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
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
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。
张泽坤, 陈进 (2024) 高校环保社团对大学生保护领导力核心素养发展的影响. 生物多样性, 32, 23425. DOI: 10.17520/biods.2023425.
Zekun Zhang, Jin Chen (2024) The influence of environmental clubs in Chinese universities on the development of core competencies for conservation leadership among college students. Biodiversity Science, 32, 23425. DOI: 10.17520/biods.2023425.
变量 Variable | 项目 Item | 频次 Frequency | 百分比 Percentage |
---|---|---|---|
性别 Gender | 男 Male | 29 | 50.9 |
女 Female | 28 | 49.1 | |
地区 Region | 东北 Northeast China | 3 | 5.3 |
华北 North China | 5 | 8.8 | |
华东 East China | 7 | 12.3 | |
华中 Central China | 3 | 5.3 | |
华南 South China | 6 | 10.5 | |
西南 Southwest China | 16 | 28.1 | |
西北 Northwest China | 17 | 29.8 | |
职业 Occupation | 高校社团负责人 College club leaders | 41 | 71.9 |
NGO负责人及老师 NGO leaders and professors | 16 | 28.1 | |
学历 Education | 在读本科 Undergraduate student | 41 | 71.9 |
本科及以上 Bachelor’s degree and above | 16 | 28.1 | |
访谈形式 Format of interviews | 实地访谈 Face-to-face | 21 | 36.8 |
电话访谈 Telephone | 33 | 57.9 | |
邮件访谈 E-mail | 3 | 5.3 | |
访谈时长 Duration of interviews | 20-40 min | 10 | 18.5 |
40-60 min | 20 | 37.0 | |
60-80 min | 13 | 24.1 | |
> 80 min | 11 | 20.4 |
表1 保护领导力核心素养受访对象的人口学信息(N = 57)
Table 1 Demographic information of the interviewees for interviewing conservation leadership core competencies (N = 57)
变量 Variable | 项目 Item | 频次 Frequency | 百分比 Percentage |
---|---|---|---|
性别 Gender | 男 Male | 29 | 50.9 |
女 Female | 28 | 49.1 | |
地区 Region | 东北 Northeast China | 3 | 5.3 |
华北 North China | 5 | 8.8 | |
华东 East China | 7 | 12.3 | |
华中 Central China | 3 | 5.3 | |
华南 South China | 6 | 10.5 | |
西南 Southwest China | 16 | 28.1 | |
西北 Northwest China | 17 | 29.8 | |
职业 Occupation | 高校社团负责人 College club leaders | 41 | 71.9 |
NGO负责人及老师 NGO leaders and professors | 16 | 28.1 | |
学历 Education | 在读本科 Undergraduate student | 41 | 71.9 |
本科及以上 Bachelor’s degree and above | 16 | 28.1 | |
访谈形式 Format of interviews | 实地访谈 Face-to-face | 21 | 36.8 |
电话访谈 Telephone | 33 | 57.9 | |
邮件访谈 E-mail | 3 | 5.3 | |
访谈时长 Duration of interviews | 20-40 min | 10 | 18.5 |
40-60 min | 20 | 37.0 | |
60-80 min | 13 | 24.1 | |
> 80 min | 11 | 20.4 |
变量 Variable | 类别 Item | 频次 Frequency | 百分比 Percentage |
---|---|---|---|
性别 Gender | 男 Male | 765 | 41.1 |
女 Female | 1,096 | 58.9 | |
年级 Grade | 大一 Freshman | 1,554 | 83.5 |
大二 Sophomore | 224 | 12 | |
大三 Junior | 56 | 3 | |
大四 Senior | 18 | 1 | |
其他 Others | 9 | 0.5 | |
家庭所在地 Homeplace | 农村 Village | 900 | 48.4 |
小城镇 Townlet | 551 | 29.6 | |
中等城市 Medium city | 280 | 15 | |
大城市 Big city | 130 | 7 | |
社团成员 Club member | 是 Yes | 960 | 51.6 |
否 No | 901 | 48.4 | |
活动参加频率Frequency of participation | 有时 Sometimes | 162 | 8.7 |
经常 Frequently | 387 | 20.8 | |
非常频繁 Very frequent | 350 | 18.8 | |
未参加社团活动 No activities | 61 | 3.3 | |
环保经历 Environmental experience | 是 Yes | 961 | 51.6 |
