ENVIRONMENTAL RESPONSIBILITY: THE ROLE OF REGULATORY FOCUS

Namita Bhatnag,Jane McKay-Nesbitt 글로벌지식마케팅경영학회 2014 Global Marketing Conference Vol.2014 No.7

This research employs two studies to examine the effects of individuals’ (promotion versus prevention) regulatory focus on a variety of environmentally responsible reactions. Results of Study 1 revealed a significant positive correlation between chronic promotion focus and general environmental concern but no significant correlation between chronic prevention focus and environmental concern. Study 2 examined the relationships between an individual’s regulatory focus, both measured and primed, and environmental concern, attitudes toward and intentions to perform environmentally responsible behaviors, and affect toward self and others who did or did not engage in environmentally responsible behaviors. The influence of regulatory fit (i.e., promotion focus & recycle message; prevention focus & reduce message) on these same variables was also investigated. Results showed that participants’ general environmental concern, attitudes toward and intentions to act on specific conservation messaging, and positive emotions toward themselves and others that do respond favorably to the messages intensified as their chronic promotion focus rose. A positive relationship between chronic promotion focus and negative emotions directed at others that do not make an effort to do what the conservation message advocates was also evident. In addition, general environmental concern fully mediated the effect of chronic promotion focus on positive emotions as a result of others’ environmentally responsible actions. Partial mediation via environmental concern also takes place on intentions to follow the message advice and positive emotions directed toward oneself on doing so. Chronic prevention focus was not significantly related with general environmental concern, attitudes toward or intentions to engage in the recommended conservation behavior. As participants’ chronic prevention focus rose however, their negative emotions as a result of they themselves as well as others not following this advice increased. Study 2 also revealed that priming a promotion focus strengthened environmentally responsible attitudes and intentions, and positive emotions toward others that behaved responsibly. Results also showed that a promotion prime also triggered greater negative emotions directed at others that did not behave responsibly. Conversely, a prevention focus prime did not significantly alter attitudes or intentions to do as the conservation message advocated. Further testing revealed greater positive affect toward others’ environmental responsibility as a result of prevention priming. No fit effects between chronic or primed regulatory (promotion or prevention) focus and conservation messages (framed as recycle, reduce, or recycle and reduce) were found in this study however. This lack of effects may have been due to the majority of participants inferring that the conservation messages contained both recycle and reduce components regardless of the type of message they viewed. This work has extended our understanding of Regulatory Focus Theory by demonstrating the relationship of promotion focus to environmental concern and its influence on environmental attitudes and intentions. Our results suggest that environmentally responsible attitudes and intentions may be encouraged by fostering the adoption of a promotion focus. Our results further suggest that fostering a promotion focus may yield both positive affect for self and others who do behave in an environmentally responsible manner and negative affect for self and others who do not behave in an environmentally responsible manner.

ENVIRONMENTAL RESPONSIBILITY: THE ROLE OF REGULATORY FOCUS

Namita Bhatnag,Jane McKay-Nesbitt 글로벌지식마케팅경영학회 2014 Global Marketing Conference Vol.2014 No.4

