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作 者:骆培聪[1] 赵雪祥 唐艺烜 王镇宁 郑佳玲 LUO Pei-cong;ZHAO Xue-xiang;TANG Yi-xuan;WANG Zhen-ning;ZHENG Jia-ling(College of Tourism,Fujian Normal University,Fuzhou 350117,China)
出 处:《重庆工商大学学报(社会科学版)》2023年第4期117-126,共10页Journal of Chongqing Technology and Business University:Social Science Edition
摘 要:基于SOR理论、社会认知理论和环境责任行为的利他主义和集体行动属性,构建了一个有调节的中介模型。采用抽样调查法获取福州市鼓山风景区游客的数据,运用Amos21.0和SPSS23.0对数据进行实证检验。研究发现:环境教育感知对自然共情和环境责任行为具有显著的正向影响;自然共情在环境教育感知对环境责任行为的影响中起到部分中介作用;人际信任正向调节自然共情和环境责任行为之间的关系;游客的人际信任水平越高,自然共情在环境教育感知与环境责任行为之间的中介作用就越强。研究结论认为景区管理方可以通过优化解说方式、完善教育内容、实施体验性强的教育项目来增强游客教育感知,进而激发游客实施环境责任行为;景区通过营造各方共同保护环境的良好氛围,提高游客人际信任水平,促使游客自发实施环境责任行为。Based on SOR theory,social cognition theory,and altruism and collective action attributes of environmental responsibility behavior,this paper constructs a moderate mediating model.Through the sampling data of tourists from the Gushan Mountain Scenic Area in Fuzhou,the data were tested by Amos21.0 and SPSS23.0.The study found that:environmental education perception has a significant positive impact on empathy with nature and environmental responsibility behavior;empathy with nature plays a part in mediating the influence of environmental education perception on environmental responsibility behavior;interpersonal trust positively regulates the relationship between empathy with nature and environmental responsibility behavior;the higher the level of interpersonal trust of tourists,the stronger the mediating role of empathy with nature between environmental education perception and environmental responsibility behavior.The study concludes that the management of the scenic areas can enhance tourists’educational perceptions by optimizing the interpretation,improving the educational content,and implementing experiential educational programs to motivate them to implement environmentally responsible behaviors;the scenic area can improve tourists’interpersonal trust by creating a good atmosphere for all parties to protect the environment,which will lead to tourists’spontaneous implementation of environmentally responsible behaviors.
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