否 No | 900 | 48.4 |
表2 保护领导力核心素养问卷调查的社会人口学信息(N = 1,861)
Table 2 Socio-demographic information of participants taking the conservation leadership core competencies questionnaire (N = 1,861)
变量 Variable | 类别 Item | 频次 Frequency | 百分比 Percentage |
---|---|---|---|
性别 Gender | 男 Male | 765 | 41.1 |
女 Female | 1,096 | 58.9 | |
年级 Grade | 大一 Freshman | 1,554 | 83.5 |
大二 Sophomore | 224 | 12 | |
大三 Junior | 56 | 3 | |
大四 Senior | 18 | 1 | |
其他 Others | 9 | 0.5 | |
家庭所在地 Homeplace | 农村 Village | 900 | 48.4 |
小城镇 Townlet | 551 | 29.6 | |
中等城市 Medium city | 280 | 15 | |
大城市 Big city | 130 | 7 | |
社团成员 Club member | 是 Yes | 960 | 51.6 |
否 No | 901 | 48.4 | |
活动参加频率Frequency of participation | 有时 Sometimes | 162 | 8.7 |
经常 Frequently | 387 | 20.8 | |
非常频繁 Very frequent | 350 | 18.8 | |
未参加社团活动 No activities | 61 | 3.3 | |
环保经历 Environmental experience | 是 Yes | 961 | 51.6 |
否 No | 900 | 48.4 |
核心范畴及其内涵 Core categories and their implications | 核心素养 Core competence | 频次百分比 Frequency (%) |
---|---|---|
A. 保护愿景: 是个人通过呼吁使他人加入到其所畅想的关于未来环境与生物多样性保护的具体目标和愿望(Black et al, Conservation vision: An individual’s call for others to join him or her in the specific goals and aspirations he or she envisions for the future of the environment and biodiversity conservation (Black et al, | A1. 环境热情 Environmental passion | 56 (98.2) |
A2. 传递保护愿景 Communicating the conservation vision | 51 (89.5) | |
A3. 环境保护价值观 Environmental value | 43 (75.4) | |
B. 人际关系能力: 主要指与他人互动的能力, 其关键要素包括社会意识(如: 同理心等)和社会技能(如: 合作与信任等) (Day, Interpersonal skills: Refer primarily to the ability to interact with others, with key elements including social awareness (e.g., empathy, etc.) and social skills (e.g., collaboration and trust, etc.) (Day, | B1. 同理心 Empathy | 39 (68.4) |
B2. 沟通交流 Interpersonal communication | 54 (94.7) | |
C. 赋权领导能力: 指个人亲身参与实践工作并善于通过赋权这一行为过程以激发他人的创造力和活力的能力(Konczak et al, Empowering Leadership: The ability of an individual to be personally involved in practical work and to be adept at the behavioral process of empowerment in order to stimulate the creativity and vitality of others (Konczak et al, | C1. 赋权 Empowerment | 55 (96.5) |
C2. 以身作则参与环保实践 Leading by example in environmental practices | 50 (87.7) | |
C3. 任务处理能力 Mission processing capability | 46 (80.7) | |
C4. 对环境变化的适应 Adaptation to environmental change | 55 (96.5) | |
C5. 敢于挑战困难 Dare to challenge difficulties | 56 (98.2) | |
D. 生物多样性知识: 与生物多样性及其保护相关的知识内容 Biodiversity knowledge: Knowledge content related to biodiversity and its conservation | D1. 知识 Knowledge | 46 (80.7) |
表3 质性访谈中出现的高频次保护领导力核心范畴与核心素养
Table 3 High frequency of qualitative interviews about core categories and core competencies of conservation leadership
核心范畴及其内涵 Core categories and their implications | 核心素养 Core competence | 频次百分比 Frequency (%) |
---|---|---|
