境內外國小學童新生態環境典範與負責任環境行為之探討

本研究旨在探討境內外國小學童新生態環境典範與負責任環境行為之相關性，並比較不同背景變項的學生所持有的環境典範及負責任環境行為表現之差異。研究方法以問卷調查進行。研究工具採用二因子環境價值觀量表及負責任環境行為量表，以境內外各一所學校四、五、六年級的學生為研究對象，有效問卷310份。資料分析以描述性統計、獨立樣本t檢定、卡方適合度考驗、變異數分析、列聯相關、逐步迴歸分析統計方法進行。研究結果發現: 1.境內學校有91.4％的學生抱持「高保存低利用」的「絕對新生態典範」價值觀，境外學校僅有65.3％的學生抱持此種環境價值觀，境外學生對於保存或利用環境資源的想法和境內學生相比較分歧，且值得關注的是仍有少部分的境外學生不具生態觀。 2.性別、年級、家庭經濟狀況、宗教信仰、參加環境保護活動經驗與環境價值觀的表現，在境外學校中沒有顯著差異，在境內學校則以參加環境保護活動經驗有顯著差異。在境內和境外學校相互比較上，性別、六年級、家庭經濟狀況小康、家庭經濟狀況普通、曾經參加環境保護活動經驗有顯著差異。 3.境內外學校學生普遍能表現出各面向的負責任環境行為，但是在各面向中，以動手行動面向表現情況最佳，說服行為的表現情況最弱且歧異度最大。 4.境內學校學生顯現因性別和參加環境保護活動經驗不同而在負責任環境行為表現上有顯著差異，境外學校則以參加環境保護活動經驗在動手行動面向之負責任環境行為有顯著差異。在境內外學生相互比較上，負責任環境行為量表表現及三個面向的環境行為表現在不同背景變項下的顯著情況呈現不一的結果，但在家庭經濟狀況富有的背景變項上則呈現皆無顯著差異的情況。 5.境內學校學生的環境價值觀與負責任環境行為有顯著的低度正相關，而境外學校學生的環境價值觀與負責任環境行為有顯著的中度正相關。 6.男生、從未參加環境保護活動經驗、「Ⅲ低保存低利用」、家庭經濟狀況普通、經常參加環境保護活動經驗等預測因子對境內學生負責任環境行為的聯合預測力達35.1%，但「Ⅱ低保存高利用」和「Ⅲ低保存低利用」預測因子對境外學生負責任環境行為的預測力只有12.2%，且境內和境外學校的迴歸分析發現「Ⅲ低保存低利用」的環境價值觀，對於境內和境外學生負責任環境行為的表現均呈現負相關。

關鍵字

新生態典範；負責任環境行為；二因子環境價值觀量表

並列摘要

The purpose of this study was to investigate the correlation between the new ecological paradigm and the responsible environmental behavior of the overseas and domestic elementary school students, and to compare the environmental paradigm and the responsible environmental behavior between students from various backgrounds. The research was conducted by questionnaire survey. The research tools include the 2-MEV scale and the responsible environmental behavior scale. The subject of the study was one of the overseas and domestic elementary schools, the students ranging from fourth grade to sixth grade. A total of 310 valid responses were obtained from the survey. The data was then analyzed with description statistics, independent sample t test, chi-square test for goodness of fit, analysis of variance, associative correlation, and stepwise regression. Research conclusion: 1.About 91.4% of the domestic students hold the values of “high preservation, low utilization” from the “absolute new ecological paradigm; in contrast, only 65.3% of the overseas students hold such values. Overseas students diverge from domestic students in their view of preservation or utilization environmental resources. Worth noting, some of the overseas students do not possess ecological values. 2.There were no significant differences in the performance of environmental values among overseas students with background variables such as gender, grade, family financial status, religious beliefs, and past involvements in environmental protection activities. Comparing between domestic and overseas samples, there were significant differences in gender, sixth grade, well-off financial status, normal financial status, and past involvements in environmental protection activities. 3.Overall, both domestic and overseas students are able to perform three dimension of behaviors that are of responsible environmental behavior. Of all the responsible environmental behavior, the dimension of hands-on is the most prominent, while the dimension of persuasion is the weakest with divergence. 4.For domestic students, there were significant differences in the performance of the responsible environmental behavior among students with background variables such as gender and past involvements in environmental protection activities. For overseas students, there were significant differences in the dimension of hands-on among students with background variables such as past involvements in environmental protection activities. In comparison between domestic and overseas students, the performance of responsible environmental behavior scale and three dimensions of the environmental behavior do not show similar results of significant differences in the different variables, except for the rich financial status variable. 5.Environmental values was lower positively correlated with responsible environmental behavior for domestic students, and moderately positively correlated for overseas students. 6.The predictive factors including male, never participation in environmental protection activities, "Ⅲ low preservation, low utilization", normal financial status and frequent participation in environmental protection activities jointly predict the performance of responsible environmental behavior of domestic students with a predictive power at 35.1%. However, the predictive factors of "Ⅱlow preservation, high utilization" and "Ⅲ low preservation, low utilization" predict the performance of responsible environmental behavior of overseas students only with a predictive power at 12.2%. For both domestic and overseas students, negatively correlated between the environmental values of "Ⅲ low preservation, low utilization" and responsible environmental behavior was observed from stepwise regression analysis.