This research employs two studies to examine the effects of individuals’ (promotion versus prevention) regulatory focus on a variety of environmentally responsible reactions. Results of Study 1 revealed a significant positive correlation between chronic promotion focus and general environmental concern but no significant correlation between chronic prevention focus and environmental concern. Study 2 examined the relationships between an individual’s regulatory focus, both measured and primed, and environmental concern, attitudes toward and intentions to perform environmentally responsible behaviors, and affect toward self and others who did or did not engage in environmentally responsible behaviors. The influence of regulatory fit (i.e., promotion focus & recycle message; prevention focus & reduce message) on these same variables was also investigated. Results showed that participants’ general environmental concern, attitudes toward and intentions to act on specific conservation messaging, and positive emotions toward themselves and others that do respond favorably to the messages intensified as their chronic promotion focus rose. A positive relationship between chronic promotion focus and negative emotions directed at others that do not make an effort to do what the conservation message advocates was also evident. In addition, general environmental concern fully mediated the effect of chronic promotion focus on positive emotions as a result of others’ environmentally responsible actions. Partial mediation via environmental concern also takes place on intentions to follow the message advice and positive emotions directed toward oneself on doing so. Chronic prevention focus was not significantly related with general environmental concern, attitudes toward or intentions to engage in the recommended conservation behavior. As participants’ chronic prevention focus rose however, their negative emotions as a result of they themselves as well as others not following this advice increased. Study 2 also revealed that priming a promotion focus strengthened environmentally responsible attitudes and intentions, and positive emotions toward others that behaved responsibly. Results also showed that a promotion prime also triggered greater negative emotions directed at others that did not behave responsibly. Conversely, a prevention focus prime did not significantly alter attitudes or intentions to do as the conservation message advocated. Further testing revealed greater positive affect toward others’ environmental responsibility as a result of prevention priming. No fit effects between chronic or primed regulatory (promotion or prevention) focus and conservation messages (framed as recycle, reduce, or recycle and reduce) were found in this study however. This lack of effects may have been due to the majority of participants inferring that the conservation messages contained both recycle and reduce components regardless of the type of message they viewed. This work has extended our understanding of Regulatory Focus Theory by demonstrating the relationship of promotion focus to environmental concern and its influence on environmental attitudes and intentions. Our results suggest that environmentally responsible attitudes and intentions may be encouraged by fostering the adoption of a promotion focus. Our results further suggest that fostering a promotion focus may yield both positive affect for self and others who do behave in an environmentally responsible manner and negative affect for self and others who do not behave in an environmentally responsible manner.

EBS 프로그램을 활용한 환경수업이 초등학생의 환경감수성 및 환경책임행동에 미치는 영향

정지현,김순식 대한지구과학교육학회 2023 대한지구과학교육학회지 Vol.16 No.2

본 연구는 P광역시 S초등학교 6학년 40명의 학생들 을 대상으로 EBS 프로그램을 활용한 환경수업이 초등 학생들의 환경감수성과 환경책임행동에 미치는 영향 을 알아본 것이다. 본 연구의 결론은 다음과 같다. 첫 째, EBS 프로그램을 활용한 환경수업이 초등학생들의 환경감수성을 유의미하게 향상 시키는 것으로 나타났 다. EBS 프로그램을 활용한 환경수업이 학교라는 공 간적 제약을 넘어 전 세계적으로 지구시민들이 환경문 제에 관심을 갖고 있으며 환경문제를 해결하기 위하여 노력한다는 점을 알려준다는 점과, EBS 교육방송 환 경 콘텐츠에서 제안하는 환경 문제를학습자가 자신의 문제로 삼아 기쁨, 슬픔, 분노, 두려움, 기대감이라는 정서적인 측면을 기르고, 더 나아가 일상생활, 학교생 활에서 환경 문제를 찾아보고 친환경 행동에 참여, 실 천하면서 환경감수성이 길러졌다고 생각된다. 둘째, EBS 프로그램을 활용한 환경수업이 초등학생들의 환 경책임행동에 유의미한 영향을 미치는 것으로 나타났 다. 이것은 EBS 프로그램을 활용한 환경수업이 지식 전달에서 그치는 것이 아닌 환경과 관련된 시민적 행 동, 교육적 행동, 경제적 행동, 신체적 행동, 설득적 행 동으로 연결되는 학습을 제안한다는 점과 실천에 참여 한 학생들이 서로 자신의 의견과 생각을 나눠보는 시 간을 가짐으로써 환경에 대한 책임감이 길러졌다고 판 단된다. 셋째, EBS 프로그램을 활용한 환경수업에 참 여한 학생들의 수업 만족도, 흥미도, 참여도를 분석한 결과 연구집단 20명의 학생들 중 80%의 학생들이 만 족했으며, 90%의 학생들이 수업이 흥미로웠다고 답했다. 또한 수업의 참여도를 묻는 질문에도 85%의 학생 들이 열심히 참여했다고 답했다. 학생들이 지식으로만 환경문제를 접하고 끝내는 수업이 아니라 서로의 생각을 나누고, 행동에 변화를 주면서 환경문제에 자신이 직접 참여하고 있음을 알게 하였기에 EBS 프로그램을 활용한 환경수업에 대한 학생들의 평가가 높게 나타났다고 생각된다. The purpose of this study is to investigate the effect of environmental classes using EBS program on the environmental sensitivity and environmentally responsible behavior of 6th grade elementary school students. To this end, the 2015 revised elementary school curriculum was reconstructed for 6th grade students, and subject-centered environmental classes were planned, and EBS educational broadcasting environmental contents suitable for each class were applied and utilized. The conclusion of this study is as follows. First, this study analyzed the 2015 revised curriculum and reorganized the 6th grade curriculum and creative experience activities to plan the 22nd environmental class, specifying environmental sensitivity and environmentally responsible behavior that can have a positive impact on learners in each class. EBS educational broadcasting environmental contents that can be utilized were selected and environmental classes were conducted using them. Second, it was found that environmental classes using EBS educational broadcasting had a significant effect on improving the environmental sensitivity of elementary school students. The fact that environmental classes using EBS educational broadcasting goes beyond the spatial limitations of schools and informs that global citizens are interested in environmental problems and are working to solve environmental problems. Third, it was found that environmental classes using EBS educational broadcasting had a significant effect on elementary school students' environmentally responsible behavior. This is because environmental classes using EBS educational broadcasting do not stop at imparting knowledge, but suggest learning that leads to civic behavior, educational behavior, economic behavior, physical behavior, and persuasive behavior related to the environment.

