Children's responsible environmental behavior and its influential factors, a comparative study of Canadian and Taiwanese grade 5 children
Notice bibliographique
Résumé
This research study explored the cultural influences on children's environmental performances, investigated the relationships of children's responsible environmental behaviors with environmental variables and demographic variables, and developed children's responsible environmental behavior (CREB) models to facilitate environmental educators' and teachers' design of more insightful and practical environmental curricula for children in certain cultural contexts. The cross-cultural comparative study was designed to utilize a large-group questionnaire survey with Canadian and Taiwanese Grade 5 children. English and Mandarin questionnaires developed with reasonable validity and reliability were used to collect data regarding children's environmental performances on behavior, attitudes, concern, emotional disposition toward the environment, knowledge, and situational factors causing children's irresponsible behavior. Useable data collected from 278 Grade 5 children from Victoria, Canada, and 483 Grade 5 children from Kaohsiung, Taiwan, were statistically analyzed. Descriptive statistics, t-tests, correlations, and multiple regression analyses were conducted to address the research questions. The results revealed more similarities than differences between Canadian and Taiwanese children. Television was the most popular source to obtain environmental information for Canadian and Taiwanese children. Canadian children had much more variety and frequency of participating in nature activities than Taiwanese children. Children's environmental performances were positive in both countries. Children's environmental scores revealed positive environmental behavior, positive attitudes toward the environment, high concern about the environmental problems, high emotional disposition toward current environmental situations, and moderate environmental knowledge. However, the main reasons for children to be irresponsible toward the environment were inconvenience and forgetfulness. Gender and nature experience were the two influential demographic variables on children's environmental performances. Girls or children with frequent nature experience in both countries have more positive environmental performances. The original CREB model included in this study did not fully reflect Canadian and Taiwanese children's data; therefore, alternative models for Canadian and Taiwanese CREB were developed. Affective variables (environmental concern and emotional disposition toward the environment) are more influential toward children's responsible environmental behavior than the cognitive variable (environmental knowledge) for children in both countries. The alternative Canadian CREB model was a single linear relationship among environmental variables, while the alternative Taiwanese CREB model was a multi-dimensional relationship among the environmental variables.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».