簡易檢索 / 詳目顯示

研究生: 黃信維
Huang, Xin-Wei
論文名稱: 探究國中小學生自然連結、環境行為與心理幸福感之關聯
Exploring the Relationships among Connection with Nature, Environmental Behavior and Psychological Well-being of Elementary and Junior High School Students
指導教授: 曾鈺琪
Tseng, Yu-Chi
口試委員: 曾鈺琪
Tseng, Yu-Chi
黃茂在
Huang, Mao-Tsai
林碧芳
Lin, Pi-Fang
口試日期: 2025/01/17
學位類別: 碩士
Master
系所名稱: 永續管理與環境教育研究所
Graduate Institute of Sustainability Management and Environmental Education
論文出版年: 2025
畢業學年度: 113
語文別: 中文
論文頁數: 141
中文關鍵詞: 自然連結環境行為心理幸福感戶外課程結構方程模式
英文關鍵詞: connection with nature, environmental behavior, psychological well-being, outdoor courses, structural equation modeling
研究方法: 相關研究
DOI URL: http://doi.org/10.6345/NTNU202500401
論文種類: 學術論文
相關次數: 點閱:18下載:1
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 2015年,聯合國提出「健康與福祉」(Good Health and Well-Being)的永續發展目標(SDG 3),旨在確保各年齡層皆能享有健康生活,然而過去研究發現兒童與青少年的心理幸福感隨年齡的增長而下降,因此尋求有效改善心理幸福感的策略尤為重要。本研究目的在於探討國中小學生的自然連結、環境行為是否能夠促進心理幸福感,並理解戶外課程在各變項預測關係之調節效果。本研究調查對象為臺灣三~九年級的國中小學生,並分為兩群體—「參與戶外課程」(簡稱戶外組)與「未參與戶外課程」(簡稱非戶外組)。戶外組樣本以立意抽樣選擇來自112學年度與國教院合作之「戶外教育基地學校」,非戶外組樣本則是透過滾雪球方法進行調查。本研究有效樣本共673份,其中261份預試樣本用於問卷的信效度檢驗,另412份正式樣本(含戶外組139份、非戶外組273份)則用於SPSS 23.0、PROCESS 4.2與LISREL 10.20學生版等統計軟體進行分析,包括差異分析、調節效果分析、多群組路徑分析和結構方程模式等。研究結果發現:一、國中小學生的自然連結、心理幸福感屬中等偏上,而環境行為則普遍表現較低。二、自然連結、環境行為與心理幸福感在不同教育程度和假日平均使用3C產品時間上具有顯著組間差異。三、自然連結和環境行為皆能正向顯著影響心理幸福感,且環境行為在自然連結對心理幸福感的影響上具有部分中介效果。四、戶外課程對於自然連結、環境行為與心理幸福感之影響關係不具有調節效果。本文根據研究結果提出研究與實務上的建議,以供未來學術界與教育界參考。

    In 2015, the United Nations introduced the Sustainable Development Goal (SDG 3) on "Good Health and Well-Being," aiming to ensure that individuals of all ages can have healthy lives. However, previous studies have shown that psychological well-being (PW) of children and adolescents tends to decline with age, making it especially important to seek effective strategies for improving PW. The purpose of this study is to explore whether connection with nature (CWN) and environmental behavior (EB) of elementary and junior high school students can promote PW, and to examine the moderation effect of outdoor courses on the relationships among these variables. The participants are divided into two groups: “outdoor group” and “non-outdoor group”, consisting of students from grades 3 to 9. The outdoor group was selected through purposive sampling from the “outdoor-education-base schools” in collaboration with the National Academy for Educational Research during the 2023 academic year. The non-outdoor group was surveyed using snowball sampling method. The total sample included 673 responses, with 261 pretest samples used to assess the reliability and validity of the questionnaire, and 412 formal samples (139 from the outdoor group, 273 from the non-outdoor group) used for data analysis in SPSS 23.0, PROCESS 4.2, and LISREL 10.20. These analyses included tests for t-test, ANOVA, moderation analysis, multi-group path analysis, and structural equation modeling. The results of the study revealed that: (1) CWN and PW of students are at moderately high levels, while EB are generally lower. (2) Significant inter-group differences are found in CWN, EB, and PW based on educational level and average use of 3C products during holidays. (3) Both CWN and EB can positively significantly predict PW, with EB partially mediating the effect of CWN on PW. (4) Outdoor courses don't have moderation effect on the relationships among CWN, EB, and PW. Based on these findings, this study provides suggestions for future academic research and educational practices.