Environmental Education and Environmentally Responsible Behavior: The Case of International Tourists in Accra Hotels

Ishmael Mensah 한국관광학회 2012 International Journal of Tourism Sciences Vol.12 No.3

The success of environmental programs in hotels hinges on the environmentally responsible behavior of guests. In spite of this, the hotel guest has remained peripheral to environmental management programs and initiatives in hotels. This paper therefore examines the environmentally responsible behavior of international tourists in hotels in Accra and whether environmental education by the hotels and gender of tourists have any relationship with environmentally responsible behavior. A sample of 343 international tourists was surveyed at major tourist attraction sites in Accra. The results of the study indicates that about three-quarters of respondents were neither informed about the environmental programs being undertaken by their hotels nor educated on environmentally responsible behavior. Also, women reported greater environmentally responsible behavior than men. Hotels in Accra should therefore step up environmental education especially through travel intermediaries and use women as change agents for inculcating environmentally responsible behavior.

환경적 우려와 관광개발에 대한 부정적인 영향 지각이 환경적으로 책임 있는 행동에 미치는 영향: 베트남 다낭을 사례로

레티지엠,강상훈 (사)한국관광레저학회 2023 관광레저연구 Vol.35 No.2

This study examined the effect of environmental concerns and perceptions of negative impacts on tourism development regarding tourists’ environmentally responsible behavior. This study also investigated the mediator role of the perception of negative impacts on tourism development between environmental concerns and tourists’ environmentally responsible behavior. A total of 311 respondents’ data collected in Danang, Vietnam, was used for the data analysis. The results of regression analysis are summarized as follows: i) environmental concerns had a significantly positive effect on environmental responsible behavior; ii) the perception of the negative impact of tourism development has a significantly positive effect on environmentally responsible behavior; iii) the perception of negative impacts on tourism development acts as a mediator in the relationship between environmental concerns and environmentally responsible behavior.

