Resources Science ›› 2020, Vol. 42 ›› Issue (3): 583-592.doi: 10.18402/resci.2020.03.16

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Influence of forest experience education on urban public’s environmentally responsible behavior

ZHAO Minyan1,2, DONG Suocheng1, WU Homer C3, LI Yu1(), MA Hong4, SHAO Dan4, GAO Ning5, XIA Bing1   

  1. 1.Institute of Geographic Sciences and Natural Resources Research, CAS, Beijing 100101, China
    2.Institute of Tibetan Plateau Research, CAS, Beijing 100101, China
    3.Taichung University of Education, Taichung 40306, China
    4.Beijing Forestry Carbon Sequestration Office, Beijing 100013, China
    5.Southwest Forestry University, Kunming 650224, China
  • Received:2018-08-04 Revised:2019-12-20 Online:2020-03-25 Published:2020-05-25
  • Contact: LI Yu E-mail:liy@igsnrr.ac.cn

Abstract:

Global sustainable development and China’s ecological civilization education put forward higher requirements for stimulating public environmental awareness and guiding public’s environmentally responsible behavior, especially for the urban population. Beijing took the lead in introducing the concept of forest experience education, giving full play to the forest ecosystem’s educational function and carrying out rich and diversified forest experience educational activities. Based on the flow theory and literature, this study constructed a conceptual model of the impact of forest experience educational activities on guiding the environmentally responsible behavior of the public. Taking Beijing as an example, it surveyed 676 participants and used the structural equation modeling method to verify the influencing mechanism of participation motivation (before the activities) and personal experience (during the activities) on the environmentally responsible behaviors (after the activities). The results of the study indicate that the impact of experiences during such activities on guiding the public’s environmentally responsible behavior is significant and positive, and it is a complete mediator between participation motivation and environmentally responsible behavior. This conclusion indicates the effectiveness and necessity of forest experience educational activities. It provides some theoretical support and practical reference for further enhancing the effect of those activities in Beijing and promoting similar activities in other areas of China.

Key words: forest experience education, environmentally responsible behavior, urban public, flow theory, structural equation model, Beijing