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The purposes of this study were to realize the relationships between demographic variables and green consumption knowledge, attitude, behavior, and environmental sensibility of junior high school students in Taiwan. By using stratified random sampling survey, 613 participants selected from a junior high school in Taipei country were surveyed, 594 valid samples were collected. A self-administered questionnaire, green consumption questionnaire for junior high school students, was used in this study. The main findings were summarized as follows: 1. Green consumption knowledge, attitude, behavior, and environmental sensibility were significantly correlated with grades. The 9th-grader performed better than the 7th-grader and 8th-grader on green consumption knowledge. However, the 7th-grader had better green consumption attitude and behavior than the 8th-grader and 9th-grader. In terms of environmental sensibility, the 7th-grader was superior to the 8th-grader. And in terms of green consumption knowledge and attitude, female students were worse than male. Students with better class grade showed better performance in green consumption knowledge, attitude, behavior, and environmental sensibility. Furthermore, students with family members better obeying environmental policy had better performance in green consumption knowledge, attitude, behavior, and environmental sensibility. Students who had environmental activity expertences showed significantly better green consumption attitude, behavior, and environmental sensibility than those without any experiences. 2. The participant’s green consumption attitude, environmental sensibilities, and the family member obeying environmental protection policy could explain 55.9% variation of green consumption behavior. Among those variables, green consumption attitude can best predict green consumption behavior. From the findings of this study suggestions were proposed, to the environmental education administration for policy making and further researches.
|Appears in Collections:||教師著作|
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