- Senior Researcher/Visiting Scientist CSIRO Sustainable Ecosystems
- BA (Hons), UQ
- PhD (Social Psychology), UQ
Background
Kelly Fielding is a Senior Research Fellow in the Institute for Social Science Research and a visiting scientist in CSIRO Sustainable Ecosystems. Her research focuses on understanding the social and psychological determinants of pro-environmental decisions and behaviours and developing evidence-based individual and community strategies to increase pro-environmental actions. Her projects in this area focus on sustainable natural resource management, household water and energy use, community acceptance of recycled water, domestic and public place recycling, and environmental activism. She has worked with local council, State Government, and catchment management authorities to undertake this research. She also conducts research in the area of group processes and supervises Honours, Masters, and PhD projects in this area. Kelly Fielding is currently a member of the Australian Psychological Society Environmental Issues and Climate Change Reference Group.
Research interests
- Environmental sustainability
- Climate change
- Social identity
- Group processes & intergroup relations
Major grants
- 2008 – 2009. Youth and the Environment Survey. ($10,000). Environmental Protection Agency.
- 2008 – 2009. Environmental sustainability in residential housing: Understanding attitudes and behaviour towards waste, water, and energy consumption and conservation among Australian households. ($139,665) Australian Housing and Urban Research Institute.
- 2007 – 2010. Systematic Social Analysis: Developing and maintaining community partnerships for the sustainable use and management of water resources. ($297,856). Urban Water Security Research Alliance.
- 2005 – 2008. Improving local government solid waste management practices through deliberative citizen decision-making and behaviour change strategies. ($310,602) ARC Linkage grant.
Fielding, K.S. (2009). Young people and the environment: A report of the environmental attitudes, knowledge and practices of 12 to 24 year old Queenslanders. Environmental Protection Agency, Brisbane, Australia.
Cheng, G. H-L., Fielding, K.S., Hogg, M.A., & Terry, D.J. (2009). Reactions to procedural discrimination in an intergroup context: The role of social identity of the authority. Group Processes and Intergroup Relations, 12(4), 463-478.
Fielding, K.S., McDonald, R., & Louis, W.R. (2008). Theory of planned behaviour, identity, and intentions to engage in environmental activism. Journal of Environmental Psychology.28, 318-326.
Fielding, K.S., Terry, D.J., Masser, B., & Hogg, M.A. (2008). Integrating social identity theory and the theory of planned behaviour to explain decisions to engage in sustainable agricultural practices. British Journal of Social Psychology, 47, 23-48.
Fielding, K.S., Hogg, M.A., & Annandale, N. (2006). Reactions to positive deviance: Social identity and attributional dimensions. Group Processes & Intergroup Relations, 9, 199-218.
Hogg, M.A., Fielding, K.S., Johnson, D. Masser, B., Russell, E., & Svensson, A. (2006). Demographic category membership and leadership in small groups: A social identity analysis. Leadership Quarterly, 17(4), 335-350.
Fielding, K.S., Terry, D.J., Masser, B., & Hogg, M.A. (2005). Explaining landholders’ decisions about riparian zone management: The role of attitudinal, normative, and control beliefs. Journal of Environmental Management, 77, 12-21.
Hogg, M.A., Fielding, K.S., & Darley, J. (2005). Fringe dwellers: Processes of deviance and marginalization in groups. In D. Abrams, J. Marques, & M.A. Hogg (Eds.), Social psychology of inclusion and exclusion.(pp. 191-210). New York: Psychology Press.
Duck, J.M., & Fielding, K.S. (2003). Leaders and their treatment of subgroups: Implications for evaluations of the leader and the superordinate group. European Journal of Social Psychology, 33, 387-401.
Fielding, K.S., & Hogg, M.A. (1997). Social identity, self-categorization, and leadership: A field study of small interactive groups. Group Dynamics: Theory, Research, and Practice, 1, 39-51.
