COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS’ INFORMAL ONLINE LEARNING AS A MODERATION EFFECT

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Baltic Science Education Pub Date : 2023-10-18 DOI:10.33225/jbse/23.22.900

Qi Liu, Xiaoxia Tian, Younghwan Bang, Kyung Hee Park

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Abstract

The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students' cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students’ attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students’ cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students' behavioral change toward sustainable development through personal life-oriented learning courses. Keywords: sustainable development behavior, sustainable development cognition, sustainable development attitude, college student, informal online learning

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对可持续发展行为的认知与态度:大学生非正式网络学习的调节作用

青少年后期大学生可持续发展的社会责任受到重视，大学的作用成为一项至关重要的任务。本研究旨在通过非正式网络学习的调节作用，探讨大学生对可持续发展的认知、态度和行为水平，以及三者之间的关联。对559名理工科学生进行差异验证和结构方程建模，并进行统计效度验证。在大学生可持续发展水平方面，男女、正规教育和非正规网络学习对可持续发展的认知、态度和行为存在显著差异。此外，大学生对可持续发展的态度在认知和行为之间起着显著的中介作用。研究还发现，非正式网络学习对学生可持续发展行为的认知和态度有显著的调节作用。因此，本研究建议大学应系统设计教育方案，透过个人生命导向的学习课程，促进大学生行为向永续发展转变。关键词:可持续发展行为、可持续发展认知、可持续发展态度、大学生、非正式网络学习

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来源期刊

Journal of Baltic Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

8.30%

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