베이커리 카페의 환경단서와 고객접점서비스, 내적반응, 행동의도 간의 구조적 관계연구

김동진 ( Dongjin Kim ),신형철 ( Hyoungchul Shin ) 관광경영학회 2019 관광경영연구 Vol.88 No.-

The purpose of this study is to identify the structural relationship environmental clues of bakery cafe, service encounter, internal response and behavior intention. This study conducted survey using the judgement sampling method among the non-probability sampling methods. To accomplish the study purpose, this study distributed questionnaires to customers using bakery cafe located in Seoul, Gyeonggi, and Incheon regions. The verifications from hypothesis 1 to hypothesis 7 were as follows. First, the hypothesis 1 of “Environmental clue will have positive influence on internal response” was adopted. Secondly, the hypothesis 2 of “Service encounter will have positive influence on internal response” was adopted. Third, the hypothesis 3 of “Environmental clue will have positive influence on behavior intention” was rejected. Fourth, the hypothesis 4 of “Service encounter will have positive influence on behavior intention” was rejected. Fifth, the hypothesis 5 of “Internal response will have positive influence on behavior intention” was adopted. Sixth, the hypothesis 6 of “Environmental clue will have positive influence on behavior intention through internal response” was adopted. Seventh, the hypothesis 7 of “Service encounter will have positive influence on behavior intention through internal response” was adopted. In integrating the theoretical and practical implicants from the study results, there are two key points. First, service encounter had greater influence on behavior intention than environmental clue. Secondly, behavior intention is depending on enhancing the internal response.

환경교육이 대학생의 이타적 가치, 결과지각 및 책임귀속에 미치는 영향에 관한 연구

황윤성,조성진 한국교양교육학회 2019 교양교육연구 Vol.13 No.2

This empirical study is to verify the moderating effects of environmental education on university. As an environmental education method, the environmental education method using 7 environmental movies by the multimedia with excellent learning effect in order to increase the interest and educational commitment of the learners was utilized. A total of 209 subjects were divided into experimental group and control group, and the experiment was designed based on Pretest-Posttest Control Group Design to grasp the effect of environmental education after conducting environmental education to the experiment group. The results of the analysis showed that environmental education had no effect on altruism but it had a positive effect on improving the awareness of consequence, the ascription of responsibility, the personal norms, and the pro-environmental behavior. This study proved that the sustainable environmental education could form pro-environmental behavior, even though the environmental sense of values had not been formed in adolescence, and furthermore, the earlier researches had been mainly focused on the effect of the environmental education for the adolescent. 본 연구는 대학생에 대한 환경교육의 효과를 실증적으로 검증하고자 하였다. 이를 위해 친환 경 행동의 대표적인 연구 모형 중 하나인 규범 활성화 이론(Norm Activation Model)을 활용하였다. 또한, 환경교육방법으로는 학습효과가 뛰어난 멀티미디어를 활용하여 학습자의 환경에 대한 흥 미 및 교육 몰입도를 높이기 위해 환경 관련 강의와 함께 총 7편의 환경영화를 활용한 환경교육 방법을 활용하였다. 총 209명의 대상을 실험집단과 통제집단으로 나누어 실험집단에게 환경교육 을 한 후 환경교육의 효과를 파악하기 위해 Pretest-Posttest Control Group Design(사전-사후검사 통제집단 설계)에 기초하여 실험 설계하였다. 실험설계는 사전검사로 이타적 가치, 결과지각 및 책 임귀속 수준을 측정하기 위한 설문을 진행한 후 환경교육을 한 뒤에 사후검사를 하는 것이다. 사 후검사에 사용된 설문지는 사전검사에 사용한 것과 같은 것을 반복 측정하였다. 연구결과에 따 르면 환경교육은 이타적 가치에 영향을 미치지 못했으나, 결과지각, 책임귀속 수준을 높이는 데 긍정적인 영향을 미쳤음을 알 수 있었다. 이러한 연구결과를 통해 비록, 청소년기에 친환경에 대 한 가치관이 형성되지 않더라도 대학에서 지속적인 환경교육을 하면 친환경적인 행동을 형성시 킬 수 있음을 입증했다는 점과 기존 환경교육의 효과에 관한 연구가 주로 청소년을 대상으로 진 행된 데 비해, 본 연구는 대학생을 대상으로 환경교육의 효과를 확인했다는 점에서 연구의 의의 를 찾을 수 있었다. 본 연구결과에 근거하여 대학생을 위한 환경교육의 필요성과 연구의 한계점 에 대하여 제언하였다.

