社会与工程心理学研究室知识库

当前，人类对环境资源的压力与日俱增，生态问题层出不穷。许多学者已认识到环境恶化以及当中人为因素的影响，研究也越来越聚焦到个体微观层面。其中，地球系统不稳定性的增加对青少年的影响远大于老一代人，青少年是未来环境保护的中坚力量，更是需要积极践行亲环境行为的关键群体，激发他们的环保意识，帮助他们建立环保价值观，并最终形成亲环境行为对于可持续发展的实现尤为重要。然而，梳理文献发现，针对青少年亲环境行为影响因素的研究仍然比较欠缺。

三元交互决定论认为，环境、行为、人三者之间互为因果，每二者之间都具有双向的互动和决定关系。社会环境和家庭环境作为青少年成长的主要环境，对其行为的形成影响重大。鉴于过往研究大多从社会或家庭的单一维度探讨青少年的亲环境行为，本研究在三元交互决定论基础上引入认知发展理论、自我 决定理论，创新性地统合社会与家庭外部环境，同时考量环境自我认同、特质性敬畏情绪这两种内在因素的能动作用，使用三阶交互分析方法，构建一个有调节的中介模型，旨在揭示青少年亲环境行为形成的复杂机制，以丰富相关理 论，并为相关实践提供指导。

本研究采用亲环境行为量表、社会规范量表、父母权威教养方式量表、亲 环境自我认同量表、特质性敬畏情绪量表，以方便取样法选取广东省 2 所中学 865名初中生开展问卷调查。剔除规律作答、明显乱答、遗漏答题问卷，排除主要抚育者非父母的问卷，共计采纳有效问卷 743 份(有效率 85.9%)。结果发现： (1)社会规范正向预测青少年亲环境行为。(2)环境自我认同在社会规范与青少年亲环境行为间发挥中介作用。(3)父母权威教养方式调节环境自我认同在社会规范和青少年亲环境行为间的中介作用。即父母权威教养方式越高，社会规范对环境自我认同影响越强，进而促进青少年亲环境行为。(4)特质性敬畏调节父母权威教养方式与社会规范的交互效应对环境自我认同的作用，进而促进青少年亲环境行为。即在高水平的特质性敬畏下，父母权威教养方式水平较高的青少年，社会规范与环境自我认同的正向作用最强，进而促进青少年亲环境行为；在低水平的特质性敬畏下，父母权威教养方式水平较低的青少年，社会规范与 环境自我认同的正向作用最弱，进而阻碍青少年亲环境行为。

本研究为青少年亲环境行为的作用机制提供了一个基于家庭和社会环境，再到个体内部心理机制的“由外至内”的视角，也为未来的家庭教育提供了一定的启示。为进一步明晰具体的作用机制，今后的研究还需补充更多研究证据。

Currently, the mounting pressure of human activity on environmental resources has led to a proliferation of ecological issues. Many scholars have come to realize the impact of environmental degradation and the role of human factors in it, and research is increasingly focusing on the micro-level aspects of individuals. Among these, the increasing instability of the Earth's systems has a far greater impact on adolescents than on the older generation. Adolescents are considered a vital force for future environmental protection, and they are crucial in actively practicing pro-environmental behaviors. It is essential to ignite their environmental consciousness, assist them in developing environmental values, and ultimately foster pro-environmental behaviors for the realization of sustainable development. However, a review of the literature reveals that there is still a significant gap in the study of the influencing factors of proenvironmental behaviors among adolescents.

The Triadic Reciprocal Determinism posits that the environment, behavior, and individuals are interrelated, with each pair of elements exhibiting mutual interaction and determination. The social environment and family environment, as primary developmental settings for adolescents, have a significant influence on their behavior. Given that previous research has predominantly examined the pro-environmental behaviors of adolescents from either a social or family dimension, this study builds upon the foundation of the Triadic Reciprocal Determinism while integrating Cognitive Development Theory and Self-determination Theory. It innovatively considers external social and family environments, alongside intrinsic factors like environmental selfidentity and trait awe emotions. Employing the three-way interaction analysis method, the study constructs a moderated mediation model with the aim of unraveling the complex mechanisms behind the formation of pro-environmental behaviors in adolescents, enriching relevant theories, and providing guidance for practical applications.

The study utilized a Pro-Environmental Behavior Scale, a Social Norms Scale, a Authoritative Parenting Styles Scale, a Environmental Self-Identity Scale, and a Trait Awe Emotion Scale. A convenience sampling method was employed to select 865 middle school students from two schools in Guangdong Province for a questionnaire survey. Questionnaires with regular responses, clear inconsistencies, or missing answers were excluded. Additionally, questionnaires in which the primary caregiver was someone other than the parents were also excluded. In total, 743 valid questionnaires were retained, resulting in an effective response rate of 85.9%.

The results of the study indicate the following findings:

(1) Social norms positively predict adolescents' pro-environmental behavior.

(2)Environmental self-identity acts as a mediator between social norms and adolescent pro-environmental behavior.

(3)Authoritative parenting styles moderates the mediating role of environmental self-identity between social norms and adolescent pro-environmental behavior. That is, the higher the level of parental authoritative parenting style, the stronger the impact of social norms on environmental self-identity, consequently promoting adolescent proenvironmental behavior.

(4)Trait awe moderates the interaction effect between authoritative parenting styles and social norms on the role of environmental self-identity, thus further promoting adolescents' pro-environmental behavior. Specifically, under high levels of trait awe, adolescents with higher levels of authoritative parenting styles experience the strongest positive influence of social norms on environmental self-identity, thereby enhancing adolescents' pro-environmental behavior. Conversely, under low levels of trait awe, adolescents with lower levels of authoritative parenting styles experience the weakest positive impact of social norms on environmental self-identity, impeding adolescent pro-environmental behavior.

This study provides a "from external to internal" perspective on the mechanisms of adolescents' pro-environmental behavior, based on family and social environments, and internal psychological factors. It also offers insights for future family education. To further clarify specific mechanisms, future research should complement with more evidence.