人類的行為對地球環境的影響相當大。為了地球環境的永續，環境負責任行為已成為環境教育與海洋教育的重要目標 (Borden & Schettino, 1979) 。因此，探索哪些因素會促發人類產生環境負責任行為 (Roberts & Bacon, 1997) ，也是海洋/環境教育研究的重要方向。Ajzen (1991) 所提出計畫行為理論被認為是解釋行為的重要參考理論。雖然計畫行為理論對於行為具有相當好的解釋，但是近年來仍有許多學者嘗試調整該理論，進一步探索關鍵因素，以提升對行為的解釋率。由文獻分析，我們認為「感知威脅」與「同理心」是過去鮮被提及，但有可能具有重要影響的因子。
本研究的目的即在透過問卷調查嘗試評估影響產生海廢相關環境負責任行為的可能因子。研究變項除了過去理論中已提及的(1)對海廢的態度、(2)對海廢的主觀規範與(3)對海廢相關行為的知覺控制之外，也嘗試將(4)海廢相關負責任行動的知識、(5)對海廢的感知威脅（認為海廢已對自己產生影響）與(6)對海洋的同理心這三個變項加入模式之中，評估這些變項對海廢相關環境負責任行為的影響程度。上述變項以量表形式發展評量工具。本研究徵求610名受試者參與(其中300名國小學生與310名高中學生)。多元回歸分析結果顯示，上述六項因素對產生海廢相關環境負責任行為的意願皆具有顯著正相關，在國小受試者部分，整體解釋率達66%；在高中部分，整體解釋率達59%。
本研究結果顯示，感知威脅和同理心與海廢相關環境負責任行為間具有顯著正相關。因此，在未來海廢政策或海洋教育規劃上，除了過去重視的知識與態度提升，亦應思考如何透過引導民眾的感知威脅與同理心，以促發海廢相關環境負責任行為的產生。

Human behavior has a considerable impact on the earth's environment. For the sustainability of the earth's environment, environmentally responsible behavior has become an important goal of environmental education and marine education (Borden & Schettino, 1979). Therefore, it is also an important direction of marine/environmental education research to explore which factors will promote human beings to produce environmentally responsible behaviors (Roberts & Bacon, 1997). The theory of planned behavior proposed by Ajzen (1991) is considered to be an important reference theory for explaining behavior. Although the theory of planned behavior has a fairly good explanation of behavior, in recent years, many scholars have tried to adjust the theory and further explore key factors to improve the explanation rate of behavior. Based on literature analysis, we believe that "perceived threat" and "empathy" are factors that were rarely mentioned in the past, but may have an important impact.
The purpose of this study is to attempt to assess the possible factors affecting environmentally responsible behaviors related to the generation of marine debris through a questionnaire survey. In addition to (1) attitudes towards marine debris, (2) subjective norms towards marine debris, and (3) perceptual control over marine debris-related behaviors that have been mentioned in previous theories, the research variables also try to incorporate (4) Knowledge of responsible actions related to marine debris, (5) perceived threat to marine debris (believing that marine debris has affected you) and (6) empathy for the marine were added to the model to assess these The degree of impact of variables on environmentally responsible behaviors related to marine debris. The above variables develop an assessment tool in the form of a scale. This study recruited 610 subjects to participate (including 300 elementary school students and 310 high school students). Multiple regression analysis shows that the above six factors have a significant positive correlation with the willingness to act responsible for the environment related to marine debris. In the part of elementary school subjects, the overall explanation rate reached 66%; in the high school part, the overall explanation rate reached 59%.
The results of this study show that perceived threat and empathy, two previously rarely mentioned factors, are significantly positively correlated with marine debris-related environmentally responsible behaviors. Therefore, in the future marine debris policy or marine education planning, in addition to the knowledge and attitude enhancement that was emphasized in the past, we should also think about how to promote the generation of environmentally responsible behaviors related to marine debris by guiding the public's perceived threat and empathy.

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