公众参与自然教育的影响因素及作用机制——基于扩展的TPB-NAM复合模型  

Contributory Factors and Acting Mechanism Behind Public Participation in Nature Education:Based on Extended TPB-NAM Composite Model

作　　者：杨文静 钱皓月 石玲[1] Yang Wenjing;Qian Haoyue;Shi Ling(School of Landscape Architecture,Beijing Forestry University,Beijing 100083,China)

机构地区：[1]北京林业大学园林学院,北京100083

出　　处：《中国城市林业》2023年第4期114-119,共6页Journal of Chinese Urban Forestry

基　　金：国家重点研发计划(2019YFD11004032);北京市高等教育学会2022年立项课题(MS2022082)。

摘　　要：自然教育是公众参与式教育,是从生态认知和自然审美重构的角度培养“自然万物同生共运”环境的伦理观念,引导公众参与自然保护事业和生态文明建设。公众参与自然教育具有亲环境行为的典型特质,受情感等主观因素和客观环境因素的多重驱动,理解其作用机制是实现多元参与自然教育的必要前提。文章引入情感因素和客观环境条件,构建融合TPB和NAM核心变量的综合结构方程模型,对公众参与自然教育行为意愿的多重影响因素及其作用机制进行研究。结果表明:1)认知态度、主观规范、知觉行为控制正向影响行为意愿,表现出亲自然特质的个体能够更好地认知自然教育;2)主观规范、知觉行为控制在认知态度向行为意愿转化的过程中起到中介作用,来自个人层面、群体层面和社会层面的整合信息会调整自我认知倾向;3)客观环境条件对知觉行为控制与行为意愿的关系起到负向调节作用;4)各因素对不同参与层次的行为意愿的影响强度存在差异。Nature education is a participatory education which cultivates the environmental ethics of"all things in nature live together"from the perspective of ecological cognition and natural aesthetic reconstruction,and guides the public to participate in nature conservation and ecological civilization development.With the typical characteristics of pro-environmental behaviors,public participation in nature education is driven by multiple subjective factors such as emotions and objective environmental factors.Understanding its mechanism of action is thus a prerequisite to achieving multiple participation in nature education.This study introduces emotional factors and objective environmental conditions to construct a comprehensive structural equation model by integrating the core variables of TPB and NAM for investigating the multiple influence factors to public willingness to participate in nature education and their mechanisms of action.The results show that:1)Cognitive attitudes,subjective norms,and perceived behavioral control positively influence behavioral intentions,and individuals who exhibit pro-nature traits are better able to perceive nature education;2)Subjective norms and perceived behavioral control play a mediating role in the process of converting cognitive attitudes to behavioral intentions,and the integrated information from individual level,group level,and social level would adjust self-perception tendencies;3)Objective environmental conditions negatively moderate the relationship between perceived behavior control and behavior intention;and 4)The influences of each factor on behavioral willingness are different in the intensity at different levels of participation.

关 键 词：自然教育 公众参与 TPB-NAM结构方程模型 

分 类 号：G521[文化科学—教育学]