بررسی روابط ساختاری میان مولفه‌های سواد محیط‌زیستی با فعالیت محیط‌زیستی دانشجویان (مورد مطالعه): دانشگاه شهید باهنر کرمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد برنامه‌ریزی درسی، دانشگاه شهید باهنر کرمان، کرمان، ایران

2 دانشیار گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

3 استادیار گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

10.22034/eiap.2022.158580

چکیده

هدف پژوهش حاضر بررسی روابط میان مولفه‌های چهار‌گانه سواد محیط‌زیستی (دانش، نگرش، نگرانی، مسئولیت) با فعالیت محیط‌زیستی دانشجویان، در چارچوب یک مدل معادله ساختاری بود. جامعة آماری همه دانشجویان کارشناسی و کارشناسی ارشد دانشگاه شهید باهنر کرمان در سال تحصیلی 97-96 بودند (11692 نفر) که از این میان 375 نفر به‌عنوان نمونه انتخاب شدند. ابزار پژوهش، پرسشنامه سواد محیط‌زیستی دانشجویان (اقتباس از تکسوز و همکاران، 2012) بود. پایایی ابزار با استفاده از روش همسانی درونی تایید و ضریب آلفای کرونباخ 89/0 محاسبه شد. جهت بررسی روایی سازه ابزار نیز از تحلیل عاملی تاییدی(1) استفاده شد. به ‌منظور تجزیه و تحلیل داده‌‌ها، روش مدل‌سازی معادله ساختاری(2) در نرم‌افزار مدل‌سازی لیزرل نسخه 8.8 استفاده شد. نتایج نشان داد که مدل ارایه‌شده به‌خوبی با داده‌ها مطابقت داشته و تبیین کننده مناسب روابط ساختاری بین متغیرها است. بر اساس این نتایج، رابطة مستقیم، مثبت و معناداری بین دانش و نگرانی محیط‌زیستی، دانش و مسئولیت محیط‌زیستی، نگرانی و نگرش محیط‌زیستی، نگرش و مسئولیت محیط‌زیستی، دانش و فعالیت محیط‌زیستی، نگرانی و مسئولیت محیط‌زیستی، نگرانی و فعالیت محیط‌زیستی و مسئولیت و فعالیت محیط‌زیستی دانشجویان برقرار بود. بااین‌حال رابطه معناداری بین دانش و نگرش محیط‌زیستی، و همچنین نگرانی و فعالیت محیط‌زیستی وجود نداشت. نتایج مدل برازش شده بیانگر این بود که متغیرهای دانش، نگرش و نگرانی محیط‌زیستی در مجموع 66 درصد از واریانس متغیر مسئولیت محیط‌زیستی دانشجویان و متغیرهای دانش، نگرش و مسئولیت ‌محیط‌زیستی نیز در مجموع 22 درصد از واریانس متغیر فعالیت محیط‌زیستی آنان را تبیین می‌کنند. یافته‌های حاصل دلالت‌های مهمی برای نقش مولفه‌های سواد محیط‌زیستی دانشجویان در طراحی برنامه‌های آموزش سواد محیط‌زیستی در محیط‌های دانشگاهی دارد.
 

کلیدواژه‌ها


عنوان مقاله [English]

Exploring the Structural Relationship Between Students’ Components of Environmental Literacy and Their Environmental Activities (Case Study: Shahid Bahonar University of Kerman)

نویسندگان [English]

  • Mozafar Behzadi 1
  • Asghar Soltani 2
  • Mehrangiz Alinejad 3
1 M. A. in Curriculum Planning, Shahid Bahonar University of Kerman, Kerman, Iran
2 Associate Professor, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran
3 Assistant Professor, Department of Education, Shahid Bahonar University of Kerman, Kerman, Iran
چکیده [English]

The purpose of this study was to investigate the structural relationships between the fourfold components of students’ environmental literacy (knowledge, attitude, concern and responsibility) and their environmental activities through a structural equation modeling. The population was comprised of all undergraduate and graduate students of Shahid Bahonar University of Kerman (11692 students) in 2017-18 academic year. A total of 375 students were selected as the sample. Research instrument was Environmental Literacy Questionnaire (adopted from Teksoz et al.,). Reliability of the instrument was calculated through internal consistency method and the Cronbach’s alpha was calculated at 0.89. The confirmatory factor analysis (CFA) was used to assess validity of the questionnaire. Data were analyzed through structural equation modeling (SEM) using Lisrel software, version 8.8. Results showed that the proposed model fits the data and can explain the relationship between the variables in a good manner. Accordingly, there was a positive and significant direct relationship between knowledge and environmental concern, knowledge and environmental responsibility, concern and environmental attitude, attitude and environmental responsibility, knowledge and environmental activity, concern and environmental responsibility, and concern and environmental activity. However, there was no significant relationship between knowledge and environmental attitude, and concern and environmental activity. The results of the fitted model showed that the variables environmental knowledge, attitude, and concern explained 66 percent of the variance of students’ environmental responsibility, and the variables of environmental knowledge, attitude and responsibility explained 22 percent of the variance of environmental activity. The results have important implications for the role of the students’ components of environmental literacy in designing environmental education programs in academic contexts.
 
 

کلیدواژه‌ها [English]

  • Environment
  • Environmental Literacy
  • University student
  • University
  • Structural equation modeling
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