承诺对家庭垃圾分类与回收行为的影响:一项干预追踪研究
文献类型：学位论文
| 作者 | 邓晶喆 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 刘萍萍 |
| 关键词 | 承诺 代际学习 儿童 垃圾分类 回收 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The effect of commitment on household waste sorting and recycling behavior: A longitudinal intervention study |
| 中文摘要 | With increasing environmental concerns, China has become the largest waste producer in the world. How to reduce waste and promote resources recycling have become a focus or research in many disciplines. Commitment has been proved to be a powerful tool in shaping individual behavior. However, previous research has indicated that commitment strategies are difficult to implement on a large scale; that their impact is difficult to extend to other social groups; and that it is difficult to ensure the accuracy of behavioral implementation while promoting participation. Research on commitment to promoting pro-environmental behavior has mainly been carried out in developed countries, with little in-depth theoretical research and practical exploration in China. Meanwhile, few studies have focused on the role of children in promoting recycling through commitments. According to the bidirectional theory of parent-child relationships, young people or children can transmit their knowledge, attitudes, and behaviors to their parents. Therefore, how commitment strategies and intergenerational influences could be used to promote pro-environmental behavior in a local Chinese context needs to be further explored. This longitudinal intervention study innovatively combined commitment with three additional intervention strategies (i.e., educational activities, copy, and intergenerational learning), which allowed the study to remedy the limitations of commitment, bridge the gaps in previous research, and achieve better intervention effects. The present study addressed two research questions. Would commitment-based interventions have a positive influence on children's recycling knowledge and behavior? Would commitment-based interventions have a positive intergenerational influence on family members' relative knowledge and behavior? Therefore, we fully explored the short and long term effects of commitment and innovative approaches on children's and parents' knowledge and behavior, seeking practical and effective ways to promote household sorting and recycling. This field study adopted explanatory sequential mixed-methods design, integrating quantitative and qualitative research. The study was conducted in a primary school in Changsha, Hunan Province, where four classes of 180 students (age 7 to 8 years) in the second grade and 180 of their caregivers were assigned to one of four cumulative intervention conditions: signature (signature only), activity (activity and signature), copy (activity, writing, and signature), and agent (activity, writing, signature and being agent). The research ran for a total of 28 weeks, including the baseline period (11 weeks), the intervention period (6 weeks), and the post-intervention period (11 weeks). The quantitative data were collected by a 3 (time: baseline, intervention, post-intervention) X 4 (treatment: signature, activity, copy, agent) mixed factorial design experiment. Measures for children included commitment rate, recycling knowledge accuracy before and after the intervention, and actual recycling behavior during three periods. For caregivers, sorting knowledge accuracy, self-reported sorting and recycling behavior, and normative beliefs were collected