气候变化科普活动对青少年碳中和教育支持态度及参与意愿的影响
文献类型：学位论文
| 作者 | 张佳奇 |
| 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 | 孙彦 |
| 关键词 | 气候变化知识 碳中和教育 环境责任感 中介效应 |
| 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 Imbact of Climate Change Science Pobularization Activities on Teenagers' Attitude to Carbon neutral Education Support and Willingness to Participate |
| 中文摘要 | Since China proposes that C02 emissions should reach the peak by 2030 and strive to achieve carbon neutrality by 2060, there is an urgent need to raise public awareness of carbon neutrality and promote low-carbon behavior through education. However, China's carbon neutral legislation is still in its infancy, and the public's understanding of the concept, knowledge, skills and policies related to carbon neutrality is still relatively limited, resulting in insufficient participation of individuals in low-carbon behaviors. Environmental education can increase the sense of environmental responsibility. The responsible environmental behavior model (REB) was first proposed by Hines in 1987, which concluded that responsible civic behavior can be cultivated in environmental education. Environmental responsibility can increase environmental friendly behavior, and personal environmental responsibility is an important internal driving variable of environmental friendly behavior. Environmental education can also effectively improve individuals' attitudes towards public environmental policies and their willingness to participate in environmental protection. Among them, climate change science popularization activities are effective measures to increase people's interest and enthusiasm for specific education projects. Adults tend to have more stable behavior patterns, consumption habits and value orientations. In contrast, adolescents are more likely to be guided and intervened. As for the implementation status of carbon neutrality in China, teenagers have a relatively negative attitude towards carbon neutrality curriculum and lack the willingness to participate. Knowledge publicity and education is an effective strategy to promote educational activities. The publicity and education of environmental knowledge can improve the willingness of young people to participate in environmental knowledge and stimulate their interest in spreading green ideas. Objective: To analyze the impact of climate change science popularization activities (such as manuscripts, old objects donation, science exhibition, science lectures) on carbon neutral education for young people, their willingness to participate in courses, and expected class hours, and consider whether participation in various activities will have cumulative effects, and verify the intermediary mechanism of environmental responsibility, so as to provide an important basis for decision-making of relevant departments. Result: 1 .In study 1，this study used the questionnaire method to collect data by using paper questionnaires，and conducted a carbon neutral knowledge and practice questionnaire survey among adolescents in different schools in Beijing. A total of 3005 questionnaires were distributed in the pre-test, and 2834 valid questionnaires were recovered. Through the questionnaire, we learned about the actual situation of teenagers' participation in climate change science popularization activities, their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. (1) Four kinds of climate change science popularization activities can improve the support attitude and participation willingness of young people in carbon neutral education. Science popularization exhibitions and lectures have no direct impact on the expected class hours. (2) It is worth mentioning that the manual newspaper making activity has the best effect in the expected class hours. Whether in terms of carbon neutral education support attitude or curriculum participation willingness, science popularization exhibition activities are the most effective. (3) Climate change science popularization activities promote the sense of environmental responsibility. Except that popular science exhibitions and lectures have no direct impact on the expected class hours of carbon neutral education participating in four activities respectively has a direct role in promoting the support attitude, participation willingness and expected class hours of carbon neutral education, in which the sense of environmental responsibility also plays a mediating role, and explores the potential psychological mechanism of the impact of climate change popular science activities on the support attitude and willingness of young people to participate in carbon neutral education. (4) Participating in various climate change science popularization activities will have a better effect on promoting carbon neutral education support attitude, participation willingness and expected class hours. 