Effects of Fishing Education Programs on Antecedents of Responsible Environmental Behavior

Abstract

The authors surveyed 619 participants in a national fishing education program (Hooked on Fishing-Not on Drugs) designed for youth in Grades 6-8. The survey of the youth assessed fishing and aquatic stewardship outcomes associated with different levels of program exposure (i.e., no program, programs without fishing, and programs with fishing). Youth who participated in programs that included experience-based fishing were more likely to report several desired fishing and stewardship outcomes. These data support the assumption that such programs are more likely to influence antecedents to environmentally responsible behavior than are programs without experience-based fishing.     

员工越轨行为的前因变量研究

文章通过对286名员工的问卷调查,探讨了影响员工越轨行为的因素。结果发现：知觉组织支持与员工越轨行为呈负向关系;心理契约破裂与员工越轨行为呈正向关系;组织认同与员工越轨行为的关系不显著。     

Role of Significant Life Experiences in Building Environmental Knowledge and Behavior Among Middle School Students

Significant life experience research suggests that the presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools.     

从生态旅游行为问题看生态旅游意识的培养

生态旅游是旅游业发展的大势所趋,生态旅游的大众化和大众旅游的生态化将成为旅游业发展的新趋势。旅游业主体的旅游行为对生态旅游的发展至关重要。旅游业主体的行为表现出与生态旅游不相适应的方面,游客破坏景区景观、政府的经济短视行为、旅游地居民的不欢迎态度等,这些给生态旅游带来不利的影响。要规范生态旅游行为,首先要关注生态旅游意识的培养,从构建生态旅游意识培养体系、拓展生态旅游意识培养途径等方面加强对旅游者、旅游从业人员、地方政府和旅游地社区居民的生态旅游意识培养,以形成良好的生态旅游习惯和行为,促进生态旅游的良性发展。     

居民消费行为的环境心理研究

不同类型的消费者,由于消费主体的差异、外在环境因素的影响和消费客体的影响这一系列因素都会导致居民产生不同的消费心理和消费行为。从环境心理学的角度分析、研究当前制约和影响居民消费行为的各大要素,对引导和鼓励居民消费、加快商品流通、更好地满足不同消费者对消费品的需求有着重要的意义。     

Understanding Cultural Differences in the Antecedents of Pro-Environmental Behavior: A Comparative Analysis of Business Students in the United States and Chile

We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.     

考核标准对大学生体育课选项行为的影响

针对考核标准对大学生选项行为的影响进行调查与分析．采用统计学及其他相关理论．建议制定科学、合理的反映大学生体质的选项课的考核标准，促进大学生树立终身体育的思想．     

Transforming Environmental Knowledge Into Behavior: The Mediating Role of Environmental Emotions

The present study was based on the premise that environmental knowledge can drive environmental behavior only if it arouses environmental emotions. Using a structural equations modeling approach, we tested the direct, as well as the indirect (mediated) effects of knowledge on behavior and assessed the mediating role of environmental emotions. We found that knowledge is an important but distal variable, whose significant effect is fully mediated by emotions. The high explanatory power and good fit indices of the model supported and validated the important role of emotions in the learning process.     

论公众环境意识与政府环境行为优化

公众环境意识是衡量一个国家或地区环境保护水平的重要标志之一。我国是世界上最大的发展中国家,面临着非常艰巨的环境保护任务,其公众的环境意识如何,公众参与情况如何,将决定中国环境保护的未来走向,也是中国政府及其地方政府制定有关政策法规的重要基础。     

Tracking the Environmental Information Explosion

Abstract

An undergraduate sample was asked to choose the best energy-related option for Canada to pursue in the short run (the next five years) and the long run (beyond the year 2000). Preferences for specific options, for “soft” versus “hard” energy paths and shifts in preferences from the short to the long run were strongly associated with environmental attitudes. “Ecocentrists” (the pro-environment group) favored the soft path (solar, conservation), while “technocentrists” (the less environmentally inclined) favored the hard path; especially nuclear. Recommendations are made concerning public information about conservation and the need for policy makers to canvas public attitudes.     

Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3-6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.     

Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales

Research Findings: Data that serve to establish the convergent and discriminant construct validity of a new behavior rating scale for use with the early childhood preschool population-the Preschool and Kindergarten Behavior Scales (PKBS)-are presented. The results of four different studies are presented wherein PKBS ratings of preschool or kindergarten age children were correlated with established comparison measures: the Social Skills Rating System, Mattson Evaluation of Social Skills with Youngsters, Conners Teacher Rating Scale, and School Social Behavior Scales. Correlations were in the desired directed for demonstrating convergent and discriminant construct validity of the PKBS. Practice Implications: The PKBS appears to adequately measure the constructs of social skills and both internalizing and externalizing problem behavior in early childhood. Although additional validation research for this instrument is needed, the PKBS appears to show promise as a research tool, screening device, and assessment instrument for assessing social-emotional behavior of children ages 3–6. Given the increasing importance of early detection of social-emotional problems as part of a comprehensive system of prevention and early intervention, future efforts at linking assessment tools to specific and effective intervention techniques appear to be a much needed and significant endeavor.     

