بررسی رابطۀ تماشای تلویزیون و افزایش سواد زیست محیطی براساس سه بعد دانش، نگرش و رفتار (مطالعۀ موردی: شهروندان تهرانی) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
امروزه مسائل زیست محیطی، یکی از مشکلات جدی جوامع است و انسان ها با آگاهی، در حفاظت از آن مؤثر هستند. تلویزیون به عنوان رسانه ای جذاب، در افزایش آگاهی اثربخش است. در پژوهش حاضر، رابطه تماشای تلویزیون و افزایش سواد زیست محیطی براساس سه بعد دانش، نگرش و رفتار بررسی می شود. این پژوهش، ازلحاظ ماهیت، کاربردی و ازلحاظ روش، پیمایش است؛ همچنین جامعه آماری آن، شهروندان تهرانی بوده است. حجم نمونه با فرمول کوکران ۳۸۴ نفر است که به روش نمونه گیری خوشه ای دو مرحله ای انجام شد. برای جمع آوری داده ها، پرسشنامه محقق ساخته به کار گرفته و برای تجزیه وتحلیل داده ها از نرم افزار 22 SPSS استفاده شد. اعتبار پرسشنامه، به شیوه صوری و پایایی پرسشنامه با استفاده از «ضریب آلفای کرونباخ» بررسی و در سطوح دانش، نگرش و رفتار به ترتیب برابر با 91/0، 84/0 و 78/0 تعیین شد. برای تحلیل داده ها از آزمون همبستگی پیرسون استفاده شد. یافته ها حاکی از آن است که 62 درصد پاسخگویان، آگاهی خود را از تلویزیون کسب می کنند. مقدار ضریب همبستگی در بعد دانش 648/0، نگرش 679/0، رفتار 599/0 و سواد زیست محیطی ۶۹۴/۰ بود که وجود رابطه معناداری تأیید شد. این بدان معناست که تماشای تلویزیون با کسب دانش، نگرش و رفتار، رابطه معناداری دارد. درمجموع تماشای تلویزیون، تقویت سواد زیست محیطی را تبیین می کند. برای حصول نتیجه بهتر، پیش بینی می شود که در رسانه ملی برای تقویت دانش، نگرش و رفتار زیست محیطی سیاست گذاری های لازم صورت گیرد.Analysis of the Relationship between Watching TV and Increasing Environmental Literacy Based on the Three Dimensions of Knowledge, Attitude, and Behavior (Case Study: Tehran Citizens)
Abstract: Today, environmental issues are one of the serious problems of societies and human beings can be effective in protecting it with awareness. Television as an attractive medium can be effective in raising awareness. This study aimed to analyze the relationship between watching TV and increasing environmental literacy based on the 3 dimensions of knowledge, attitude, and behavior. This research was a survey in terms of nature and method. Its statistical population included the citizens of Tehran. The sample size was determined to consist of 384 people by using Cochran's formula, which was done by the two-stage cluster sampling. A researcher-made questionnaire was used to collect the data and SPSS 22 software was applied to analyze them. The questionnaire validity was evaluated in a formal way and its reliability was determined at the knowledge, attitude, and behavior levels of 0.91, 0.84, and 0.78 by using "Cronbach's alpha coefficient", respectively. Pearson’s correlation test was used to analyze the data. The findings showed that 62% of the respondents were aware of television. The values of the correlation coefficient for the dimensions of knowledge, attitude, behavior, and environmental literacy were respectively 0.648, 0.679, 0.599, and 0.694, which confirmed the existence of a significant relationship between them. This meant that watching TV had a significant relationship with the acquisition of knowledge, attitude, and behavior. In general, watching TV explained strengthening of environmental literacy. To achieve a better result, it is expected that the national media make the necessary policies to strengthen environmental knowledge, attitude, and behavior. Introduction: Today, the public must be aware of the depth of the catastrophe because of their role in solving environmental problems. There is no doubt that the transition to global sustainability requires environmental literacy, which is a change in human knowledge, attitude, and behavior towards the environment. Environmental knowledge includes information about environmental problems and to improve the situation and perform the activities successfully. Environmental attitude is a relatively stable set of feelings, beliefs, and behavioral preparations of individuals and groups that are rooted in the value system of individuals. Also, environmental behavior is a set of individual reactions towards the environment in the society. As the Rio Summit, dubbed the 21st Century Environmental Sustainability Program, the importance of media in education is revealed. The mass media, especially television, can influence the audience's emotions by informing them about their environmental responsibilities via broadcasting, transmitting, and using environmental messages with the power of images. As mentioned in Paragraph A of Article 189 of the Law on the Fifth Development Plan, the correct information and environmental culture are emphasized by the state media, especially the Radio and Television. Accordingly, the purpose of this study was to investigate the relationship between watching television and increasing the environmental literacy of Tehran citizens. In this study, we sought to answer the question of whether there was a relationship between watching TV programs and increasing environmental literacy. The points that theoretically increase the importance of this research were measuring the environmental literacy of Tehran citizens through the demographic variables of age, sex, and education and the rate of watching programs with regard to television networks leading to their increased environmental literacy. The subject of environmental literacy should be one of the priorities to be considered by network managers, groups, and TV program producers as mentioned in the development documents. This issue can envisage the decision and policy makers’ tasks in the field of environment in the media horizon. In this regard, further communication must be made between the Environmental Protection Organization, experts and thinkers, government officials, and Radio and Television Organization to educate and inform TV audience and the general public as a large part of participants in environmental protection. A review of the results of other related studies indicated that all the 3 levels of knowledge, attitude, and behavior were