正規環境教育教學及研究體系在臺灣推行至今逾20年，成效為人稱道，然而，在國人環境知識、態度和行為等環境素養改變的幕後推手，我們卻無法精準確認及瞭解其擁有之環境價值觀，以及抱持環境關懷之人格特質。在人類社會中，人們採用慣性思考觀念與價值型塑，藉以解決環境問題。當舊有環境問題逐一解決之後，但是新的環境問題依舊層出不窮。因此，應在環境教育領域進行探究，以建立更為深入的環境保護價值觀，以及對於環境友善行為之責任感。為建構臺灣正規環境教育研究系統中之環境心理與行動模式，本研究藉由負責任的環境行為模型(Model of Responsible Environmental Behavior, REB)，結合五大人格特質理論(Big Five personality traits)，探討接受正規環境教育研究訓練者，與一般大眾在人格特質與態度、控制觀、個人責任感與行為之間的差異。研究結果顯示接受正規環境教育研究訓練者在親和力(Agreeablenes)、情緒穩定性(Emotional stability)與開放性(Openness to experience)上顯著高於一般大眾；而在審慎度(Conscientiousness)上顯著低於一般大眾，這呼應了當前環境教育可能面臨到的問題。而研究並透過五大人格特質經由態度、控制觀、個人責任感產生行為意向的假設，以路徑分析驗證了18條間接或直接影響行為意向之路徑；並發現兩族群之人格特質影響行為意向之路徑並不相同，可能顯示態度與開放性不是最終對行為意向產生影響的條件；並人格特質可能藉由控制觀對行為意象產生影響；而個人責任感受到外向性與親和力的影響。並結論提出建議，以建立環境教育研究訓練系統及環境教育領域針對不同人格特質的教育方式，以及提出改善教學及研究之切入點及有效途徑。

Formal environmental education in Taiwan has been implemented for over 20 years, we cannot confirm the persons who own environmental literacy (i.e., knowledge, attitudes and behavior changes) in that possess environmental values and environmental care from personality traits. In human society, the old environmental problems should be solved, but new environmental problems still abound. People habitually uses outmoded ideas and values to shape their thinking as well as to solve environmental problems. Therefore, we should delve into the fields of environmental education in order to establish a more in-depth values, and a sense of responsibility for an environmental friendly behaviors. For the construction of Taiwan's formal environmental education and research system, I used some approaches of environmental psychology by the Model of Responsible Environmental Behavior, REB), combined with the Big Five personality traits to explore the persons who have been accepted formal environmental education research trainings. I also compared them with that of the general public in differences based on their personality between knowledge, attitudes and behavior. This study has been focused on the following causal relationship to explore: (a) the personality traits of educators from formal environmental education research and training systems; (b) the learning path of personality traits; and (c) the difference of personality traits between formal persons and environmental educators. The final results demonstrated that who received formal environmental education training, were significantly higher than those of the general public in the traits of agreeablenes, emotional stability, and openness to experience; and significantly lower than that of the general public in the trait of conscientiousness. The 18 paths of directly or indirectly affected attitudes, locus of control, responsibility, as well as behavioral intention from Big Five personality traits have been verified, too.This study proposed policy solutions to address environmental education and research training system based on various personality traits by the trainer. The learning paths should be deeply understand how to improve teaching and research in this system.

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