研究生: |
劉坤儒 Liu, Kun-Ru |
---|---|
論文名稱: |
新北市三峽區國民小學高年級學生校園綠地涉入度、自然連結經驗、環境態度與環境行為意向影響之研究 Involvement, Nature Relatedness, Environmental Attitude, and Environmental Behavioral Intention within School Greenery Areas: A Case Study of the Sixth Grade Students in Sanxia District, New Taipei City |
指導教授: |
方偉達
Fang, Wei-Ta |
學位類別: |
碩士 Master |
系所名稱: |
環境教育研究所 Graduate Institute of Environmental Education |
論文出版年: | 2019 |
畢業學年度: | 107 |
語文別: | 中文 |
論文頁數: | 125 |
中文關鍵詞: | 校園綠地涉入度 、環境態度 、環境行為意向 、環境心理 |
英文關鍵詞: | Involvement, Environmental Attitude, Environmental Behavioral Intention, Environmental Psychology |
DOI URL: | http://doi.org/10.6345/THE.NTNU.GEE.002.2019.F02 |
論文種類: | 學術論文 |
相關次數: | 點閱:249 下載:20 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
早年臺灣的校園規劃是水泥式校園或圍牆式校園,因為臺灣地狹人稠也因此常常強調校園的設備機能,長久以來校園的評比多是設備機能或是教室的數目,但是近年來,人們逐漸重視校園環境安全及自然生態保育教學,依據景觀建築環境心理學的概念,認為校園是培養國家未來人才的地方,不單單只是灌輸知識性的課程,對於周遭的環境的「境教」更是重要,因此出現了生態校園、綠色校園、新校園運動等。人們對於校園環境的重視日益增加,引發了研究者想了解校園自然環境關聯最大的校園綠地空間,研究假設係以校園綠地涉入度,瞭解是否可引發學童的自然連結、環境態度,以及環境友善行為,並採取路徑分析,進行結構方程模型之路徑劃設。
本研究採用書面問卷進行,調查包括校園綠地涉入度、自然連結、環境態度與環境行為等構面。問卷隨後於新北市三峽區國民小學之高年級學生發放,並依據城鄉比例進行系統性抽樣,共發放13間學校,收回有效樣本525份。
回收樣本分析結果:校園綠地活動頻率越多與學童的環境行為呈現正相關;使用3C頻率則呈現負相關。以結構方程式模型進行路徑分析,結果顯示:以校園綠地涉入程度確實能造就環境行為模式的產生。
希望透過本次研究成果,可以提供未來校園環境規劃及校園綠地環境教育的參考,讓學校行政人員更能注重校園綠地的規劃及其應用。
In the early years, Taiwan's campus planning was a cement-based campus or a wall-mounted campus. Because Taiwan is a densely populated country, it often emphasizes the equipment function of the campus. The long-term evaluation of the campus is mostly the number of equipment functions or classrooms, but in recent years, people gradually pay attention to campus environmental safety and natural ecological conservation teaching. According to the concept of landscape architecture environmental psychology, it is considered that the campus is the place to cultivate the future talents of the country. It is not only instilling knowledgeable courses, but also about the "environmental cultivation" of the surrounding environment. It is important, so there are ecological campuses, green campuses, and new campus sports. People's increasing emphasis on the campus environment has led researchers to understand the campus green space that is most relevant to the campus's natural environment. The research hypothesis is based on the degree of campus green space involvement to understand whether it can trigger the natural connection of school children, environmental attitudes, and environmental friendliness. Behavior, and take path analysis to carry out the path drawing of the structural equation model.
The study was conducted using a written questionnaire that included campus green space involvement, nature relatedness, environmental attitudes, and environmental behavior. The questionnaire was subsequently distributed to senior students of National Primary School in Sanxia District, New Taipei City, and systematically sampling. Total of 13 schools were distributed and 525 valid samples were returned.
Recycling sample analysis results: The more frequent campus green space activities are positively correlated with the environmental behavior of school children; the 3C using frequency is negatively correlated. The path analysis is carried out by the structural equation model. The results show that the degree of involvement of campus green space can be indeed created the pattern of environmental behavior.
I hope that through the results of this research, we can provide reference for future campus environmental planning and campus green space environmental education, so that school administrators can pay more attention to the planning and application of campus greenery areas.
西文部分
Bobby, G. (1995). The importance of leisure satisfaction. Journal of Leisure Research, 12(4), 279-299.
Bricker, K. S., & Kerstetter, D. L. (2000). Level of specialization and place attachment: An exploratory study of whitewater recreationists. Leisure Sciences, 22(4), 233-257.
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. Journal of Environmental Education, 29(3), 11-21.
Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-26.
DeVellis, R. F. (1991).Scale Development Theory and Application. London: SAGE.