A. 保护愿景: 是个人通过呼吁使他人加入到其所畅想的关于未来环境与生物多样性保护的具体目标和愿望(Black et al, Conservation vision: An individual’s call for others to join him or her in the specific goals and aspirations he or she envisions for the future of the environment and biodiversity conservation (Black et al, | A1. 环境热情 Environmental passion | 56 (98.2) |
A2. 传递保护愿景 Communicating the conservation vision | 51 (89.5) | |
A3. 环境保护价值观 Environmental value | 43 (75.4) | |
B. 人际关系能力: 主要指与他人互动的能力, 其关键要素包括社会意识(如: 同理心等)和社会技能(如: 合作与信任等) (Day, Interpersonal skills: Refer primarily to the ability to interact with others, with key elements including social awareness (e.g., empathy, etc.) and social skills (e.g., collaboration and trust, etc.) (Day, | B1. 同理心 Empathy | 39 (68.4) |
B2. 沟通交流 Interpersonal communication | 54 (94.7) | |
C. 赋权领导能力: 指个人亲身参与实践工作并善于通过赋权这一行为过程以激发他人的创造力和活力的能力(Konczak et al, Empowering Leadership: The ability of an individual to be personally involved in practical work and to be adept at the behavioral process of empowerment in order to stimulate the creativity and vitality of others (Konczak et al, | C1. 赋权 Empowerment | 55 (96.5) |
C2. 以身作则参与环保实践 Leading by example in environmental practices | 50 (87.7) | |
C3. 任务处理能力 Mission processing capability | 46 (80.7) | |
C4. 对环境变化的适应 Adaptation to environmental change | 55 (96.5) | |
C5. 敢于挑战困难 Dare to challenge difficulties | 56 (98.2) | |
D. 生物多样性知识: 与生物多样性及其保护相关的知识内容 Biodiversity knowledge: Knowledge content related to biodiversity and its conservation | D1. 知识 Knowledge | 46 (80.7) |
变量 Variable | 1 | 2 | 3 | 4 | 5 |
---|---|---|---|---|---|
生物多样性知识 Biodiversity knowledge | 1 | ||||
保护愿景 Conservation vision | -0.001 | 1 | |||
人际关系能力 Interpersonal skills | 0.083** | 0.35** | 1 | ||
赋权领导能力 Empowering leadership | -0.047* | 0.54** | 0.31** | 1 | |
亲环境行动 Pro-environmental action | -0.084** | 0.54** | 0.15** | 0.58** | 1 |
表4 保护领导力核心素养各变量间的相关性分析(N = 1,861)
Table 4 Correlation analysis between the variables of the core competencies for conservation leadership (N = 1,861)
变量 Variable | 1 | 2 | 3 | 4 | 5 |
---|---|---|---|---|---|
生物多样性知识 Biodiversity knowledge | 1 | ||||
保护愿景 Conservation vision | -0.001 | 1 | |||
人际关系能力 Interpersonal skills | 0.083** | 0.35** | 1 | ||
赋权领导能力 Empowering leadership | -0.047* | 0.54** | 0.31** | 1 | |
亲环境行动 Pro-environmental action | -0.084** | 0.54** | 0.15** | 0.58** | 1 |
标准化系数 Standardization coefficient | |||||
---|---|---|---|---|---|
模型1 Model 1 | 模型2 Model 2 | 模型3 Model 3 | 模型4 Model 4 | 模型5 Model 5 | |
自变量 Variable | |||||
性别(女-男) Gender (Female-Male) | -0.0002 | ||||
家庭所在地(小城镇-农村) Homeplace (Townlet-Village) | 0.003 | ||||
家庭所在地(中等城市-农村) Homeplace (Medium city-Village) | 0.06 | ||||
家庭所在地(大城市-农村) Homeplace (Big city-Village) | 0.06 | ||||
年级(大二-大一) Grade (Grade 2-Grade 1) | 0.10* | 0.02 | |||
年级(大三-大一) Grade (Grade 3-Grade 1) | 0.08 | 0.09 | |||
年级(大四-大一) Grade (Grade 4-Grade 1) | 0.13 | 0.13 | |||
年级(其它-大一) Grade (Others-Grade 1) | -0.003 | 0.08 | |||
专业(其他-生物环境类) Major (Others-Biology and Environmental science) | -0.04 | ||||
学校所在地(东部-中部) School site (East-Central) | -0.06 | ||||