环境教育实施与环境行为养成——以台湾某国小高年级学生为例

以自编的“环境行为问卷”为研究工具,以桃园某国小全体五、六年级学生为研究对象,以问卷调查法收集资料,再用t考验、单因子变异数、皮尔逊积差相关、多元回归做统计分析,研究结果均指出学童参与打扫行为的表现是正向且积极的,而打扫行为与环境行为间亦有很高的相关性,打扫行为与环境态度可决定学生环境行为的强弱指标．由此看出,学校环境教育方法与内容得当,会对环境行为的养成有极大帮助．     

国际化教育对大学生主动环境行为的影响研究

在国际化教育成为主流的背景下,高校对学生主动环境行为培养具有重要的作用。随着社会对国际化人才需求的日益提升,我国高校人才培养体系中尚缺乏环境意识与环境行为的相关教学环节,因此,本文旨在探索高等教育加入国际化因素后对大学生环境行为更深层次的影响。以能源类高校学生为样本,通过对环境行为理论的分析,确定大学生清洁能源意识及环境可持续发展意识、环境行为等相关因素,收集数据并建立相关模型,利用Spearman相关分析,检验模型的准确程度。基于此模型得出,国际化教育能够通过影响学生的清洁能源使用意识对其环境行为产生影响,进而提出通过提升国际化教育水平的方式,促进高校学生主动性环境行为的建议。     

个体环境保护行为的影响因素及干预方法

环境保护是当前的研究热点之一,环境心理学作为一门新兴的交叉学科,通过寻求个体环境保护行为的改善,为环境问题的解决开辟了新途径.文章对个体环境保护行为的影响因素及干预方法进行了详细阐述,并进一步分析了各种干预方法的优劣之处,以期能够为环境保护工作提供有价值的理论支持.     

中小学生受欺负与其社会行为、同伴关系之间的关系

利用张文新修订的Olweus欺负问卷、陈欣银等人修订的儿童社会行为量表、社会提名法等对827名中小学生进行测查,考察中小学生受欺负的状况,及与其行为表现、同伴关系之间关系.结果发现:(1)总体而言,中小学生受欺负的发生率比较高,且相当稳定;(2)中小学生受欺负与同伴接纳显著负相关,与同伴拒绝显著正相关,即儿童受欺负频次越高,其同伴接纳越少,同伴拒绝越多;(3)在中小学中,儿童的社会行为在儿童受欺负对同伴关系的影响中起部分中介作用.受欺负频次通过社会行为中的攻击行为和羞怯-退缩行为间接地影响同伴关系.     

初中生主要人际关系与社会行为、学业成绩的关系

对524名初中生的主要人际关系、社会行为和学业成绩进行问卷调查,旨在探讨学生主要人际问的关系及其对学校发展的影响.结果发现,学生主要的人际关系间联系不密切,师生关系对学生的学业成绩具有强的预测力,同伴关系对学生社会行为的影响最大.这表明学生人际关系是影响其社会行为和学业成绩的重要因素.     

持续性噪音与间歇性噪音对儿童行为的影响

基于巴克和赖特的生态心理学视角,本研究以某幼儿园中班儿童为研究对象,采用视频录像技术,客观记录儿童在持续性噪音和间歇性噪音两种不同性质噪音情境中的自由活动情况,在量化分析的基础上比较两种噪音对儿童行为不同方面产生的影响及其影响程度的差异.结果发现:与无外加噪音情境相比,持续性噪音和间歇性噪音对儿童选择活动区域、活动组织形式、活动参与状况、材料使用状况、合作性行为、言语行为以及与他人关系等均有不同程度的影响;在时间相同的条件下,持续性噪音对儿童行为的影响较间歇性噪音更为明显;不同性质的噪音能影响儿童行为的不同方面,持续性噪音更容易使儿童停止活动,而间歇性噪音更容易使儿童的活动发生转换;虽然在间歇性噪音的间歇期,儿童也处于"无外加噪音"的状态,但这种状态与无外加噪音情境是有本质区别的.     

大学生网络交往动机与网络行为特点关系研究综述

大学生已成为网络交往的主力军,网络深刻地影响着大学生的学习、生活及行为方式。本文试图通过对国内外有关大学生网络交往动机与网络行为特点及其关系的研究成果做一综述性的介绍,以期推动研究进展。     

论侵权行为的概念

关于侵权行为的概念,虽然很多书上均有定义,而且许多国家的法律对此也有明确的表述,但至今仍无统一的看法.本文采用概念法学、比较法学、历史法学和社会法学的方法,对侵权行为的概念进行了综合分析,目的在于提出一个比较科学的侵权行为的概念,并结合此问题谈谈对我国侵权行为法草案的认识.