    謝辭 i 摘要 ii Abstract iii 目錄 iv 表目錄 vi 圖目錄 viii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第三節 名詞解釋 5 第二章 文獻回顧 8 第一節 心理幸福感 8 第二節 自然連結 13 第三節 環境行為 20 第四節 戶外教育 26 第三章 研究方法 30 第一節 研究架構與假設 30 第二節 研究設計與流程 31 第三節 研究範圍與對象 33 第四節 研究工具與審查 38 第五節 資料處理與分析 48 第四章 研究結果與討論 51 第一節 預試分析 51 第二節 背景資料與變項得分之描述 64 第三節 各變項在不同人口學變項的差異情形 69 第四節 自然連結、環境行為與心理幸福感之影響關係 80 第五節 戶外課程之調節效果 87 第六節 綜合討論 94 第五章 研究結論與建議 104 第一節 研究結論 104 第二節 未來研究與實務建議 106 參考文獻 110 附錄一、問卷專家審查結果與回應 118 附錄二、正式問卷 132 附錄三、知情同意書(國小版) 136 附錄四、知情同意書(國中版) 139

    一、中文文獻
    王文科、王智弘(2020)。教育研究法(19版)。五南圖書。
    王喜青、周儒(2018)。埋下幸福的種子:以東眼山自然教育中心過夜型環境教育課程為例。環境教育研究,14(1),77-116。
    王鑫、朱慶昇(1995)。戶外教育的範疇。教師天地,75,2-11。
    台灣資訊社會研究學會(2022)。2022台灣網路報告。財團法人台灣網路資訊中心。https://reurl.cc/rLpY5r
    吳明隆(2009)。SPSS操作與應用:問卷統計分析實務。五南。
    吳明隆(2011)。SPSS統計應用學習實務:問卷分析與應用統計(第三版)。易習圖書。
    呂信慧、巫政頴、陳毓文、曹峰銘(2023)。學齡到青少年期的幸福感結構精緻化:性別與年齡效果。中華心理學刊,65(2),81-108。https://doi.org/10.6129/CJP.202306_65(2).0001
    李仁豪、余民寧(2016)。心理幸福感量表簡式中文版信效度及測量不變性:以大學生為樣本並兼論測量不變性議題。中華輔導與諮商學報,(46),127-154。http://dx.doi.org/10.7082/CJGC
    李永展(1995)。環境態度與環保行為:理論與實證。藝達康科技事業有限公司。
    林庚酉、林佳靖、林盛孟(2024)。自覺更年期症狀、憂鬱與幸福感之關聯:以臺南市民為例。健康促進與衛生教育學報,(58),61-89。https://doi.org/10.7022/JHPHE.202406_(58).0003
    林明瑞、黃竣豊(2017)。中部地區購買環保標章商品之消費者抗暖化行為模式研究。環境教育研究,13(1),1-33。
    林宣孜(2022)。以國小校園自然體驗課程—「大地探索家」提升自然連結感及環境素養之成效分析〔未出版碩士論文〕。國立臺中教育大學。
    林虹瑩、陳渝苓(2013)。臺灣節慶的轉型與現代意涵:享樂主義的觀點。大專體育,(127),1-8。
    邱皓政(2006)。量化研究與統計分析:SPSS中文視窗版資料分析範例解析。五南。
    邱皓政(2018)。量化研究法(三):測驗原理與量表發展技術。雙葉書廊。
    邱皓政(2021)。量化研究法(二):統計原理與分析技術(二版增修版)。雙葉書廊。
    邱皓政(2024)。結構方程模式:原理與應用 使用Mplus, LISREL (SIMPLIS), R, AMOS(三版)。雙葉書廊。
    高明(2007)。教育研究法。鼎茂圖書。
    國家教育研究院(2020)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校—議題融入說明手冊。國家教育研究院。
    國家教育研究院(2022)。基地學校第二期(111-113學年度)計畫方案。國家教育研究院。
    張勻翔(2003)。論《尼各馬科倫理學》幸福與德行的關係。哲學與文化,30(8),39-58。