researched in some studies and the relationship between media and environmental literacy was confirmed. Overall, the research findings showed that using the capacity of the media to attract public opinion to the issue of the environment and the content provided by the media were effective in increasing the audience’s environmental literacy. Methodology: In this research, a survey method was used. The main tool for data collection was a researcher-made questionnaire. Knowledge, attitude, and behavior were measured based on the demographic characteristics with 45 items in a 6-point Likert scale from not at all (1) to very high agreement (6). The questionnaire validity was determined by using a survey and obtaining suggestions from the media and environmental experts. To determine the questionnaire reliability, Cronbach's alpha coefficient was applied, the values of which were 0.91, 0.84, and 0.78 at the levels of knowledge, attitude, and behavior, respectively. The statistical population of this study included Tehran citizens aged ≥18 living in 22 regions. To estimate the sample size, Cochran's formula was selected with 95% error. Accordingly, the sample size was estimated to include 384 people and 400 questionnaires were presented to create a safe margin. They were reviewed and then coded using Spss software, version 22. Then, the research was conducted based on the need for the outputs related to the descriptive and inferential statistics in order to answer the questions and verify the hypotheses. The statistical analysis was done through descriptive statistics (mean) and inferential statistics (Pearson’s correlation test). Discussion: According to the descriptive statistics, 49 and 51% of the respondents were male and female, respectively. The scores of environmental literacy for the men and women were 0.39 and 2.28, respectively. In terms of age, the respondents were 35-39 years old and the score of environmental literacy in this group was 2.97. The data revealed that 12.7, 26.8, 4.5, and 16% of the respondents had undergraduate degrees and diplomas, postgraduate degrees, bachelor's degrees, and master's degrees, respectively. Their average scores of environmental literacy were 2.78, 2.60, 2.53, and 2.60, respectively. Regarding the use of information sources, 62% of the respondents were found to be aware of television, most of whom (82%) watched Channel 3. By referring to the total average, the general transfer of environmental knowledge, attitude, behavior, and literacy to the citizens through television showed the values of 2.41, 2.97, 2.78, and 2.66, respectively. In the hypothesis test, a significant relationship was found between watching TV and increasing environmental literacy in the dimensions of knowledge, attitude, behavior, and general environmental literacy through Pearson’s correlation coefficient. The coefficients in the dimensions of knowledge, attitude, behavior, and environmental literacy were 0.648, 0.679, 0.599, and 0.694 at the significance level of 0.000, which confirmed the existence of as a significant factor. In sum, all the 3 dimensions of the independent variables explained the relationship between watching television programs and environmental content and messages affecting on the citizens’ increase of environmental literacy. Conclusion: This article examined the relationship between watching TV and environmental literacy in terms of knowledge, attitude, and behavior by using a survey method. The statistical population included the citizens of Tehran. In general, the results were in line with the internal and external backgrounds of the previous studies and the theories examined. Due to the wide coverage of audience and use of informal institution of education, the transfer of knowledge through it seemed to be the easiest way because people tended to choose the easiest way to acquire environmental literacy. The audience or recipients of media messages as one of the communication elements could participate in environmental protection by gaining environmental literacy and play the role of aware activists. This had a greater impact beyond the responsibilities of organizations, such as environmental organizations and groups. For greater effectiveness, it is expected to formulate an appropriate strategy and policy to produce different types of television programs on the subject of environment and use the experts’ opinions in this field, while addressing problems, such as energy crisis, water crisis, and natural resource degradation. Transferring environmental knowledge, promoting nature-friendliness, creating a deep insight and understanding, and trying to strengthen environmental behavior for attracting environmental protection partnerships by teaching necessary techniques and skills can be the practical results of future research. Keywords<em>: </em> environmental literacy, television, citizens, environment References - Dobson, A. (2007). Environmental Citizenship: Towards Sustainable Development , Sust. Dev. Vol. 15, pp276–285 doi:10.1002/sd. 344 - Cumba Castro, E.A.(2020). Environmental education in the television media . Casestudy: Oromar TV , Alteridad,Vol. 15, No. 1,pp115-126. doi: 10.17163/alt.v15n1.2020.10 - Fote Roba,T.(2012 ) Media and environmental awareness: A geographical study in kembarozone, southern Ethiopia . Master of arts in the geography at the university of south Africa - Holbert, R.L., Kwak, N., Dhavan, V.S. (2003) Enviromental Concern, Patterns ofTelevision Viewing, and Pro-Envromental Behaviors: Integrating Model of Media Consumptionand Effects , Journal of Broadcasting & Electronic Media, 47,2, pg.177.doi: 10.1207/s15506878jobem4702_2 - Jharotia, A.K . (2018).Role of Media in Enhancement of Environmental Awareness, Conference: Power of Media: Shaping the Future . At:Tecnia Auditorium, New Delhi, pp. 1-11. - Kanozia, R.(2020). Promoting Environmental Literacy through Media: An Exploratory Studyof Punjab, India , Researchergate, pp1-22
تبلیغات