Fang, W. T., Ng, E., & Chang, M. C. (2017). Physical outdoor activity versus indoor activity: their influence on environmental behaviors. International Journal of Environmental Research and Public Health, 14(7), 797.
Fuller, R. A., Irvine, K. N., Devine-Wright, P., Warren, P. H., & Gaston, K. J. (2007). Psychological benefits of greenspace increase with biodiversity. Biology Letters 3:390-394.
Havitz, M. E., & Howard, D. R. (1995). How enduring is enduring involvement? A seasonal examination of three recreational activities. Journal of Consumer Psychology, 4(3), 255-276.
Havitz, M. E., & Mannell, R. C. (2005). Enduring involvement, situational involvement, and flow in leisure and non-leisure activities. Journal of Leisure Research, 37(2), 152-177.
Hidalgo, M. C., & Hernandez, B. (2001). Place attachment: Conceptual and empirical questions. Journal of Environmental Psychology, 21(3), 273-281.
Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. Journal of Environmental Education, 18(2), 1-8.
Howell, A. J., Passmore, H. A., & Buro, K. (2013). Meaning in nature: Meaning in life as a mediator of the relationship between nature connectedness and well-being. Journal of Happiness Studies, 14(6), 1681-1696.
Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. Journal of Environmental Education, 21(3), 8-21.
Jensen, B. B., & Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163-178.
Kapferer, J. N., & Laurent, G. (1985). Consumers' involvement profile: New empirical results. Advances in Consumer Research, 12, 290-295.
Kapferer, J. N., & Laurent, G. (1993). Further evidence on the consumer involvement profile: five antecedents of involvement. Psychology & Marketing, 10(4), 347-355.
Kellert, S. R. (1997). The value of life: Biological diversity and human society. Island Press.
Kyle, G., Bricker, K., Graefe, A., & Wickham, T. (2004). An examination of recreationists' relationships with activities and settings. Leisure Sciences, 26(2), 123-142.
Leeming, F. C., Dwyer, W. O., & Bracken, B. A. (1995). Children's environmental attitude and knowledge scale: Construction and validation. Journal of Environmental Education, 26(3), 22-31.
Manoli, C. C., Johnson, B., & Dunlap, R. E. (2007). Assessing children's environmental worldviews: Modifying and validating the New Ecological Paradigm Scale for use with children. Journal of Environmental Education, 38(4), 3-13.
McIntyre, N. (1989). The personal meaning of participation: Enduring involvement. Journal of Leisure Research, 21(2), 167.
McIntyre, N. (1990). Recreation Involvement: The Personal Meaning of Participation, Unpublished PhD thesis, University of New England, USA.
McIntyre, N., & Pigram, J. J. (1992). Recreation specialization reexamined: The case of vehicle‐based campers. Leisure Sciences, 14(1), 3-15.
Miller, G. T., & Spoolman, S. (2013). Environmental Science, 14. Brooks/Cole, Belmont, CA, USA.
Mittal, B., & Lee, M. S. (1989). A causal model of consumer involvement. Journal of Economic Psychology, 10(3), 363-389.
Ng, C. F. (1998). Canada as a new place: the immigrant’s experience. Journal of Environmental Psychology, 18(1), 55-67.
Nichols, D. R. (1990). Tactual environmental interpretation: A multisensory approach. Journal of Visual Impairment & Blindness, 84(3), 124-125
Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale: Linking individuals' connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715-740.
Pettus, A. M., & Giles, M. B. (1987). Personality characteristics and environmental attitudes. Population & Environment, 9(3), 127-137.
Ramsey, C. E., & Rickson, R. E. (1976). Environmental knowledge and attitudes. Journal of Environmental Education, 8(1), 10-18.
Relph, E. (1976). Place and placelessness. London: Pion
Selin, S. W., & Howard, D. R. (1988). Ego involvement and leisure behavior: A conceptual specification. Journal of Leisure Research, 20(3), 237-244.
Sherif, M., & Cantril, H. (1947). The Psychology of Ego-involvements: Social Attitudes and Identifications. J. Wiley & Sons, New York, NY, USA.
Sims, J. K. (2001). Green Schools: A design fad or a trend worth embracing ? School Planning & Management, 40(3), 25-26.
Slama, M. E., & Tashchian, A. (1985). Selected socioeconomic and demographic characteristics associated with purchasing involvement. Journal of Marketing, 72-82.
Tanner, T. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education, 11(4), 20-24.
United Nations (2008).World Urbanization Prospects: the 2007 revision. Department of Economic and Social Affairs, United Nations, New York, NY, USA.
Watkins, M. N. (1986). The Influence of Involvement and Information Search on Consumers' Choices of Recreation Activities, unpublished Doctoral dissertation, University of Oregon, USA.