    張朝翔(2022)。探究墾丁國家公園解說員自然連結感與心理幸福感之關聯〔未出版碩士論文〕。國立臺灣師範大學。
    教育部(2008)。國民中小學九年一貫課程綱要重大議題(環境教育)。教育部。
    教育部(2024)。中華民國戶外教育宣言3.0。教育部。
    教育部統計處(2024年01月31日)。112學年度國民中學校別資料。https://reurl.cc/936mma
    教育部統計處(2024年01月31日)。112學年度國民小學校別資料。https://reurl.cc/936mma
    許世璋(2003)。影響花蓮環保團體積極成員其環境行動養成之重要生命經驗研究。科學教育學刊,11(2),121-139。
    許世璋、徐家凡(2012)。池南自然教育中心一日型方案「天空之翼」對於六年級生環境素養之成效分析。科學教育學刊,20(1),69-94。
    陳思利、葉國樑(2002)。環境行為與相關因素之研究—以屏東縣國中學生為例。環境教育學刊,1,13-30。
    陳寬裕(2023)。結構方程模型:運用AMOS分析(二版)。五南。
    曾鈺琪(2019)。臺灣國中青少年之自然連結量表編製與信效度分析。科學教育學刊,27(4),323-345。https://doi.org/10.6173/cjse.201912_27(4).0006
    曾鈺琪(2020)。探討重要生命經驗與國中青少年環境行為之關聯與自然連結之中介效果。科學教育學刊,28(3),223-254。
    黃茂在、曾鈺琪(2015)。臺灣戶外教育內涵與課程優質化初探。教育脈動,(4),25-43。
    楊冠政(1997)。環境教育。明文書局。
    楊冠政(2002)。環境倫理—環境教育的終極目標。環境教育學刊。
    葉子嘉、鄭仲哲、倪瑛蓮(2022)。休閒農場遊憩體驗對國小學童環境態度與環境行為之調節效果研究。戶外遊憩研究,35(3),97-121。
    潘之甫(2021)。探究自然連結感與心理幸福感之關聯性—以公民科學團體「臺灣兩棲類保育志工」為例〔未出版碩士論文〕。國立臺灣師範大學。
    潘淑蘭、周儒、吳景達(2017)。探究環境素養與影響環境行動之因子:以臺灣大學生為例。環境教育研究,13(1),35-65。
    蔡佩勳(2017)。探究關渡自然公園志工自然連結感與心理幸福感之關係〔未出版碩士論文〕。國立臺灣師範大學。
    蔡譚雅(2014)。青少年心理福祉之影響因素—家庭支持與同儕支持之比較〔未出版碩士論文〕。國立政治大學。
    龔士豪、王仁俊(2019)。高雄市國小高年級學童使用智慧型手機對學習成效之影響。工業科技教育學刊,(12),51-66。

    二、外文文獻
    Andreoni, J. (1990). Impure altruism and donations to public goods: A theory of warm-glow giving. The economic journal, 100(401), 464-477.
    Andrews, F. M., & Withey, S. B. (1976). Social indicators of well-being: Americans' perceptions of life quality. New York: Plenum Press.
    Annas, J. (1987). Epicurus on pleasure and happiness. Philosophical Topics, 15(2), 5-21.
    Barragan-Jason, G., de Mazancourt, C., Parmesan, C., Singer, M. C., & Loreau, M. (2022). Human–nature connectedness as a pathway to sustainability: A global meta‐analysis. Conservation Letters, 15(1), e12852.
