大專校院學生節能減碳行為意圖及其影響因素之研究─計畫行為理論之應用

Abstract

本研究利用計畫行為理論模式作為理論基礎，透過文獻分析，建立大專校院學生節能減碳行為意圖模式，探討大專校院學生的利社會行為、知識、價值、主觀規範、知覺行為控制及態度對於節能減碳行為意圖的影響，以及不同性別、年級及學門的大專校院學生，其節能減碳行為意圖的差異。本研究採用自編之「大專校院學生節能減碳行為意圖問卷」進行施測，共取得有效樣本800份。所得資料以描述性統計、模式適配度考驗、複迴歸分析、積差相關、徑路分析、Sobel考驗公式、單因子多變量變異數分析進行考驗。 研究結果顯示大專校院學生節能減碳行為意圖模式整體模型契合度良好，影響大專校院學生節能減碳行為意圖的因素獲致六點結論：（1）價值、主觀規範、知覺行為控制及態度變項對節能減碳行為意圖有正相關；（2）知覺行為控制對節能減碳行為意圖的影響最大；（3）節能減碳態度扮演著重要的中介角色，維持主觀規範及知覺行為控制並引導節能減碳行為意圖；（4）節能減碳知識之影響效果有限；（5）利社會行為能提升節能減碳的態度，進而加強節能減碳行為意圖；（6）大專校院學生對節能減碳的結果評價越正面，但是個人呈現出對節能減碳主動參與或討論的喜好卻越低。 不同背景變項的大專校院學生節能減碳行為意圖之差異，獲致三點結論：（1）女生在主觀規範與知覺行為控制高於男生；男生在知識及態度高於女生；（2）四年級與二年級學生在知識部分高於三年級學生；四年級學生在知覺行為控制部分高於二年級學生；（3）工程、製造及營造領域以及教育領域在知識部分高於社會科學、商業及法律領域；社會科學、商業及法律領域以及科學領域在價值部分高於工程、製造及營造領域；社會科學、商業及法律領域、科學領域以及教育領域在知覺行為控制部分高於醫藥衛生及社福領域；科學領域在行為意圖部分高於醫藥衛生及社福領域。 本研究依據研究結論，分別針對教育行政機關提出三點建議，針對學校提出五點建議，針對後續研究者提出五點建議，以作為推動節能減碳教育之參考。The aim of this study is the discussion of how environmental knowledge, value, subjective norm, perceived behavior control, attitude, and prosocial behavior affect the intention of energy saving and carbon reduction behaviors. It also attempted to analyze the difference in students’ behavioral intention in terms of different backgrounds. The proposed extension variables were based on the theory of planned behavior (TPB) and related literature. This study implemented a survey with an edited version of the “Questionnaire on the Energy Saving and Carbon Reduction Behavioral Intention of Post-secondary School Students” was conducted and obtained a sample of 800 valid samples participants. The obtained data were analyzed with using descriptive statistics, structural equation modeling, multiple regression analysis, Pearson correlation, path analysis, and multivariate analysis of variance. The results indicate that the model possessed an ideal goodness of fit. The six conclusions are as follows: (1) Value, subjective norm, perceived behavior control, and attitude, these variables were directly or indirectly correlated with behavior intentions. (2) the higher the perceived behavioral control is of an individual, the stronger his or her behavioral intentions; (3) the higher the subjective norm and perceived behavioral control are the more positive an individual’s attitude will have, and the stronger his or her behavioral intentions; (4) being more profound knowledge able about behaviors does not necessarily lead to a more positive attitude; (5) prosocial behavior can improve the attitudes, thereby enhancing their behavior intentions; (6) students consider that energy savings and carbon reduction are important issues; however, they are not willing to participate in relevant activities. Three differences in behavior intention among students with different background variables are as follows: (1) With regard to subjective norm and perceived behavior control, female students exhibited superior performance compared to male students, whereas male students performed better with respect to knowledge and attitude; (2) senior and sophomore students possessed superior cognitions regarding knowledge than that of junior students, and senior students excelled sophomores with respect to perceived behavior control; (3) the students of engineering, manufacturing, construction and education field possessed superior cognitions regarding knowledge than the students of social sciences, business and law field, the students of social sciences, business, law and science field excelled engineering, manufacturing and construction field with respect to values, the students of social sciences, business, law, science and education field excelled health and welfare field with respect to perceived behavior control, the students of science field excelled health and welfare field with respect to behavior intentions. Based on the findings, three suggestions were provided for the administration, five suggestions were provided for school. Finally, for those researchers who would be interested in this field, five recommendations were proposed for reference.