双重环境教育对大学生PM2.5减排行为的影响机制研究  

Influencing mechanisms of dual environmental educations on college students’ PM2.5 reduction behavior

作　　者：史海霞[1] 王善勇[2] 翟坤周 SHI Haixia;WANG Shanyong;ZHAI Kunzhou(School of Economics and Management,Southwest University of Science and Technology,Mianyang 621010;School of Management,University of Science and Technology of China,Hefei 230026;School of Marxism,Southwest University of Science and Technology,Mianyang 621010,China)

机构地区：[1]西南科技大学经济管理学院,绵阳621010 [2]中国科学技术大学管理学院,合肥230026 [3]西南科技大学马克思主义学院,绵阳621010

出　　处：《干旱区资源与环境》2020年第7期62-67,共6页Journal of Arid Land Resources and Environment

基　　金：国家社会科学基金项目(15CGL043)资助。

摘　　要：鼓励与引导大学生的PM2.5减排行为有助于打赢蓝天保卫战和生态文明建设。文中基于规范激活理论,通过问卷调查和结构方程模型,剖析双重环境教育和社会规范对大学生PM2.5减排行为的影响机制。结果表明:1)大学生的PM2.5减排意愿正向影响其实际行为。2)道德规范(内部因素)和主观规范(外部因素)均对大学生PM2.5减排意愿有正向直接影响,且主观规范正向影响道德规范。3)学校和家庭双重环境教育均促进大学生PM2.5减排意愿和行为,但影响机制有差异。前者通过增强大学生的环境后果和环境责任感,激发其道德规范和减排意愿。后者借助父母的主观规范和描述性规范两种形式影响大学生的主观规范和减排意愿。Encouraging college students’ PM2.5 reduction behavior is beneficial for ecological civilization construction. Based on norm activation theory, the research examines the mechanisms of environmental educations on college students’ PM2.5 reduction behavior through questionnaire survey and structural equation model. The results reveal that: 1) Students’ reduction intention positively affects their actual behavior. 2) Moral norm and subjective norm have positive impacts on the intention, and subjective norm also indirectly promotes it. 3) Both school and family environmental educations can enhance the intention, but with different mechanisms. The former aims to enhance intention through students’ awareness of consequence and ascription of responsibility, while the latter aims to affect it through their parents’ subjective norm and descriptive norm.

关 键 词：大学生PM2.5减排 环境教育 社会规范 结构方程 

分 类 号：X-4[环境科学与工程]