生物多样性 ›› 2024, Vol. 32 ›› Issue (7): 23425.  DOI: 10.17520/biods.2023425  cstr: 32101.14.biods.2023425

• 研究报告: 生物安全与自然保护 •    下一篇

高校环保社团对大学生保护领导力核心素养发展的影响

张泽坤1,2, 陈进1,*()   

  1. 1.中国科学院西双版纳热带植物园热带森林生态学重点实验室, 云南勐腊 666303
    2.中国科学院华南植物园鼎湖山国家级自然保护区, 广东肇庆 526000
  • 收稿日期:2023-11-07 接受日期:2024-04-07 出版日期:2024-07-20 发布日期:2024-04-30
  • 通讯作者: *E-mail: cj@xtbg.org.cn

The influence of environmental clubs in Chinese universities on the development of core competencies for conservation leadership among college students

Zekun Zhang1,2, Jin Chen1,*()   

  1. 1. Key Laboratory of Tropical Forest Ecology, Xishuangbanna Tropical Botanic Garden, Chinese Academy of Sciences, Mengla, Yunnan 666303, China
    2. Dinghushan National Nature Reserve, South China Botanical Garden, Chinese Academy of Sciences, Zhaoqing, Guangdong 526000, China
  • Received:2023-11-07 Accepted:2024-04-07 Online:2024-07-20 Published:2024-04-30
  • Contact: *E-mail: cj@xtbg.org.cn

摘要:

保护领导力的提升对于培养未来具备生物多样性保护领导力和行动能力的新一代公民具有重要意义。本文以参与高校环保社团的大学生为研究对象, 采用质性访谈和问卷调查相结合的方法, 探讨参加高校环保社团与保护领导力核心素养及亲环境行动之间的关系。结果表明, 保护领导力核心素养是一个包括了生物多样性知识、保护愿景、人际关系能力和赋权领导能力等多个维度的概念; 成为高校环保社团的成员并积极参与社团活动, 能显著提高参与者的保护领导力核心素养, 特别是提高参与者的生物多样性知识、保护愿景、人际关系能力及赋权领导能力, 并可间接影响参与者的亲环境行动。路径分析显示, 参加环保社团对保护领导力核心素养的各个方面均有显著影响, 参加环保社团直接正向影响个人的生物多样性知识(β = 0.02, P < 0.01)、保护愿景(β = 0.18, P < 0.001)、人际关系能力(β = 0.08, P < 0.001)和赋权领导能力(β = 0.04, P = 0.09)。同时, 保护领导力核心素养能够显著预测亲环境行动, 保护愿景(β = 0.43, P < 0.001)和赋权领导能力(β = 0.52, P < 0.01)对亲环境行动显示出显著的正向预测, 而生物多样性知识(β = ‒0.17, P < 0.01)和人际关系能力(β = ‒0.12, P < 0.01)与亲环境行动存在显著负相关。t-检验显示, 参加高校环保社团的大学生在保护愿景(前测Mean = 4.26, SD = 0.40; 后测Mean = 4.31, SD = 0.45)、人际关系能力(前测Mean = 3.74, SD = 0.49; 后测Mean = 3.82, SD = 0.46)、赋权领导能力(前测Mean = 3.95, SD = 0.41; 后测Mean = 4.03, SD = 0.52)及亲环境行动(前测Mean = 3.59, SD = 0.54; 后测Mean = 3.81, SD = 0.63)等方面均有增长, 但只有亲环境行动在统计学意义上达到显著水平。据此, 本研究认为, 支持和鼓励大学生自发组织环保社团并开展环保活动, 将有助于提升大学生的保护领导力核心素养, 这为生物多样性保护教育提供了一种行之有效的教育范式。

关键词: 保护领导力, 环保社团, 亲环境行动, 大学生

Abstract

Aims Improving conservation leadership is essential for developing a new generation of citizens who possess the leadership and action skills required for future biodiversity conservation efforts. This research centers on college students who are members of environmental clubs, aiming to explore the impact of college environmental clubs on the development of college students’ core competencies in conservation leadership.

Methods We employed a mixed-methods approach that integrated qualitative interviews and questionnaires to analyze the interview data by means of rooted theory three-level coding in order to identify the constructs of conservation leadership core competencies, and t-test, correlation analysis, multiple regression analysis, and path analysis to explore the relationship between participation in college environmental clubs and conservation leadership core competencies and pro-environmental actions.

Results The conservation leadership core competencies concept encompassed a multifaceted dimension with biodiversity knowledge, conservation vision, interpersonal skills, and empowering leadership. Membership in a college environmental club and active participation in club activities had been demonstrated to significantly enhance participants’ core conservation leadership competencies, particularly in the domains of biodiversity knowledge, conservation vision, interpersonal skills, and empowering leadership. Additionally, these experiences had been found to indirectly influence pro-environmental action. Path analysis revealed that participation in environmental clubs had a significant effect on all aspects of core conservation leadership competencies, with participation in environmental clubs directly and positively influencing an individual’s biodiversity knowledge (β = 0.02, P < 0.01), conservation vision (β = 0.18, P < 0.001), interpersonal skills (β = 0.08, P < 0.001), and empowering leadership (β = 0.04, P = 0.09). Meanwhile, the core conservation leadership competencies significantly predicted pro-environmental action, with conservation vision (β = 0.43, P < 0.001) and empowering leadership (β = 0.52, P < 0.01) showing significant positive predictions of pro-environmental action, and biodiversity knowledge (β = -0.17, P < 0.01) and interpersonal skills (β = -0.12, P < 0.01) were significantly negatively correlated with pro-environmental action. t-tests indicated that college students who participated in college environmental clubs demonstrated enhanced effectiveness in conservation vision (pre-test mean = 4.26, SD = 0.40; post-test mean = 4.31, SD = 0.45), interpersonal skills (pre-test mean = 3.74, SD = 0.49; post-test mean = 3.82, SD = 0.46), and empowering leadership. (pre-test mean = 3.95, SD = 0.41; post-test mean = 4.03, SD = 0.52) and pro-environmental action (pre-test mean = 3.59, SD = 0.54; post-test mean = 3.81, SD = 0.63) demonstrated an increase, although only the pro-environmental action reached a statistically significant level.

Conclusions Encouraging and supporting college students to form and participate in environmental clubs, as well as to initiate environmental projects, can significantly contributes to the development of conservation leadership competencies among college students. This approach offers an effective educational model for advancing biodiversity conservation education.

Key words: conservation leadership, environmental club, pro-environmental action, college students