学校所在地(东北-中部) School site (Northeastern-Central) | -0.13 | ||||
学校所在地(西部-中部) School site (West-Central) | -0.05 | ||||
参加环保社团(是-否) Participation in environmental club (Yes-No) | 0.08** | -0.06 | |||
社团规模 Club size | -0.02 | ||||
参加年限 Participation years | 0.01 | ||||
参加社团活动频率 Frequency of participation in club activities | 0.05** | 0.02 | |||
社团身份 Club status | 0.004 | ||||
环保活动经历(是-否) Environmental experience (Yes-No) | 0.28*** | 0.18*** | |||
领导力培训(是-否) Leadership training (Yes-No) | 0.19*** | 0.09*** | |||
生物多样性知识 Biodiversity knowledge | -0.17** | -0.17** | |||
保护愿景 Conservation vision | 0.43*** | 0.40*** | |||
人际关系能力 Interpersonal skills | -0.12*** | -0.12*** | |||
赋权领导能力 Empowering leadership | 0.52*** | 0.49*** | |||
R2 | 0.008 | 0.005 | 0.11 | 0.42 | 0.46 |
调整后R2 Adjusted R2 | 0.001 | 0.004 | 0.11 | 0.42 | 0.45 |
表5 保护领导力核心素养及社会人口学变量对亲环境行动的多元回归分析(N = 1,861)
Table 5 Multiple regression analysis of core competencies of conservation leadership and socio-demographic variables on pro- environmental action (N = 1,861)
标准化系数 Standardization coefficient | |||||
---|---|---|---|---|---|
模型1 Model 1 | 模型2 Model 2 | 模型3 Model 3 | 模型4 Model 4 | 模型5 Model 5 | |
自变量 Variable | |||||
性别(女-男) Gender (Female-Male) | -0.0002 | ||||
家庭所在地(小城镇-农村) Homeplace (Townlet-Village) | 0.003 | ||||
家庭所在地(中等城市-农村) Homeplace (Medium city-Village) | 0.06 | ||||
家庭所在地(大城市-农村) Homeplace (Big city-Village) | 0.06 | ||||
年级(大二-大一) Grade (Grade 2-Grade 1) | 0.10* | 0.02 | |||
年级(大三-大一) Grade (Grade 3-Grade 1) | 0.08 | 0.09 | |||
年级(大四-大一) Grade (Grade 4-Grade 1) | 0.13 | 0.13 | |||
年级(其它-大一) Grade (Others-Grade 1) | -0.003 | 0.08 | |||
专业(其他-生物环境类) Major (Others-Biology and Environmental science) | -0.04 | ||||
学校所在地(东部-中部) School site (East-Central) | -0.06 | ||||
学校所在地(东北-中部) School site (Northeastern-Central) | -0.13 | ||||
学校所在地(西部-中部) School site (West-Central) | -0.05 | ||||
参加环保社团(是-否) Participation in environmental club (Yes-No) | 0.08** | -0.06 | |||
社团规模 Club size | -0.02 | ||||
参加年限 Participation years | 0.01 | ||||
参加社团活动频率 Frequency of participation in club activities | 0.05** | 0.02 | |||
社团身份 Club status | 0.004 | ||||
环保活动经历(是-否) Environmental experience (Yes-No) | 0.28*** | 0.18*** | |||
领导力培训(是-否) Leadership training (Yes-No) | 0.19*** | 0.09*** | |||
生物多样性知识 Biodiversity knowledge | -0.17** | -0.17** | |||
保护愿景 Conservation vision | 0.43*** | 0.40*** | |||
人际关系能力 Interpersonal skills | -0.12*** | -0.12*** | |||
赋权领导能力 Empowering leadership | 0.52*** | 0.49*** | |||
R2 | 0.008 | 0.005 | 0.11 | 0.42 | 0.46 |
调整后R2 Adjusted R2 | 0.001 | 0.004 | 0.11 | 0.42 | 0.45 |
图2 环保社团、保护领导力核心素养及亲环境行动之间的路径分析。近似均方根误差RMSEA = 0.03; 相对拟合指数CFI = 0.99; 卡方值与自由度的比值χ2/df = 2.51; P = 0.08; ** P < 0.01; *** P < 0.001。
Fig. 2 Pathway analysis between environmental clubs, conservation leadership core competencies, and pro-environmental action. Root mean squared error (RMSEA) = 0.03; Comparative fit index (CFI) = 0.99; χ2/df = 2.51; P = 0.08; ** P < 0.01; *** P < 0.001.
