比较科学背景对大学生环境观的影响

WORLD Pub Date : 2024-01-16 DOI:10.3390/world5010004
Eleftheria Fytopoulou, Evangelia Karasmanaki, G. Tsantopoulos
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摘要

创建一个具有环境意识的社会并非易事,需要了解是什么影响了环境观点的形成。同时,为了对环境保护做出贡献,不同教育背景的个人都需要具备环境意识,因为他们作为未来的专业人士所做的决定可能会影响环境。但问题是,目前还没有关于教育背景与环境观点之间关系的充分研究。为了弥补这一不足,本研究旨在调查科学背景是否会影响环境观点和态度。具体目标是研究科学背景是否影响大学生对环境问题的看法以及他们对解决环境问题的态度。为了实现这一目标,我们对两个学生群体进行了比较研究:学习环境专业的学生和学习古典专业的学生。研究结果表明,与环保专业学生相比,非环保专业学生不太愿意改变自己的生活习惯以保护环境,也不太愿意参与环保行动,而环保专业学生则明显愿意这样做。然而,这两个学生群体都不承认自己的个人环境责任。分类回归显示,学生的某些社会人口变量影响了他们改变习惯的意愿。不过,建议在今后的研究中对其他变量进行分析。这项研究的结果为改变非环境专业的课程设置和采取行动加强学生参与旨在提高环境意识的活动提供了支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparing the Effect of Scientific Background on University Students’ Environmental Views
Creating an environmentally aware society is not an easy task and requires knowledge about what affects the formation of environmental views. At the same time, to contribute to environmental protection, individuals with different educational backgrounds need to have environmental awareness, because their decisions as future professionals may affect the environment. The problem, however, is that there is not adequate research on the association between educational background and environmental views. To address this gap, the aim of this study is to investigate whether scientific background affects environmental views and attitudes. Specific objectives are to examine whether scientific background affects university students’ views on environmental issues as well as their attitudes towards the solution to environmental problems. To achieve this aim, a comparative study was performed on two student groups: students attending environmental studies and students attending classical studies. The results showed that non-environmental students were less willing to change their habits to protect the environment and to participate in environmental actions compared to environmental students who expressed a pronounced willingness to do so. However, both student groups did not acknowledge their personal environmental responsibility. Categorical regression revealed that students’ certain sociodemographic variables affected their willingness to change habits. However, other additional variables are recommended to be analyzed in future studies. The results from this study provide support for making changes in the curricula of non-environmental departments and for carrying out actions to reinforce the participation of students in initiatives aimed at raising environmental awareness.
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