예비 생물교사를 대상으로 ECO-STEAM 프로그램의 효과성 탐색: 환경 책무성 행동을 중심으로

윤세현 ( Yun Se Hyun ),김선영 ( Kim Sun Young ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.3

이 연구는 ECO-STEAM 프로그램이 예비 생물교사들의 환경 책무성 행동에 미치는 영향을 살펴보고, ECO-STEAM 프로그램의 중등학교 현장적용 가능성에 대한 인식을 조사하였다. ECO-STEAM 프로그램은 총 26차시로 미세먼지를 주제로 선정하여 지역의 실제 문제 상황과 연계하여 환경문제 해결에 참여할 수 있도록 구성되었다. 창의적 설계 단계와 감성적 체험 단계에서 아두이노를 활용한 미세먼지 측정기를 제작하여 미세먼지 농도를 측정해보는 활동을 진행하였다. 이때 미세먼지 측정 결과를 분석하고 결론을 도출할 수 있도록 함으로써 환경문제에 대한 직접적인 체험의 기회를 제공하였다. 또한, 지역사회에 적합한 미세먼지 대처방안과 정책을 구상하고, 친환경 지역사회를 설계할 수 있도록 하여 참여와 실천의 기회를 경험하도록 하였다. 평가 단계에서는 미세먼지를 대처할 수 있는 친환경 지역사회의 정책과 방안에 대한 홍보자료를 포스터로 발표하였다. 연구결과, 예비 생물교사들의 환경 쟁점에 대한 기능이 통계적으로 유의미한 향상을 나타냈으나(p< .05), 환경에 대한 가치와 통제의 위치에서는 통계적으로 유의미한 차이가 없었다(p >.05). 심층면담 분석 결과, 예비교사들은 환경쟁점에 대한 기능에서 개인·사회적 기능, 환경에 대한 가치에서 자연에 대한 관심, 그리고 통제의 위치에서 행동의존조절점을 나타냈다. 또한, 예비교사들은 ECO-STEAM 교육의 필요성과 효과성으로 환경문제에 대한 인식과 태도 변화, 학생들의 수업 참여와 관심 유도, 다양한 학문과의 융합학습이 가능함을 언급하였다. This study examined the effects of ECO-STEAM program on pre-service biology teachers’ responsible environmental behavior. The ECO-STEAM program deals with the environmental issues related to fine dust. Through presentation of the problem situation, the pre-service science teachers’ curiosity were aroused regarding everyday experience-related issues of fine dust. In the stage of creative design, the pre-service science teachers had the opportunity to create a measuring instrument of fine dust using Arduino, and to think of ways of reducing fine dusts for a selected region. In the emotional touch stage, the pre-service teachers created a measuring instrument of fine dust and a poster to inform policies to prevent fine dust for citizens. Through the evaluation stage, the pre-service teachers presented their projects of creating eco-friendly community. The results indicated that the pre-service biology teachers increased their functions of environmental issues(p< .01). However, there were no statistical differences between the pre-test and the post-test of ‘environmental value’ and ‘locus of control’(p >.01). The interview results indicated that the pre-service biology teachers utilized various functions of environmental issues, such as communication skills, problem-solving and decision making skills, and personal-social skills. In addition, they mentioned the importance of environmental education for an environmentally sustainable society. They further mentioned that they will practice eco-friendly behavior. Finally, most of the pre-service biology teachers mentioned that ECO-STEAM program is valuable for students to think about environmental issues and improve environmental literacy.