    Barragan-Jason, G., Loreau, M., de Mazancourt, C., Singer, M. C., & Parmesan, C. (2023). Psychological and physical connections with nature improve both human well-being and nature conservation: A systematic review of meta-analyses. Biological Conservation, 277, 109842.
    Bradburn, N. M. (1969). The structure of psychological well-being. Chicago: Aldine.
    Braun, T., & Dierkes, P. (2017). Connecting students to nature–how intensity of nature experience and student age influence the success of outdoor education programs. Environmental Education Research, 23(7), 937-949.
    Chang, F.-C., Chiu, C.-H., Chen, P.-H., Chiang, J.-T., Miao, N.-F., Chuang, H.-Y., & Liu, S. (2019). Children's use of mobile devices, smartphone addiction and parental mediation in Taiwan. Computers in Human Behavior, 93, 25-32.
    Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15-26.
    Cheng, J. C. H., & Monroe, M. C. (2012). Connection to nature: Children’s affective attitude toward nature. Environment and behavior, 44(1), 31-49.
    Cleary, A., Fielding, K. S., Bell, S. L., Murray, Z., & Roiko, A. (2017). Exploring potential mechanisms involved in the relationship between eudaimonic wellbeing and nature connection. Landscape and Urban Planning, 158, 119-128.
    De Young, R. (2000). New ways to promote proenvironmental behavior: Expanding and evaluating motives for environmentally responsible behavior. Journal of social issues, 56(3), 509-526.
    Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542.
    Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological bulletin, 125(2), 276.
    Donaldson, G. W., & Donaldson, L. E. (1958). Outdoor education a definition. Journal of Health, Physical Education, Recreation, 29(5), 17-63.
    Epstein, A. (2015, January 6). '97% of climate scientists agree' is 100% wrong. Forbes. https://www.forbes.com/sites/alexepstein/2015/01/06/97-of-climate-scientists-agree-is-100-wrong/
    Fonte, C.A.M., Ferreira, M.J. (2024). Psychological Well-Being and Climate Change Concerns: Exploring the Role of Psychological Interventions. In: Filho, W.L., Vidal, D.G., Dinis, M.A.P. (eds) Planetary Health and Climate Change: Understanding the Impacts of Climate Change to the Well-Being of Our Planet. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-031-72740-5_3
    Grabowska-Chenczke, O., Wajchman-Świtalska, S., & Woźniak, M. (2022). Psychological well-being and nature relatedness. Forests, 13(7), 1048.
    Hair, J., Black, W., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
    Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2), 1-8.
    Howell, A. J., Dopko, R. L., Passmore, H.-A., & Buro, K. (2011). Nature connectedness: Associations with well-being and mindfulness. Personality and Individual Differences, 51(2), 166-171.
    Hsu, S.-J., & Roth, R. E. . (1998). An assessment of environmental literacy and analysis of predictors of responsible environmental behavior held by secondary teachers in the Hualien area of Taiwan. Environmental Education Research, 4(3), 229-249.
    Huang, X., Luo, L., Li, X., Lin, Y., Chen, Z., & Jin, C. (2022). How Do Nature-Based Activities Benefit Essential Workers during the COVID-19 Pandemic? The Mediating Effect of Nature Connectedness. International Journal of Environmental Research and Public Health, 19(24), 16501.
    Hungerford, H., & Peyton, R. B. (1980). A paradigm for citizen responsibility: Environmental action. Current Issues VI, 400(166).
    Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21.
    Joschko, L., Palsdottir, A. M., Grahn, P., & Hinse, M. (2023). Nature-Based Therapy in Individuals with Mental Health Disorders, with a Focus on Mental Well-Being and Connectedness to Nature—A Pilot Study. International Journal of Environmental Research and Public Health, 20(3), 2167.
    Kaplan, R., & Kaplan, S. (2002). Adolescents and the natural environment: A time out. Children and nature: Psychological, sociocultural, and evolutionary investigations, 227-257.
