自然资源学报

自然资源学报 ›› 2010, Vol. 25 ›› Issue (9): 1618-1628.doi: 10.11849/zrzyxb.2010.09.021

• 专题论坛 • 上一篇    

节水知识、意识和行为的现状评估及系统分析——以北京市中学生为例

郝泽嘉1,2, 王莹1, 陈远生1, 蒋蕾1,2, 殷春婷3   

  1. 1. 中国科学院 地理科学与资源研究所, 北京 100101;
    2. 中国科学院 研究生院, 北京 100049;
    3. 北京市第十八中学, 北京 100078
  • 收稿日期:2010-04-21 修回日期:2010-07-09 出版日期:2010-09-20 发布日期:2010-09-20
  • 作者简介:郝泽嘉(1985- ),男,北京人,硕士研究生,主要从事城市需水管理领域的工作。E-mail:haozejia@126.com
  • 基金资助:

    北京市教委重点资助项目"翱翔计划"。

Current Situation Evaluation and Systematic Analysis on Water Saving Knowledge, Awareness and Behavior —A Case Study of High School Students in Beijing

HAO Ze-jia1,2, WANG Ying1, CHEN Yuan-sheng1, JIANG Lei1,2, YIN Chun-ting3   

  1. 1. Institute of Geographic Sciences and Natural Resources Research, CAS, Beijing 100101, China;
    2. Graduate University of Chinese Academy of Sciences, Beijing 100049, China;
    3. No. 18 High School, Beijing 100078, China
  • Received:2010-04-21 Revised:2010-07-09 Online:2010-09-20 Published:2010-09-20

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摘要： 节约用水是缓解水资源紧缺的有效途径,涉及社会心理层面认知、意愿的复杂状态。设计问卷对312名北京市中学生的节水知识、意识和行为进行现状评估,系统分析三者相互关系,为推行更为有效的节水管理措施提供支持。结果显示,节水知识、意识和行为问卷的信度指标(Cronbach’s α)值分别为0.82、0.77和0.84。中学生群体缺乏对节水的精确定量认知,难以判别用水的合理程度;电视是当前的主要知识来源。水资源的稀缺性被广泛认同,中学生群体具有一定的敏感度和节水责任感,能够感知水资源条件的变化;但缺乏深入理解,尤其存在"口号化"的倾向。中学生群体在节水行为方面有待改进。通过改变自身用水方式达到节水目的的行为发生频次超过半数,而改变他人用水方式的人际行为发生率较低。节水意识显著影响节水行为,节水知识对节水意识的影响不具统计意义。节水知识除直接影响节水行为外,还通过节水意识的中介效应影响节水行为,两者效果比例大约9 ∶1。

关键词: 水资源, 节水知识, 节水意识, 节水行为, 中介效应, 北京市

Abstract: Water saving is an effective way to ease water shortage. At the same time it relates to the complex situation of cognition and awareness on social psychology. Questionnaire surveyed 312 high school students in Beijing is designed to evaluate their present situation of water saving knowledge, awareness and behavior. Further, a systematical analysis on the interrelation between water saving knowledge, awareness and behavior has been conducted in order to provide scientific support to establish more effective water management measures. The result shows reliability index (Cronbach’s α) values of water saving knowledge, awareness and behavior scales are 0.82, 0.77 and 0.84 respectively. Advanced analysis finds out high school students are generally lack of exact quantitative cognition of water conservation. Consequently, they are not able to figure out the reasonable degree of water use. And TV is the main source of their obtaining such knowledge. To a certain degree, high school students are sensitive and have sense of response to water scarcity as it has been widely recognized. Although they can perceive changes of water resource condition, water conservation is still like a slogan rather than deep understanding. As a result, those students need improvement of their water saving behavior. Comparing changing one’s own water use behavior and others’, the analysis shows the frequency of the former is over a half while the latter occurs very rare. Water saving awareness is significantly impacting water saving behavior. But it turns out that water saving knowledge has no statistical significance to water saving awareness. Meanwhile, water saving knowledge is proved to have direct impact on water saving behavior, and through water awareness it produced a mediator effect which can also impact water saving behavior. Proportion of both impacting effects of knowledge is 9 ∶1.

Key words: water resources, water saving knowledge, water saving awareness, water saving behavior, mediator effect, Beijing

中图分类号: 

  • TV213.4