环境知识异质性与环保行为

环境教育的实质在于如何有效地将环境知识转化为环保行为，既有研究多着眼于现状、 重要性和差异分析，而忽视了这一连续过程的内部转化机制。加强公众环境意识、增强其环保行 为并揭示环境知识和环保行为间复杂的影响因素和机制一直是我国环境社会学研究的核心任务之 一。本文在社会认知理论框架下，通过分析 2013 年中国社会综合调查数据(CGSS2013)，探讨 了环境知识分类(即日常环境知识和专业环境知识)和环境污染状况(即生活环境污染状况和生 态环境污染状况)影响环保行为(即私人环保行为和公共环保行为)的路径和机制。分析结果表明: 1日常环境知识相对于专业环境知识而言更有利于激发人们的私人环保行为，而公共环保行为仅 受到专业环境知识的驱动;2生活环境污染状况仅对私人环保行为有影响，而公共环保行为同时 受到生活环境和生态环境污染状况的显著影响;3生活环境污染状况在日常环境知识和私人环保 行为的关系中起部分中介作用，而其在日常环境知识和公共环保行为的关系中起完全中介作用。 此外，专业环境知识直接影响公共环保行为。该研究发现勾勒了一条环境知识有效转化为环保行 为的路径，同时也为如何实施环境教育提供了新途径和依据。

Environmental Knowledge Heterogeneity and Pro-Environmental Behaviors

The essence of environmental education (EE) is to produce environmental behavior. Many researches before focused on the development and importance of EE, or the difference analysis between various forms of EE. In this way, these studies ignored the transformation from environmental knowledge to environmental behavior, which is the core task in environmental sociology area. Present research studied the in uence of environmental knowledge classi cation and environmental pollution status (EPS) on environmental behavior in the context of Social Cognitive Theory. And key results based on Chinese General Social Survey 2013 (CGSS 2013) indicated that daily environmental knowledge (DEK) is a stronger predictor of private pro- environmental behavior (Pri-PEB) than professional environmental knowledge (PEK), while PEK is the only contributor to public pro-environmental behavior (Pub-PEB). Moreover, only living EPS shows additional variances in explaining Pri-PEB, while both living and ecological EPS have significant and additional effects on Pub-PEB. Integrating these variables in a single comprehensive model via structural equation modeling reveals that living environmental pollution mediates the relationship between DEK and the two types of PEB (i.e., Pri-PEB and Pub-PEB) and that PEK only shows a direct effect on Pub-PEB.