before and after the intervention. Qualitative data were collected through telephone interviews with 8 children and 8 caregivers fourteen months later, to explore the follow-up effects of the interventions. The results showed that all the committed children developed better knowledge and behaviors of recycling after treatments. The agent group, in which children committed to recycling and becoming agents to promote changes in the family, had a significant improvement in children's commitment rates. Children's overall recycling behavior was significantly higher in the intervention period than at baseline and post intervention. In terms of parents, after the intervention, there were significant increases in self-reported sorting and recycling behavior in all four groups, but only parents in the intergenerational group showed a significant increase in the sorting knowledge accuracy and normative beliefs. Subsequent qualitative analyses revealed that children would share with their parents how to sort their waste in real life, and remind them to take appropriate environmental actions. All parents reported they were influenced by their children. The qualitative analysis provides a different perspective on the findings. Our study sheds new light on the influences of innovative commitment-related interventions, providing experimental evidence that commitment strategies are effective in improving children's recycling knowledge and behavior. The results strongly supported the bidirectional theory of parent-child relationships, and demonstrated the effectiveness of the combined strategy of commitment and intergenerational learning on children's and families' knowledge and behavior change. This study provides a solid foundation for future research and offers constructive and useful solutions for promoting household sorting and recycling behavior. |
| 英文摘要 | 随着环境问题日益严峻，中国已成为世界上垃圾产生量最多的国家，如何促进垃圾减量和资源回收利用，成为诸多学科的研究重点。在心理学领域，承诺已被证实是改变个体亲环境行为的有效策略，被应用于多种环保领域。但以往研究指出，承诺策略难以大规模实施推广;其影响难以覆盖其他社会群体;在促进参与性的同时难以保证行为实施的准确性。有关承诺助推亲环境行为的研究主要集中于西方发达国家，鲜有中国本土的深度理论研究与实践探索。亦少有研究关注承诺在儿童群体乃至家庭中的效力，且以往研究经常低估儿童作为主动和有效推动者的潜力。根据亲子关系双向理论及有关代际学习的研究，儿童可以将他们的知识、态度和行为传递给父母。如何在中国本土环境下运用承诺策略和代际影响、助推亲环境行为，有待进一步探究。 本论文采用干预追踪研究，创新性的将承诺与教育活动、抄写和代际学习这三种干预策略结合，以弥补承诺本身的局限性及前人研究空白，揭示了承诺更好的干预效果。本研究聚焦于两个科学问题:承诺与基于承诺的联合干预措施能否对儿童回收知识和行为产生积极影响?能否对其家庭成员的分类知识和行为产生积极的代际影响?本论文探索承诺以及与三种策略相结合的创新方法，对儿童及家长知识和行为产生的短期和长期效果，为促进儿童及家庭的垃圾分类和回收行为，寻求切实可行且有效的方法。 此研究采用解释性序列混合设计，综合了定量与定性方法。研究在湖南省长沙市一所小学内开展，180对二年级学生((7至8岁)及其家长被分配到四种干预条件之一:签名承诺(签名组)、教育活动结合承诺(活动组)、教育活动结合抄写并承诺(抄写组)、教育活动结合抄写承诺且与家长分享(代际组)。定量研究分为三个阶段(共28周)，分别为基线期(11周)、干预期((6周)和干预后期(11周)。采用3(时间:基线期、干预期、干预后期;被试内)X4(干预条件:签名组、活动组、抄写组、代际组;被试间)混合因子设计。在研究中测量了儿童的承诺率、干预前后的回收知识准确性，并记录了全阶段的实际回收行为;同时测量了家长在干预前后的垃圾分类知识准确性、自我报告的分类回收行为以及规范信念。定性研究在干预后期结束约14个月后开展，对16名定量研究的参与者((8名儿童及其家长)单独电话采访，以探究承诺及基于承诺的联合干预的后续效果。 对儿童的追踪研究结果显示，在干预后，四个班级儿童的回收知识均比干预前有所提高。接受代际一承诺策略的代际组儿童有更高的承诺率。干预期的儿童总体回收行为显著高于基线期和干预后期。对家长的定量分析发现，自我报告的垃圾分类和回收行为在干预后显著增长，但只有代际组家长的垃圾分类知识准确性、规范信念在干预后显著提高。随后的定性分析显示，儿童会在实际生活中与父母分享如何垃圾分类，并提醒、督促他们采取适当的环保行动;所有家长都表示受到了孩子的影响。定性分析为本研究结果提供了不同的视角。 此研究揭示了与承诺相关的创新性联合干预措施对儿童及其家庭的影响，为承诺策略有效提高儿童回收知识和行为提供了实验证据。进一步验证了亲子关系双向影响理论，证明承诺与代际学习的联合策略对儿童和家庭回收知识和行为改变的良好效果，为此领域的未来研究奠定了坚实的基础，为促进家庭垃圾分类和回收行为提供了有建设性及长远性的解决方案。建议将“代际一承诺”策略在其他小学内推广应用，以进一步推动我国垃圾分类和回收工作的开展，加强下一代的环境教育与环保行动。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45131]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 邓晶喆. 承诺对家庭垃圾分类与回收行为的影响:一项干预追踪研究[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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