A path analysis to explore the variation between the general public and the formal environmental-education trainees in their personality and environmental behavior intentions from the Big Five Personality Traits

• Main Authors: Chiang, Yi-Te, 江懿德
• Other Authors: Fang, Wei-Ta
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/11242112689815630726

碩士 === 國立臺灣師範大學 === 環境教育研究所 === 103 === Formal environmental education in Taiwan has been implemented for over 20 years, we cannot confirm the persons who own environmental literacy (i.e., knowledge, attitudes and behavior changes) in that possess environmental values and environmental care from personality traits. In human society, the old environmental problems should be solved, but new environmental problems still abound. People habitually uses outmoded ideas and values to shape their thinking as well as to solve environmental problems. Therefore, we should delve into the fields of environmental education in order to establish a more in-depth values, and a sense of responsibility for an environmental friendly behaviors. For the construction of Taiwan's formal environmental education and research system, I used some approaches of environmental psychology by the Model of Responsible Environmental Behavior, REB), combined with the Big Five personality traits to explore the persons who have been accepted formal environmental education research trainings. I also compared them with that of the general public in differences based on their personality between knowledge, attitudes and behavior. This study has been focused on the following causal relationship to explore: (a) the personality traits of educators from formal environmental education research and training systems; (b) the learning path of personality traits; and (c) the difference of personality traits between formal persons and environmental educators. The final results demonstrated that who received formal environmental education training, were significantly higher than those of the general public in the traits of agreeablenes, emotional stability, and openness to experience; and significantly lower than that of the general public in the trait of conscientiousness. The 18 paths of directly or indirectly affected attitudes, locus of control, responsibility, as well as behavioral intention from Big Five personality traits have been verified, too.This study proposed policy solutions to address environmental education and research training system based on various personality traits by the trainer. The learning paths should be deeply understand how to improve teaching and research in this system.