Wang Linzhao, Gao Tao, Shi Yanjie, Zhang Li
Mental Health Education and Counseling Center, Guangdong Ocean University, Zhanjiang, Guangdong, China.
Mental Health Education and Counseling Center, Guangdong Industry Polytechnic University, Guangzhou, China.
Front Psychol. 2025 Aug 11;16:1623231. doi: 10.3389/fpsyg.2025.1623231. eCollection 2025.
This study investigates the psychological mechanisms underlying the relationship between ocean literacy and pro-environmental behavior, with a particular focus on the mediating roles of marine environmental responsibility and marine values.
A large-scale survey was conducted with 1,206 university students from 23 universities across 11 provinces in China. Standardized and validated questionnaires were administered, and advanced statistical analyses, including structural equation modeling and mediation analysis, were employed to examine the hypothesized relationships.
Findings reveal that ocean literacy significantly enhances individuals' sense of environmental responsibility and fosters stronger pro-environmental values. These psychological constructs, in turn, contribute to increased engagement in conservation behaviors, such as reducing plastic use and participating in beach clean-ups.
Grounded in theoretical frameworks from environmental psychology-namely the Value-Belief-Norm Theory and the Theory of Planned Behavior-this study underscores the importance of integrating cognitive, affective, and normative factors in promoting sustainable marine actions. The results offer valuable insights for the design of educational interventions and behavioral strategies aimed at advancing marine conservation efforts.
本研究探讨海洋素养与亲环境行为之间关系的心理机制，特别关注海洋环境责任和海洋价值观的中介作用。
对来自中国11个省份23所大学的1206名大学生进行了大规模调查。使用了标准化且经过验证的问卷，并采用了包括结构方程建模和中介分析在内的高级统计分析方法来检验假设的关系。
研究结果表明，海洋素养显著增强了个体的环境责任感，并培养了更强的亲环境价值观。反过来，这些心理构念有助于增加人们参与保护行为的程度，例如减少塑料使用和参与海滩清洁活动。
基于环境心理学的理论框架——即价值-信念-规范理论和计划行为理论——本研究强调了整合认知、情感和规范因素在促进可持续海洋行动中的重要性。研究结果为旨在推进海洋保护工作的教育干预措施和行为策略的设计提供了有价值的见解。