    Kellert, S. R., & Wilson, E. O. (1995). The biophilia hypothesis. Island press.
    Kerret, D., Orkibi, H., Bukchin, S., & Ronen, T. (2020). Two for one: Achieving both pro-environmental behavior and subjective well-being by implementing environmental-hope-enhancing programs in schools. The Journal of Environmental Education, 51(6), 434-448.
    Krettenauer, T., Wang, W., Jia, F., & Yao, Y. (2020). Connectedness with nature and the decline of pro-environmental behavior in adolescence: A comparison of Canada and China. Journal of Environmental Psychology, 71, 101348.
    Li, R. H. (2014). Reliability and validity of a shorter Chinese version for Ryff’s psychological well-being scale. Health Education Journal, 73(4), 446-452.
    Loera-Malvaez, N., Balcázar-Nava, P., Trejo-González, L., Gurrola-Peña, G. M., & Bonilla-Muñoz, M. P. (2008). Adaptación de la Escala de Bienestar Psicológico de Ryff en adolescentes preuniversitarios. Neurología, Neurocirugía y Psiquiatría, 41(3-4), 90-97.
    Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin books.
    Lumber, R., Richardson, M., & Sheffield, D. (2017). Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PLoS one, 12(5), e0177186. https://doi.org/10.1371/journal.pone.0177186
    Lumber, R., Richardson, M., & Sheffield, D. (2018). The seven pathways to nature connectedness: A focus group exploration. Environmental Science, Sociology.
    Mayer, F. S., & Frantz, C. M. (2004). The connectedness to nature scale: A measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, 24(4), 503-515.
    Meyer, A. (2015). Does education increase pro-environmental behavior? Evidence from Europe. Ecological economics, 116, 108-121.
    Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2018). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365-374.
    Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale: Linking individuals' connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715-740.
    Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2011). Happiness is in our nature: Exploring nature relatedness as a contributor to subjective well-being. Journal of Happiness Studies, 12, 303-322.
    Ostman, R. E., & Parker, J. L. (1987). Impact of education, age, newspapers, and television on environmental knowledge, concerns, and behaviors. The Journal of Environmental Education, 19(1), 3-9.
    Pino, M. C., Giancola, M., Sannino, M., D’Amico, S., & Palmiero, M. (2024). Exploring the Relationships between Personality and Psychological Well-Being: The Mediating Role of Pro-Environmental Behaviors. Social Sciences, 13(6), 278.
    Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., & Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12, 648458.
    Pradhan, P., Costa, L., Rybski, D., Lucht, W., & Kropp, J. P. (2017). A systematic study of sustainable development goal (SDG) interactions. Earth's Future, 5(11), 1169-1179.
    Price, E., Maguire, S., Firth, C., Lumber, R., Richardson, M., & Young, R. (2022). Factors associated with nature connectedness in school-aged children. Current Research in Ecological and Social Psychology, 3, 100037.
    Priest, S. (1986). Redefining outdoor education: A matter of many relationships. The Journal of environmental education, 17(3), 13-15.
    Pritchard, A., Richardson, M., Sheffield, D., & McEwan, K. (2020). The relationship between nature connectedness and eudaimonic well-being: A meta-analysis. Journal of happiness studies, 21, 1145-1167.
    Richardson, M., Hunt, A., Hinds, J., Bragg, R., Fido, D., Petronzi, D., Barbett, L., Clitherow, T., & White, M. (2019). A measure of nature connectedness for children and adults: Validation, performance, and insights. Sustainability, 11(12), 3250.
    Richardson, M., Hussain, Z., & Griffiths, M. D. (2018). Problematic smartphone use, nature connectedness, and anxiety. Journal of behavioral addictions, 7(1), 109-116.
    Roth, C. E. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s. Columbus, OH: ERIC/SMEAC.
    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
    Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
    Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069.
    Ryff, C. D. (1995). Psychological well-being in adult life. Current directions in psychological science, 4(4), 99-104.
