本文選題：大學(xué)生 + 環(huán)保責(zé)任心��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：環(huán)保責(zé)任心是個(gè)體維持人類(lèi)長(zhǎng)期可持續(xù)利用資源的一種社會(huì)責(zé)任心,而環(huán)保行為正是在該責(zé)任心的驅(qū)動(dòng)下而產(chǎn)生。本文以在校大學(xué)生為被試,通過(guò)實(shí)驗(yàn)法探討當(dāng)代大學(xué)生環(huán)保責(zé)任心與環(huán)保行為的關(guān)系。共包括三個(gè)字研究。研究一,選取四川師范大學(xué)2個(gè)班級(jí)的學(xué)生(有效被試分別為60人、50人),并根據(jù)環(huán)保責(zé)任心水平的不同,分為四個(gè)實(shí)驗(yàn)組,即A1(低環(huán)保激活組)、A2(高環(huán)保激活組)、B1(低環(huán)保未激活組)、B2(高環(huán)保未激活組)。采用2×2的實(shí)驗(yàn)設(shè)計(jì)考察兩方面的內(nèi)容,一是激活狀態(tài)不同對(duì)環(huán)保行為是否有顯著影響;二是探討在激活的情境下,環(huán)保責(zé)任心水平差異是否對(duì)環(huán)保行為有顯著影響。研究二,選取四個(gè)班級(jí)的學(xué)生,分為實(shí)驗(yàn)A組(有效被試41人,1次干預(yù))、實(shí)驗(yàn)B組(有效被試39人,2次干預(yù))、實(shí)驗(yàn)C組(有效被試40人,3次干預(yù))、實(shí)驗(yàn)D組(有效被試57人,對(duì)照組)。各實(shí)驗(yàn)組在干預(yù)前分別接受環(huán)保責(zé)任心的測(cè)量,并在干預(yù)一周后再次測(cè)量。本研究主要是考察干預(yù)活動(dòng)是否能提高大學(xué)生環(huán)保責(zé)任心及效果是否有不同。研究三,從A、B、C三個(gè)實(shí)驗(yàn)組中選取被試,對(duì)干預(yù)活動(dòng)一個(gè)月后的環(huán)保行為等情況進(jìn)行追蹤調(diào)查,驗(yàn)證研究二干預(yù)效果的持續(xù)性。本研究通過(guò)三個(gè)子研究,得出以下結(jié)論:(1)在激活環(huán)保責(zé)任心情境下,大學(xué)生的環(huán)保行為都會(huì)有顯著的提高。(2)僅在激活情境下,環(huán)保責(zé)任心會(huì)對(duì)環(huán)保行為產(chǎn)生明顯地影響。(3)環(huán)保責(zé)任心可以通過(guò)外部干預(yù)的手段得到提高。(4)干預(yù)活動(dòng)對(duì)環(huán)保責(zé)任心的影響并非是短暫的、即時(shí)性的。
[Abstract]:The responsibility of environmental protection is a kind of social responsibility to maintain the long-term sustainable utilization of human resources, and the environmental protection behavior is driven by the responsibility. This paper discusses the relationship between environmental protection responsibility and environmental behavior of contemporary college students by means of experiment. A total of three-word study. In the first study, two classes of students from Sichuan normal University were selected and divided into four experimental groups according to the different levels of responsibility for environmental protection. That is A _ 1 (low environmental protection activation group) (high environmental protection activation group) B1 (low environmental protection non-activated group) (high environmental protection not activated group). The experiment design of 2 脳 2 was used to investigate the two aspects, one is whether the different activation state has significant influence on the environmental protection behavior, the other is whether the difference of environmental responsibility level has significant influence on the environmental protection behavior under the situation of activation. In the second study, students in four classes were divided into two groups: group A (41 effective subjects with one intervention), group B (39 effective subjects with 2 interventions), group C (40 effective subjects with 3 interventions), group D (57 effective subjects). Control group. The environmental responsibility of each experimental group was measured before intervention and a week later. The purpose of this study is to investigate whether the intervention can improve the environmental responsibility of college students and whether the effect is different. In the third study, the subjects were selected from the three experimental groups, and the environmental protection behavior after one month of intervention was investigated to verify the sustainability of the second intervention. In this study, through three sub-studies, the following conclusions are drawn: (1) in the context of activating environmental responsibility, the environmental behavior of college students can be significantly improved. Environmental responsibility has obvious influence on environmental protection behavior.) Environmental responsibility can be improved by external intervention.) the effect of environmental responsibility on environmental responsibility is not transient and immediate.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：B848.4

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本文編號(hào)：1851245