백두산 관광객 환경책임행동의 선행요인에 대한 연구

이영화(Ying Hua Li),짱쮜인제(Jun Jie Zhang),최철호(Zhe Hao Cui),정진영(Jin Young Chung) 융합관광콘텐츠학회 2023 융합관광콘텐츠연구 (JCTC) Vol.9 No.3

목적 전세계 많은 지역에서 관광은 사회문화적 교류 증대와 지역경제 활성화 등 긍정적 효과를 보이고 있지만, 일부 유명 관광지에서의 방문 수요 폭발은 환경적 부작용과 함께 여행객 일탈행위 등 사회적 우려를 낳고 있기도 하다. 본 연구에서는 중국의 대표적인 관광지인 백두산보호구역 관광지의 환경보호 정책 및 역량에 대한 신뢰, 지역에 대한 애착, 인식된 주관적 규범, 환경에 대한 태도를 관광객의 환경책임행동의 선행요인으로 선택하고 그 관계를 파악하고자 한다. 방법 방법론적으로는 선행연구 결과를 바탕으로 추출한 변인 간 관계를 가설로 구조방정식 모델링을 수립하고 이를 실증적 데이터로 검증하여 생태관광지 관광객의 환경책임행동에 대한 학문적 이해도를 높이고 실무적 시사점을 제시하고자 한다. 백두산을 방문한 관광객들을 대상으로 설문조사를 진행하였으며, 수집한 자료는 SPSS 25.0과 AMOS 25.0 통계프로그램을 이용하여 인구통계학적 분석, 요인분석, 상관분석, 연구모형적합도분석, 가설검증을 실시하였다. 결과 연구 결과 관광지 신뢰도는 환경책임행동에 유의미한 영향을 미치는 것으로 나타났다. 따라서 관광객이 관광목적지에 대한 정보 및 정보원에 대한 신뢰도가 높을수록 관광지의 환경을 보호하고 지키려는 행동에 참여할 가능성이 높아진다고 볼 수 있다. 지역애착 또한 환경책임행동과 유의미한 관계가 있는 것으로 나타났으며, 백두산 관광객은 목적지에 대한 신뢰도가 높을수록 정서적 애착을 느낄 가능성이 높다는 것도 보여주었다. 주관적규범 또한 환경태도를 매개로 환경책임행동에 유의미한 영향을 주는 것으로 나타났는데, 이는 생태관광지 환경을 적극적으로 보호하고 관심을 가져야 한다는 주변사람들의 인식이 관광객으로 하여금 환경보호에 대한 책임감과 긍정적 태도 형성에 영향을 미치며, 궁극적으로 환경책임행동에 참여하는 경향으로 나타난다고 볼 수 있다. 결론 본 연구 결과는 백두산 생태관광지 보존 및 환경보호, 관광지 관리를 위하여 실무적 시사점을 제공한다. 무엇보다고 관광지는 관리 및 운영, 정보생성 및 배포에 관해서 관광객의 신뢰성을 얻고 신임을 얻기 위해 노력해야 하며, 관광객의 관광지에 대한 장소적 애착을 높일 수 있는 방안을 강구하여야 한다. 본 연구는 국내 학술문헌에서 잘 다루어지지 않았던 중국의 대표적인 생태관광지인 백두산 자연보호구역을 대상으로 실증적 연구를 진행하였다는 점에서 학문적 의의가 있다. Purpose While tourism globally contributes positively to sociocultural exchange and local economic development, the surge in demand at some popular tourist destinations has led to environmental side effects and societal concerns. This study focuses on the environmental protection policies and capabilities of the Baekdu Mountain Conservation Area, a prominent tourist destination in China, and aims to explore the relationships between tourists' destination information source credibility, local attachment, perceived subjective norms, attitudes, and their environmentally responsible behavior. Methods The study employs a structural equation modeling approach based on hypotheses derived from prior research findings. Empirical data were collected through a survey administered to tourists visiting Baekdu Mountain, and demographic analysis, factor analysis, correlation analysis, model fit analysis, and hypothesis testing were conducted using SPSS 25.0 and AMOS 25.0. Results The study reveals that destination credibility significantly influences environmentally responsible behavior. Local attachment also shows a significant relationship with environmentally responsible behavior, indicating that tourists who trust the destination are more likely to develop emotional attachment. Subjective norms were found to influence environmentally responsible behavior through the mediating role of environmental attitudes. Conclusion The study provides practical implications for the conservation, environmental protection, and destination management of the Baekdu mountain ecological tourism site. It emphasizes the importance of efforts by tourist destinations in management, operation, and information dissemination to gain and maintain tourists' credibility. This research contributes academically by conducting empirical research on Baekdu Mountain Conservation Area in China, which has not been extensively covered in extant academic literature.