Zaichkowsky, J. L. (1985). Measuring the involvement construct. Journal of Consumer Research, 12(3), 341-352.
中文部分
Klaus Schwab(2017)。第四次工業革命。臺灣:天下文化。
王佩蓮(2000)。國小環境教育檢核表之探討。臺北市立師範學院學報,31,319-346。
危芷芬(譯)(2012)。環境心理學(原作者:Frank T. McAndrew)。臺北市:新加坡商聖智學習(原著出版年:1993)。
朱柔若(譯)(2000)。社會研究方法:質化與量化取向(原作者:W. Lawrence Neuman)。臺北市:揚智文化。
何昕家、張子超 (2011)。初探「環境中的心理、行為與教育相關理論」——以校園建成環境為基礎。通識教育學報,5,85-103。
吳明修(2001)。值得在臺灣建築史上記上一筆:宜蘭縣學校建築巡禮。宜蘭縣政府主編之宜蘭縣國民中小學學校建築專輯。宜蘭:宜蘭縣政府。
吳明隆、涂金堂(2014)。SPSS 與統計應用分析。臺北市:五南圖書。
吳清基(1990)。精緻教育的理念。臺北:師大書苑。
吳清基(2011)。聽!校園裡的綠色樂章。臺北:教育部。
李明堂(2003)。九二一地震災區重建小學校園規劃與學校建築分析研究:以新校園運動之小學。屏東師院學報,18。
林木貴(1989)。國小校園設計研究。臺灣省政府教育廳編印。
林清江(1986)。教育的未來導向。臺北市:臺灣書店。
林盛豐(2001)。迫切的危機——校園重建中九二一重建推動委員會的角色。教育部主編新校園運動特輯。建築師雜誌,16-18。臺北。
邱皓政(2011)。結構方程模式: LISREL/SIMPLIS 原理與應用。臺北市:雙葉書廊。
胡寶林(2004)。校園空間的社區總體營造——學校建築的參與式設計。臺北市:六合出版社。
郝冰、王西敏(譯)(2014)。失去山林的孩子(原作者:Richard Louv)。臺北:野人
高翠霞(2011)。環境與學習行為。T&D飛訊,117。
張偉豪(2011)。SEM 論文寫作不求人。臺北市:鼎茂圖書
莊仁實(1995)。師友月刊,331,P74-76。
許世璋(2003)。影響花蓮環保團體積極成員其環境行動養成之重要生命經驗研究。科學教育學刊,11(2),121-139。
許世璋(2004)。影響花蓮環保團體積極成員其環境行動養成之重要生命經驗研究。科學教育學刊,11(2),121-139。
許世璋(2005)。影響環境行動者養成的重要生命經驗研究-著重於城鄉間與世代間之比較。科學教育學刊,13(4),441-463。
陳國龍(2007)。涉入理論及其衡量。商業時代期刊,3(陸)。
陳雅雲(譯)(2010)。逆時針:哈佛教授教你重返最佳狀態(原作者:Ellen J. Langer)。臺北市:方智。
曾志朗(2001)願春風拂過孩子的面額——讓我們為下一代蓋個好學校。921 災後重建成果—新校園運動特輯。臺北:教育部。
曾啟銘、汪靜明(2015)。比較環境體驗與傳統課室教學對國小中年級學童地方依附與負責任環境行為之影響:不同時間規畫調節。環境教育研究,11(1),31-66。
湯志民(1992)。學校建築與校園規劃。臺北市:五南圖書。
湯志民(2000)。體驗校園空間元素。人本教育札記,135,140-144。
黃芳銘(2007)。結構方程模式理論與應用 (五版)。臺北市:五南圖書
黃素惠、余志鴻(2007)。永續校園環境規畫之探究——以國民小學綠色校園爲例。教育暨外國語文學報,5,12-34。
楊冠政(1989)。環境教育概述(上)。環境教育季刊,1,6-17。
楊冠政(1997)。環境教育。臺北:明文書局臺北。
蔡保田(1977)。學校建築學。臺北市:臺灣商務印書館。
蕭秀玲、莊慧秋、黃漢耀(譯)(1991)。環境心理學。臺北市:心理出版社有限公司。
龍應台(2001)。海闊天空——美的學習,捕捉看不到的競爭力。臺北市:天下雜誌。
聶筱秋、胡中凡(譯)(2003)。環境心理學(原作者:Paul A. Bell)。臺北:桂冠圖書。
顏志龍、鄭中平(2016)。給論文寫作者的統計指南:傻瓜也會跑統計。臺北市:五南圖書。
網頁資料:
新北市教育局(2018年4月)
https://www.ntpc.edu.tw/content/?parent_id=10015&type_id=10015
教育部全球資訊網(2018年4月)
https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=3E18D28CAE93DF45