变量 Variable | Pre-test (N = 169) | Post-test (N = 166) | ||
---|---|---|---|---|
均值 ± 标准差 Mean ± SD | 均值 ± 标准差 Mean ± SD | t | P | |
生物多样性知识 Biodiversity knowledge | 0.73 ± 0.18 | 0.73 ± 0.19 | -0.20 | 0.84 |
保护愿景 Conservation vision | 4.26 ± 0.40 | 4.31 ± 0.45 | 0.88 | 0.38 |
环境热情 Environmental passion | 4.24 ± 0.51 | 4.32 ± 0.49 | 1.43 | 0.15 |
环境保护价值观 Environmental value | 4.75 ± 0.39 | 4.64 ± 0.51 | -2.16 | 0.03 |
分享保护愿景的能力 Communicating the conservation vision | 3.93 ± 0.61 | 4.04 ± 0.66 | -1.65 | 0.10 |
人际关系能力 Interpersonal skills | 3.74 ± 0.49 | 3.82 ± 0.46 | 1.54 | 0.12 |
沟通合作 Communication and cooperation | 3.91 ± 0.47 | 4.00 ± 0.56 | 1.60 | 0.11 |
同理心 Empathy | 3.52 ± 0.86 | 3.59 ± 0.84 | 0.73 | 0.46 |
赋权领导能力 Empowering leadership | 3.95 ± 0.41 | 4.03 ± 0.52 | 1.68 | 0.09 |
任务处理能力 Mission processing capability | 3.83 ± 0.52 | 3.95 ± 0.55 | 2.12 | 0.03 |
赋权能力 Empowerment | 4.15 ± 0.42 | 4.17 ± 0.48 | 0.42 | 0.67 |
亲环境行动 Pro-environmental action | 3.59 ± 0.54 | 3.81 ± 0.63 | 3.39 | < 0.001 |
表6 高校环保社团对保护领导力核心素养建成的影响。Pre-test、Post-test分别代表参与者参加环保社团前、后在保护领导力核心素养量表上的得分。
Table 6 The impact of college environmental clubs on the completion of conservation leadership core competencies. Pre-test and Post-test represent participants’ scores on the conservation leadership core competencies before and after participating in environmental clubs, respectively.
变量 Variable | Pre-test (N = 169) | Post-test (N = 166) | ||
---|---|---|---|---|
均值 ± 标准差 Mean ± SD | 均值 ± 标准差 Mean ± SD | t | P | |
生物多样性知识 Biodiversity knowledge | 0.73 ± 0.18 | 0.73 ± 0.19 | -0.20 | 0.84 |
保护愿景 Conservation vision | 4.26 ± 0.40 | 4.31 ± 0.45 | 0.88 | 0.38 |
环境热情 Environmental passion | 4.24 ± 0.51 | 4.32 ± 0.49 | 1.43 | 0.15 |
环境保护价值观 Environmental value | 4.75 ± 0.39 | 4.64 ± 0.51 | -2.16 | 0.03 |
分享保护愿景的能力 Communicating the conservation vision | 3.93 ± 0.61 | 4.04 ± 0.66 | -1.65 | 0.10 |
人际关系能力 Interpersonal skills | 3.74 ± 0.49 | 3.82 ± 0.46 | 1.54 | 0.12 |
沟通合作 Communication and cooperation | 3.91 ± 0.47 | 4.00 ± 0.56 | 1.60 | 0.11 |
同理心 Empathy | 3.52 ± 0.86 | 3.59 ± 0.84 | 0.73 | 0.46 |
赋权领导能力 Empowering leadership | 3.95 ± 0.41 | 4.03 ± 0.52 | 1.68 | 0.09 |
任务处理能力 Mission processing capability | 3.83 ± 0.52 | 3.95 ± 0.55 | 2.12 | 0.03 |
赋权能力 Empowerment | 4.15 ± 0.42 | 4.17 ± 0.48 | 0.42 | 0.67 |
亲环境行动 Pro-environmental action | 3.59 ± 0.54 | 3.81 ± 0.63 | 3.39 | < 0.001 |
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