Children's responsible environmental behavior and its influential factors, a comparative study of Canadian and Taiwanese grade 5 children
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".