in Spanish pre-service teachers’ willingness to engage in climate change education. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2024.2370885

Capitán, E. (2024). Contribution of Consumer Law to the prevention of food waste. Journal of Agrarian and Food Law, 40(84). 40(84). 

Ferrari, E., Ballegeer, A. M., Corrochano, D., Fuertes, M. A., Herrero Teijón, P., Delgado Martín, M. L., … & Ruiz, C. (2024). Improvement of attitudes and skills using a MOOC about the basic science of climate change. Humanities and Social Sciences Communications, 11(1), 1–12. 

Ferreira-Corchero, R., Ballegeer, A. M., & Ruiz, C. (2024, October). Educational tools to develop climate literacy among school students: Science On a Sphere. In International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 1040–1049). Singapore: Springer Nature Singapore. 

Fuertes-Prieto, M. Á., Ferrari, E., Eugenio-Gozalbo, M., & Ruiz, C. (2024). Concerned or skeptical? Spanish preservice teachers’ emotions about climate change and their relationship to their climate change competence. International Research in Geographical and Environmental Education, 1–17. 

López-García, L. & Pasca, L (2024). Nature connectedness taking into account its negative elements. International Journal of Social Psychology. https://doi.org/10.1177/02134748241277135 

Méndez, CR, & López, RS (2024). Risks and realities: Extreme weather events in Spain. In Climate risk, social conditions and adaptation and response actions to extreme events (pp. 9–22). FUHEM Ecosocial. 

Ortega-Quevedo, V., López-Luengo, M. A., Ferrari, E., & Ruiz, C. (2024). Evaluating climate change competence in pre-teens: Instrument development and validation. Journal of Environmental Psychology, 96, 102329. 

Vecina, M. L., Alonso-Ferres, M., López-García, L., & Díaz-Silveira, C. (2024). Eco-anxiety and trust in science in Spain: Two paths to connect climate change perceptions and general willingness for environmental behavior. Sustainability, 16, 3187. https://doi.org/10.3390/su16083187 

2023

Capitán, E. (2023). The role of corporate civil liability in sustainability: The proposed Due Diligence Directive. In Corporate Law and Sustainability.. La Ley. 

Capitán, E. (2023). Regulatory framework of civil liability at the service of the ecological and digital transition. Cuadernos de Derecho Privado, 6. 

Del Álamo Gómez, N., & Méndez, CR (2023). Displaced persons, migrants or refugees?: An approach to the concept of human mobility for climate reasons. In The mainstreaming of equality in the achievement of the Sustainable Development Goals (pp. 129–141). Atelier. 

Reyes-Carrasco, P. M., Ferrari, E., Ruiz Méndez, C., & Barrón Ruiz, A. (2023). Bottom-up approach: The participation of Fridays For Future in the climate emergency declaration in the University of Salamanca. International Journal of Sustainability in Higher Education, 24(4), 948–968. 

2022

Bahena, MHR, & Méndez, CR (2022). Education and climate action: SDG 13, an immediate challenge for humanity. Los ODS, 213. 

Capitán, E. (2022). The implementation of responsible consumption and production as a sustainable development goal. La Ley Mercantil, 21. 

Corrochano, D., Ferrari, E., López-Luengo, M. A., & Ortega-Quevedo, V. (2022). Educational gardens and climate change education: An analysis of Spanish preservice teachers’ perceptions. Education Sciences, 12(4), 275. 

Ferrari, E., Martínez-Abad, F., & Ruiz, C. (2022). Examining the relationship between the dimensions of the Climate-Change Competence (C3): Testing for mediation and moderation. Sustainability, 14(3), 1895. 

Fuertes Prieto, M. Á., Ferrari Lagos, E. R., Andrés Sánchez, S., Corrochano Fernández, D., Ballegeer, A. M. C., Delgado Martín, M. L., … & Ruiz Méndez, C. (2022). Using mathematics to know how to teach climate change to pre-service teachers: Is knowledge enough? European Journal of Teaching and Education, 4(3), 49–55. 

2021

Ajuriaguerra Escudero, M. Á. (2021). Citizen assemblies for the climate: Why are they fundamental? The Conversation. 