2. In the second study, a follow-up study was conducted half a year later. A total of 764 questionnaires were distributed in the post test, and 712 valid questionnaires were recovered. Through the questionnaire, we will learn about the comparison between half a year later and the pre-test of teenagers' participation in climate change science popularization activities, including their support attitude towards carbon neutral education, their willingness to participate and their expected class hours for carbon neutral courses. To explore the inter temporal impact of four climate change science popularization activities. (1) In addition to the donation of old things, participating in the other three activities respectively positively and significantly predicted the carbon neutral education support attitude, the willingness to participate in carbon neutral courses, and the expected class hours of carbon neutral courses through the sense of environmental responsibility. (2) Participation in science popularization exhibitions and lectures also directly and significantly affects the carbon neutral education support attitude and the willingness to participate in carbon neutral courses; The manual newspaper production activity can directly and significantly affect the carbon neutral education support attitude. (3) Participation in various activities can directly promote the carbon neutral education support attitude and the willingness to participate in carbon neutral courses. Conclusion: The conclusions of this study are as follows: (1) Climate change science popularization activities can promote young people's carbon neutral education support attitude, willingness to participate in carbon neutral courses, and expected class hours. (2) Environmental responsibility plays a mediating role in climate change science popularization activities to promote young people's carbon neutral education support attitude, participation willingness of carbon neutral courses, and expected class hours. (3) Popular science exhibitions and lectures in climate change science popularization activities can directly promote youth's carbon neutral education support attitude and participation willingness. (4) Participation in a variety of activities has a cumulative effect, which can promote youth's carbon neutral education support attitude, carbon neutral curriculum participation willingness, and expected class hours. This research has proved the theoretical mechanism that climate change science popularization activities affect carbon neutral education support attitude and participation willingness. At the same time, horizontal and vertical studies have been done to enrich the research results, and vertical studies can obtain more stable prediction results. Our research results are expected to provide reference for the extensive practice of carbon neutral education for young people, and provide profound inspiration for improving the public's attitude and willingness to achieve carbon neutral goals. |
| 英文摘要 | 由于中国提出C02排放力争于2030年前达到峰值，努力争取2060年前实现碳中和，因此，迫切需要通过教育来提高公众对碳中和的认识，促进低碳行为。然而，中国的碳中和相关立法仍处于起步阶段，公众对碳普惠的概念、知识、技能以及与碳中和相关的政策的理解仍然相对有限，导致个人参与低碳行为不足。 环境教育可以增加环境责任感，负责任的环境行为模型(REB)最早由Hines于1987年提出，得出负责任公民行为可以在环境教育中培养出来。环境责任感可以增加亲环境行为，个人环境责任感是环境友好行为的重要内部驱动变量。环境教育还可以有效地改善个人对公共环境政策的态度，以及个人参与环保行为的意愿。其中，气候变化科普活动是提高人们对特定教育项目兴趣和热情的有效措施。成年人往往有更稳定的行为模式、消费习惯和价值取向，相比之下，青少年更容易受到引导和干预。对于中国碳中和的实施现状，青少年对碳中和课程的支持态度相对消极，缺乏参与意愿。知识宣传教育是促进教育活动的有效策略。环境知识的宣传和教育可以提高青少年参与环境知识的意愿，激发他们传播绿色理念的兴趣。 目的: 分析气候变化科普活动(如手抄报制作、旧物捐赠、科普展览、科普讲座)对青少年碳中和教育的支持态度及课程参与意愿、预期开设课时的影响，态度是考察对碳中和教育的支持程度，课程参与意愿是考察开设了课程是否愿意参与，预期开设课时是行为意愿更深一层，考察在开设碳中和课程的基础上，是否希望多开。同时考虑参与多种活动是否会有累积效应，并验证环境责任感的中介机制，以期为相关部门决策的制定提供重要的依据。 结果: 1、研究一，本研究采用问卷法，使用纸质问卷收集数据，在北京市的不同学校初一、二年级学生群体中进行青少年碳中和知行问卷调查，前测共发放问卷3005份，回收有效问卷2834份。通过问卷了解青少年参加气候变化科普活动的实际情况，对碳中和教育的支持态度、参与意愿及对碳中和课程的预期课时。(1)四种气候变化科普活动均可以提高青少年的碳中和教育的支持态度和参与意愿，科普展览和科普讲座对预期开设课时没有直接影响。(2)值得一提的是，手抄报制作活动在预期开设课时方面效果最好。无论在碳中和教育支持态度还是课程参与意愿方面，科普展览活动都是最有效果的。(3)气候变化科普活动对环境责任感有促进作用。除科普展览、科普讲座对碳中和预期课时没有直接影响外，分别参与四种活动，都对碳中和教育支持态度、参与意愿及预期开设课时有直接促进作用，其中环境责任感也起到了中介作用，探索出了气候变化科普活动对青少年参与碳中和教育的支持态度及意愿影响的潜在心理机制。(4)参加多种气候变化科普活动对促进碳中和教育支持态度、参与意愿及预期开设课时会有更好的效果。 2、研究二，进行半年后的追踪研究，后测共发放问卷764份，回收有效问卷712份。通过问卷了解青少年参加气候变化科普活动半年后和前测的对比，包括青少年对碳中和教育的支持态度、参与意愿及对碳中和课程的预期课时。探讨四项气候变化科普活动的跨期影响。C1)除了旧物捐赠活动，分别参与其余三个活动都通过环境责任感正向显著预测碳中和教育支持态度，碳中和课程参与意愿，碳中和课程预期开设课时。C2)参与科普展览活动和科普讲座活动还直接正向显著影响碳中和教育支持态度，碳中和课程参与意愿;手抄报制作活动可以直接正向显著影响碳中和教育支持态度。(3)参与多种活动可以直接促进碳中和教育支持态度，碳中和课程参与意愿。 结论: 本研究得出的结论如下:(1)气候变化科普活动可以促进青少年的碳中和教育支持态度及碳中和课程参与意愿、预期开设课时。(2)环境责任感在气候变化科普活动促进青少年碳中和教育支持态度及碳中和课程参与意愿、预期开设课时的影响中起中介作用。(3)气候变化科普活动中科普展览活动和科普讲座活动可以直接跨期促进青少年的碳中和教育支持态度及参与意愿。(4)参加多种活动有累积效应，可以促进青少年的碳中和教育支持态度碳中和课程参与意愿、预期开设课时。本探究探明了气候变化科普活动影响碳中和教育支持态度及参与意愿的理论机制。同时做了横断研究和纵向研究，丰富了研究结果，纵向研究能够得到更稳定的预测结果。我们的研究结果有望为青少年碳中和教育的广泛实践提供参考，为改善公众实现碳中和目标的态度和意愿提供了深刻的启示。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/46666]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 张佳奇. 气候变化科普活动对青少年碳中和教育支持态度及参与意愿的影响[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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