黃松元 博士Song-Yuan Huang何姬錚Chi-Cheng Ho2019-08-282010-7-292019-08-282008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0094053107%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87585摘 要 本論文研究主要目的在於探討：大學生校園資源回收行為意圖及各變項之相關，運用Ajzen 和 Fishbein（1980）的理性行動論（the Theory of Reasoned Action）及Bandura (1982) 的自我效能（Self -efficacy）來瞭解大學生從事校園資源回收的行為意圖與相關變項之關係。 本研究以臺北縣致理技術學院96學年度第2學期在學的四技一年級學生為母群體，採分層取樣，以班級為抽樣單位。研究工具為自編問卷，包括開放式引導問卷及結構式自填問卷。研究資料以次數分配、百分率、積差相關、點二系列相關、賀德臨T2（Hotelling T2）考驗、複迴歸等方法加以分析，並驗證各項研究假設。 本研究的主要發現如下： 一、大學生從事校園資源回收的態度、主觀規範、自我效能能顯著預測其從事資源回收的行為意圖，對資源回收行為意圖整體解釋量為27.0％，其中自我效能對於資源回收行為意圖的影響力最高、主觀規範次之、態度對行為意圖的影響力最低。 二、大學生從事校園資源回收的態度與行為信念、結果評價的交乘積和有顯著正相關；主觀規範與規範信念、依從動機的交乘積和有顯著正相關。 三、外在變項中，性別、家中回收配合情形及學校回收經驗與資源回收行為意圖均有顯著相關，尤以學校資源回收經驗之相關最顯著。 四、大多數的受試者對於資源回收行為持正向的態度。 五、本研究支持除了態度與主觀規範之外，再加入自我效能，可提高解釋力。ABSTRACT The purpose of this study is to understand the relationship between campus resources recycling intention and related factors by utilizing both the Ajzen and Fishbein’s Reasoned Action and the Bandura’s Self-efficacy Model. The subjects are based on students enrolled in the Taipei County Chih-Lee Institute College during the 2007’s 2nd academic semester. The main cluster is freshman and sampling unit is by each class. There are two types of research utilization, including self-design instruments and open-ended elicitation and close-format questionnaire. The results of data are going to be analyzed and each research hypotheses is examined by frequency distribution, percentage and product-moment correlation, standardized regression, point-biserial correlation, Hotelling T2 test, and multiple regression. The main findings of this study show : 1. The students’ intention on resources recycling can be demonstrated by their attitude, subjective norms and each self-efficacy. And the Ajzen and Fishbein,s Model of Reasoned Action and the Self-efficacy of Bandura can be successfully explained within up to 27% of the variance. And each priority is from attitude, subjective norms to self-efficacy. 2. There are significantly positive correlations between attitude and each product of beliefs and outcomes weighting evaluations. And also shows between subjective norms and each product of normative beliefs weighting motivation. 3. Among the external variables, gender, family recycling and the campus experience about resources recycling have shown remarkable relationships with the behavior intention on resources recycling. And the greatest majority of the influence is based on campus experience on resources recycling. 4. Most of the students have the positive attitude toward the resource recycling. 5. This study not only supports attitude, subjective norms and the self-efficacy, but also shows the prediction on the Theory of Reasoned Action and Self-efficacy on Social Learning Theory.校園資源回收行為意圖理性行動論自我效能campus resource recycling behavioral IntentionTheory of Reasoned ActionSelf -efficacy