台灣地區國小四~六年級學童節能減碳飲食行為及其影響因素之探討

Abstract

本研究目的在瞭解台灣地區國小四~六年級學童節能減碳飲食知識、態度、主觀規範、自我效能、個人參與環保行動、家庭節能減碳飲食行動和節能減碳飲食行為現況，並探討影響節能減碳飲食行為之因素。本研究採問卷調查法，以分層叢集方式取樣，問卷內容包括背景資料、知識、態度、主觀規範、自我效能與行為等量表，以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關、階層式迴歸等進行分析，共計分析1448份學童問卷。研究結果發現：（1）學童節能減碳飲食知識、態度、主觀規範、自我效能、個人參與環保行動、家庭節能減碳飲食行動和節能減碳飲食行為方面表現尚可，且兩兩間呈現顯著正相關，其中主觀規範與自我效能相關性最高。（2）女學童在知識、態度、主觀規範、自我效能與行為等各量表得分均顯著高於男生；六年級學童在知識得分上顯著高於四、五年級學童，在主觀規範得分顯著低於其他年級，在自我效能得分上也低於四年級學童，但不同年級學童在態度與行為得分並無顯著差異；就讀於鄉鎮市區學校的學童在知識、自我效能、家庭飲食節能減碳行動和節能減碳飲食行為得分顯著低於就讀於直轄市和省轄市學校的學童；「中高及高」家庭社經程度的學童在知識、態度、主觀規範、個人參與環保行動、家庭飲食節能減碳行動和節能減碳飲食行為等量表得分均顯著高於「低及中低」社經程度的學童，但不同家庭社經程度的學童在自我效能得分並無顯著差異。整體而言，學童節能減碳飲食行為會受到家庭社經程度、態度、主觀規範、自我效能、個人參與環保行動、家庭飲食節能減碳行動等因素的影響。為提升學童節能減碳飲食行為可從學校、家庭與社會三方面著手，建議發展農園體驗、家長共同參與的課程、建立完整的網路平台等以增加學童參與節能減碳飲食的經驗與信心，進而促使學童建立節能減碳飲食行為。

The purpose of this study was to assess the knowledge, attitude, subjective norm, self-efficacy, behavior and their influential factors regarding energy saving eating among fourth- to sixth- grade elementary students in Taiwan. A cross-sectional study was carried out using stratified and cluster sampling. Questionnaires were administered to 1448 elementary students in fourth- to sixth-grade. The data analyzed in this study was processed for descriptive statistical analysis, independent sample t-test, Pearson correlation, and hierarchical regression analysis. The main findings of this study were as follows: (1) Most students showed positive knowledge, attitude, subjective norm, self-efficacy, behaviors regarding environmental protection and energy saving eating. All the above measurements were positively correlated. Among these variables, subjective norm and self-efficacy had the highest correlation. (2) The girls had better scores in the 5 measurements than did the boys. Sixth-grade students had better scores in knowledge, but scored lower in subjective norm and self-efficacy than did the fourth-grade or fifth-grade students. But the means of attitude and behavior did not significantly differ by grades. Students who studied in suburban scored lower in knowledge, self-efficacy, behaviors regarding environmental protection and energy saving eating. Students who were from high or middle-high socio-economic status families scored higher in all the measurements except self-efficacy which did not differ by family socio-economic status. In conclusion, students’ attitude, subjective norm, self-efficacy, and behaviors regarding environmental protection determine the energy saving eating behaviors of students. These findings suggest that parents, school and government should cooperate to develop practical experience activities and courses which parents can participate with students to improve their energy saving eating behaviors.