Ajuriaguerra Escudero, M. Á. (2021). Counterculture, communes and climate change. In El sueño de la revolución social (pp. 205–222). Comares. 

Ajuriaguerra Escudero, M. Á. (2021). From counterculture in Spain to environmental protest and its association with Basque terrorism In De la beat generation al movimiento punk (pp. 239–275). Silex. 

Ajuriaguerra Escudero, M. Á. (2021). Urban green spaces promote a more sustainable, connected and egalitarian citizenry. The Conversation. 

Ajuriaguerra Escudero, M. Á. (2021). A second life for city landfills. The Conversation. 

Ajuriaguerra Escudero, M. Á., & Francia Ferrero, R. (2021). Urban gardens as an opportunity for the socio-economic development of southeastern Madrid. In Avances en educación superior e investigación (Vol. 2, p. 370). Dykinson. 

Ajuriaguerra Escudero, M. Á., & Ramírez Saiz, A. (2021). Environmental restoration strategy in the southern basin of the Manzanares River in Madrid. Estoa, 20, 31–41. https://doi.org/10.18537/est.v010.n020.a03 

Ajuriaguerra Escudero, M. Á., & Ramírez Saiz, A. (2021). Social responsibility in urban health: The challenge of the renaturalization of the Manzanares River. In Planificación regional: paisaje y patrimonio. Aranzadi. 

Capitán, E. (2021). The perspective of disability, gender and environmental sustainability in the protection of consumers in electronic commerce. Dykinson. 

Capitán, E. (2021). Environmental protection and consumer protection: Sustainable consumption. Journal of Agrarian and Food Law, 37(79). 

Corrochano, D., Andrés-Sánchez, S., Ballegeer, AM, Delgado-Martín, L., Fuertes, MA, Herrero-Teijón, P., … & Ruiz, C. (2021). Geology in teacher training on climate change and its education: An example in the design of a MOOC. Geotemas, 18, 645. 

Corrochano Fernández, D., Ferrari Lagos, E. R., Sánchez, S. A., Fuertes Prieto, M. Á., Herrero Teijón, P., Ballegeer, A. M., … & Ruiz Méndez, C. (2021). Latin American and Spanish teachers' perception of climate change: Approaches from a teacher training MOOC. 

De Arriba Palacios, B., Ariza, EB, & Méndez, CR (2021). Climate change, child nutrition and education. In Teacher performance and training in digital competence in the SARS COV 2 era (pp. 1265–1278). Dykinson. 

Vecina, M. L., Poy, S., Benevene, P., & Marzana, D. (2021). The subjective index of benefits in volunteering (SIBiV): an instrument to manage satisfaction and permanence in non-profit organizations. Current Psychology. doi:10.1007/s12144-020-01224-y 

2020

Fuertes, M. Á., Santiago, A., Corrochano, D., Delgado, L., Herrero-Teijón, P., Ballegeer, A. M., … & Ruiz, C. (2020). Climate Change Education: a proposal of a category-based tool for curriculum analysis to achieve the climate competence. Educ Knowl Soc 21: 1–13. 

Lagos, ERF, Abad, FM, & Méndez, CR (2020). The efficiency of a basic science MOOC in Spanish to improve the social representation of climate change. Comunicación & Métodos, 2(2), 21-34. 

2019

Ferrari, E., Anne-Marie Ballegeer, A. M., Fuertes, M. A., Herrero, P., Delgado, L., Corrochano, D., … & Ruiz, C. (2019). Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish. Sustainability, 11, 1-21. 

2015

Capitán, E. (2015). Notes on the intervention of foundations in environmental protection. Interdisciplinary Journal of Environmental Management ,(19), November. 

2013

Capitán, E. (2013). The dichotomy between environmental damage and personal injury in the Spanish system of environmental liability: Its repercussions. Journal of Private Law, 97, June. 

2001

Capitán, E. (2001). The right to a suitable environment. Aranzadi. 

Capitán, E. (2001). Preventive environmental protection deployed through certain civil procedures: On its alleged indirect protection function. Journal of Private Law, 85, November. 

1999

Capitán, E. (1999). Considerations regarding some of the existing problems for the effective implementation of the prevention principle. Interdisciplinary Journal of Environmental Management ,, 1(11).