| 其他摘要 | Currently, the mounting pressure of human activity on environmental resources has led to a proliferation of ecological issues. Many scholars have come to realize the impact of environmental degradation and the role of human factors in it, and research is increasingly focusing on the micro-level aspects of individuals. Among these, the increasing instability of the Earth's systems has a far greater impact on adolescents than on the older generation. Adolescents are considered a vital force for future environmental protection, and they are crucial in actively practicing pro-environmental behaviors. It is essential to ignite their environmental consciousness, assist them in developing environmental values, and ultimately foster pro-environmental behaviors for the realization of sustainable development. However, a review of the literature reveals that there is still a significant gap in the study of the influencing factors of pro-environmental behaviors among adolescents.
The Triadic Reciprocal Determinism posits that the environment, behavior, and individuals are interrelated, with each pair of elements exhibiting mutual interaction and determination. The social environment and family environment, as primary developmental settings for adolescents, have a significant influence on their behavior. Given that previous research has predominantly examined the pro-environmental behaviors of adolescents from either a social or family dimension, this study builds upon the foundation of the Triadic Reciprocal Determinism while integrating Cognitive Development Theory and Self-determination Theory. It innovatively considers external social and family environments, alongside intrinsic factors like environmental selfidentity and trait awe emotions. Employing the three-way interaction analysis method, the study constructs a moderated mediation model with the aim of unraveling the complex mechanisms behind the formation of pro-environmental behaviors in adolescents, enriching relevant theories, and providing guidance for practical applications.
The study utilized a Pro-Environmental Behavior Scale, a Social Norms Scale, a Authoritative Parenting Styles Scale, a Environmental Self-Identity Scale, and a Trait Awe Emotion Scale. A convenience sampling method was employed to select 865 middle school students from two schools in Guangdong Province for a questionnaire survey. Questionnaires with regular responses, clear inconsistencies, or missing answers were excluded. Additionally, questionnaires in which the primary caregiver was someone other than the parents were also excluded. In total, 743 valid questionnaires were retained, resulting in an effective response rate of 85.9%.
The results of the study indicate the following findings:
(1) Social norms positively predict adolescents' pro-environmental behavior.
(2)Environmental self-identity acts as a mediator between social norms and adolescent pro-environmental behavior.
(3)Authoritative parenting styles moderates the mediating role of environmental self-identity between social norms and adolescent pro-environmental behavior. That is, the higher the level of parental authoritative parenting style, the stronger the impact of social norms on environmental self-identity, consequently promoting adolescent pro environmental behavior.
(4)Trait awe moderates the interaction effect between authoritative parenting styles and social norms on the role of environmental self-identity, thus further promoting adolescents' pro-environmental behavior. Specifically, under high levels of trait awe, adolescents with higher levels of authoritative parenting styles experience the strongest positive influence of social norms on environmental self-identity, thereby enhancing adolescents' pro-environmental behavior. Conversely, under low levels of trait awe, adolescents with lower levels of authoritative parenting styles experience the weakest positive impact of social norms on environmental self-identity, impeding adolescent pro-environmental behavior.
This study provides a "from external to internal" perspective on the mechanisms of adolescents' pro-environmental behavior, based on family and social environments, and internal psychological factors. It also offers insights for future family education. To further clarify specific mechanisms, future research should complement with more evidence. |
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