    Ryff, C. D., Lee, Y. H., Essex, M. J., & Schmutte, P. S. (1994). My children and me: midlife evaluations of grown children and of self. Psychology and aging, 9(2), 195.
    Salazar, G., Kunkle, K., & Monroe, M. C. (2020). Practitioner guide to assessing connection to nature. Washington, DC: North American Association for Environmental Education.
    Sánchez-Llorens, S., Agulló-Torres, A., Del Campo-Gomis, F., & Martinez-Poveda, A. (2019). Environmental consciousness differences between primary and secondary school students. Journal of cleaner production, 227, 712-723.
    Schultz, P. W. (2002). Inclusion with nature: The psychology of human-nature relations. Psychology of sustainable development, 61-78.
    Suárez-Varela, M., Guardiola, J., & González-Gómez, F. (2016). Do pro-environmental behaviors and awareness contribute to improve subjective well-being? Applied Research in Quality of Life, 11, 429-444.
    Tanner, T. (1980). Significant life experiences: A new research area in environmental education. The Journal of Environmental Education, 11(4), 20-24.
    Tillmann, S., Tobin, D., Avison, W., & Gilliland, J. (2018). Mental health benefits of interactions with nature in children and teenagers: A systematic review. J Epidemiol Community Health, 72(10), 958-966.
    Topp, C. W., Østergaard, S. D., Søndergaard, S., & Bech, P. (2015). The WHO-5 Well-Being Index: a systematic review of the literature. Psychotherapy and psychosomatics, 84(3), 167-176.
    Trigwell, J. L., Francis, A. J., & Bagot, K. L. (2014). Nature connectedness and eudaimonic well-being: Spirituality as a potential mediator. Ecopsychology, 6(4), 241-251.
    Tseng, Y. C., & Wang, S. M. (2019). Understanding Taiwanese adolescents’ connections with nature: Rethinking conventional definitions and scales for environmental education. Environmental Education Research, 26(1), 115-129.
    Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 12, 271-283.
    UNESCO. (1977). Tbilisi Declaration. Paper presented at the Intergovernmental Conference on Environmental Education, Tbilisi (USSR).
    United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations.
    Veenhoven, R. (2003). Hedonism and happiness. Journal of Happiness Studies, 4, 437-457.
    Venhoeven, L. A., Bolderdijk, J. W., & Steg, L. (2013). Explaining the paradox: how pro-environmental behaviour can both thwart and foster well-being. Sustainability, 5(4), 1372-1386.
    Viejo, C., Gómez-López, M., & Ortega-Ruiz, R. (2018). Adolescents’ psychological well-being: A multidimensional measure. International Journal of Environmental Research and Public Health, 15(10), 2325.
    Wang, H. H., Hong, Z. R., Lin, H. S., & Tsai, C. Y. (2020). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology, 1-12.
    Whitburn, J., Linklater, W., & Abrahamse, W. (2020). Meta‐analysis of human connection to nature and proenvironmental behavior. Conservation Biology, 34(1), 180-193.
    Wicks, C., Barton, J., Orbell, S., & Andrews, L. (2022). Psychological benefits of outdoor physical activity in natural versus urban environments: A systematic review and meta‐analysis of experimental studies. Applied Psychology: Health and Well‐Being, 14(3), 1037-1061.
    Wilson, E. O. (1986). Biophilia. Harvard university press.
    Yu, L., & Shek, D. T. L. (2018). Testing longitudinal relationships between Internet addiction and well-being in Hong Kong adolescents: cross-lagged analyses based on three waves of data. Child indicators research, 11, 1545-1562.
    Zawadzki, S. J., Steg, L., & Bouman, T. (2020). Meta-analytic evidence for a robust and positive association between individuals’ pro-environmental behaviors and their subjective wellbeing. Environmental Research Letters, 15(12), 123007.
    Zylstra, M. J., Knight, A. T., Esler, K. J., & Le Grange, L. L. (2014). Connectedness as a core conservation concern: An interdisciplinary review of theory and a call for practice. Springer Science Reviews, 2, 119-143.

    下載圖示
    QR CODE