環境問題在現今是一個備受關注的議題，因此環境教育開始受到重視。在過去的研究中常以教育者的角度，探究有關環境或環境教育的信念、觀點、態度等不同面向的研究，但從學習者的角度探討有關環境教育學習的相關信念和觀點較為稀少，且大部分的研究多從環境素養，例如環境認知、態度、行為等面向探究。曾有學者提到教育者重視學生學習概念的結果，特別是高等教育。因此本研究將探究台灣大學生環境教育概念、環境態度與親環境行為之相關性。目的為了解台灣大學生在環境教育學習經驗歷程中所持的觀點與其環境態度與行為的關係。本研究對象為台灣大學生，研究主要分為兩個階段：第一階段以現象圖學法探究大學生環境教育概念，樣本來自36位分佈於台灣各地的大學生；第二階段為研究問卷發展與量化分析，根據階段一的結果發展大學生環境教育概念問卷，並結合環境態度與親環境行為兩份問卷進行研究，有效樣本來自464位台灣南部的大學生。最後將收集的問卷資料，以探索性因素分析及驗證性因素分析檢驗信效度，並以多元線性迴歸及皮爾森相關進行相關分析。
本研究主要發現包括：（一）學生所持的環境教育概念共包含五個概念，分別為「接收資訊」、「教導與傳播」、「認識與理解」、「覺察與反思」以及「解決問題與行動」；（二）高年級會比低年級學生持高階環境教育概念的機會更高；（三）非理工學院的學生比理工學院的學生在態度「主觀規範」和親環境行為「交通選擇」的分數更高；（四）高階環境教育概念與環境態度呈正相關；（五）環境教育概念的「解決問題」可正向預測其環境態度，而環境態度的「主觀規範」可正向預測親環境行為；（六）環境教育概念「解決問題」與環境態度「主觀規範」可正向預測親環境行為的「交通選擇」。

This study aims to explore the relations among undergraduates’ conceptions of environmental education, environmental attitude and pro-environmental behavior in Taiwan. The research is divided in two parts. (1) This study explored the undergraduates’ conceptions of environmental education through the phenomenographic method and developed the “undergraduates’ conceptions of environmental education interview questionnaire” to interview the participant one by one. And, 40 undergraduates’ who came from different area and schools in Taiwan participated the qualitative interview. Finally, the study used the phenomenographic method to analysis the collected data. (2) This study also developed three questionnaires about the environmental education, each as “undergraduates’ conceptions of environmental education questionnaire”, “environmental attitude questionnaire”, and “pro-environmental behavior questionnaire”. The participated were 464 southern undergraduates’ in Taiwan in the survey study. Both the exploratory factor analysis and confirmatory factor analysis were used in this study to examine the factor structure, validity, and reliability of three questionnaires. And then, the multiple regression analysis was used to predict the relationship among undergraduates’ conceptions of environmental education, environmental attitude, and pro-environmental behavior. This study main findings were summarized in the following: (1) The phenomenographic analysis identified five categories of undergraduates’ conceptions of environmental education, including ‘’Receiving information’’, ‘’Disseminating and communicating’’, ‘’Understanding’’, ‘’Awareness and reflect thinking’’, ‘’Solving the environmental problems and acting’’. (2) Senior grades’ undergraduates have higher score to have higher level conceptions of environmental education then lower grades’. (3) Non-technical colleges’ undergraduates have higher score on ‘’Subjective norm’’ and ‘’Transport actions’’ then technical colleges’. (4) The factors in the higher level of conceptions of environmental education were positively related to the factors of environmental attitude. (5) The factor ‘’Solving problems”could positively predict all factors in environmental attitude. And the factor ‘’Subjective norm’’ could positively predict all factors in pro-environmental behavior. (6) The factor ‘’Solving problems’’ and the factor ‘’Subjective norm’’ could positively predict the factor ‘’Transport actions’’ in pro-environmental behavior.

目錄
論文審定書 i
誌謝 ii
中文摘要 iii
ABSTRACT iv
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 名詞釋義 5
第二章 文獻分析 7
第一節 環境教育 7
第二節 大學生環境教育概念 12
第三節 環境態度 16
第四節 親環境行為 20
第五節 探討大學生環境教育概念、環境態度與親環境行為之關係 22
第三章 研究方法 25
第一節 研究流程 25
第二節 研究樣本 28
第三節 研究工具 30
第四節 分析方法 35
第四章 研究結果 39
第一節 大學生環境教育概念現象圖學分析 39
第二節 研究樣本背景資料分析 46
第三節 大學生環境教育概念、環境態度與親環境行為問卷之因素分析 47
第四節 大學生環境教育概念、環境態度與親環境行為問卷之差異分析 56
第五節 大學生環境教育概念、環境態度及親環境行為問卷之相關分析 62
第六節 大學生環境教育概念、環境態度及親環境行為問卷之迴歸分析 65
第五章 討論 68
第一節 大學生環境教育概念問卷發展與結論 68
第二節 大學生環境教育概念、環境態度與親環境行為問卷之差異情形 70
第三節 大學生環境教育概念、環境態度與親環境行為問卷之相關情形 73
第四節 大學生環境教育概念、環境態度與親環境行為問卷之迴歸關係 75
第六章 結論與建議 78
第一節 結論 78
第二節 建議 81
參考文獻 82
一、 中文部分 82
二、 英文部分 83
附錄 92
附錄一 臺灣大學生環境教育概念晤談稿 92
附錄二 大學生環境教育綜合問卷 93



表次
表2-1環境態度架構統整表 17
表3-1研究內容介紹 26
表3-2階段一樣本學院類群分佈 29
表3-3階段二樣本學院類群分佈 29
表3-4環境教育概念雙向細目表 31
表3-5環境態度雙向細目表 32
表3-6親環境行為雙向細目表 34
表3-7第一部分分析方法流程表 35
表4-1受訪大學生所持環境教育概念類型人數統計表 44
表4-2受訪大學生所持環境教育概念之階層人數統計表 45
表4-3問卷結果-各背景變項之比例分配表 46
表4-4探索性因素分析與信度考驗-環境教育概念 48
表4-5驗證性因素分析與信度考驗-環境教育概念 49
表4-6探索性因素分析與信度考驗-環境態度 51
表4-7驗證性因素分析與信度考驗-環境態度 52
表4-8探索性因素分析與信度考驗-親環境行為 54
表4-9驗證性因素分析與信度考驗-親環境行為 55
表4-10大學生環境教育概念之性別差異分析 56
表4-11環境態度之性別差異分析 57
表4-12親環境行為之性別差異分析 57
表4-13大學生環境教育概念之學院類別差異分析 58
表4-14環境態度之學院類別差異分析 59
表4-15親環境行為之學院類別差異分析 59
表4-16大學生環境教育概念之年級分群差異分析 60
表4-17環境態度之年級分群差異分析 61
表4-18親環境行為之年級分群差異分析 61
表4-19大學生環境教育概念與環境態度之關係比較 62
表4-20大學生環境教育概念與親環境行為之關係比較 63
表4-21環境態度與親環境行為之關係比較 64
表4-22多元線性迴歸分析-大學生環境教育概念預測環境態度 66
表4-23多元線性迴歸分析-大學生環境教育概念和環境態度預測親環境行為 67
表5-1背景變項與大學生環境教育概念、環境態度與親環境行為之差異情形 71
表5-2大學生環境教育概念、環境態度和親環境行為之相關情形 73
表5-3環境態度與親環境行為之相關情形 74
表5-4大學生環境教育概念對環境態度之迴歸分析情形 75
表5-5大學生環境教育概念與環境態度對親環境行為之迴歸分析情形 77


圖次
圖2-1計畫行為理論與親環境行為之關係圖 22
圖2-2研究架構理論圖 24
圖3-1研究流程圖 27
圖3-2隨機樣本分類流程圖 36
圖3-3多元線性迴歸分析圖 38
圖4-1環境教育概念與環境教育目標之階層分析對照圖 43

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