초등학생의 환경정서가 환경책임행동에 미치는 영향

강민정 ( Kang Minjeong ),류재명 ( Jae Myong Ryu ),김종균 ( Jong Kyun Kim ) 한국지리환경교육학회 2015 한국지리환경교육학회지 Vol.23 No.3

환경문제가 세계적으로 심각하게 대두되면서 이제, 환경교육은 선택이 아닌 필수교육으로 자리잡고 있다. 최근의 환경교육은 ‘정서(emotion)’의 개념이 중요하다. 환경교육이 교수학습방법으로 뉴스, 신문, 광고 등의 환경커뮤니케이션을 자주 활용하기 때문이다. 다양한 커뮤니케이션은 정서를 수단으로 하여 공감을 이끌어내는 경우가 많다. 이에 환경교육의 목표인 환경책임행동을 이끌어내는 데 적절한 정서를 찾는 것은 매우 중요하다. 그릇된 정서로 인해 자극적이고 편향된 시각을 제공할 수 있기 때문이다. 따라서 본 연구는 환경책임행동을 이끌 수 있는 환경정서를 발견하고자 실험연구를 구성하였다. 이를 위해 초등학교의 5, 6학년을 대상으로 환경문제와 관련된 정서를 설문하고 문헌연구를 더하여, 환경정서인 경외, 동정, 공포, 죄책감을 대표적 정서로 선정하였다. 실험연구 대상으로 서울시 송파구 3개 초등학교의 399명에게 사전 환경책임행동을 설문하고, 개발된 정서별 텍스트를 읽도록 한 후 사후 설문을 하여, 정서가 초등학생들의 환경책임행동에 미치는 영향을 분석하고자 하였다. 그 결과 첫째, 초등학생들의 환경관련 정서를 대표적으로 경외, 동정, 공포, 죄책감으로 분류하였을 때, 환경정서가 환경책임행동에 미치는 영향은 차이가 있었다. 정서를 활용한 환경교육은 모두 효과적이었으며, 하위범주에 따라 유의미한 차이가 있었다. 둘째, 긍정적 정서가 부정적 정서보다 초등학생들의 환경책임행동 변화에 도움을 주었다. 본 연구는 환경정서와 환경책임행동과의 상관관계를 밝혀 환경교육에서 사용할 수 있는 적절한 정서선택을 돕고자하였다. 특히 환경교육을 위한 환경커뮤니케이션에서, 정서를 효과적인 설득기제로 선택하기 위해서는 환경정서와 환경책임행동의 하위범주별 영향관계를 주목할 필요가 있겠다. As the world faces today a set of serious environmental issues, the environmental education is an option, it is rather a required education course. Currently, a concept of ‘emotion’ is the most crucial factor in recent environmental education attributed to the environmental communication methods such as news, newspaper, advertisement, etc. that are often used in training. A diverse communication uses emotion to draw sympathy. It is, therefore, very important to find appropriate emotion to draw a goal of provocative and biased perspective. Therefore, this experimental study was performed to identify the environmental emotion that can lead the environmentally responsible behavior. Thus, the emotional reactions toward the environmental issues were investigated among students currently attending 5th or 6th grade in the elementary school in addition to literature study. A sense of reverence, sympathy, fear and sense of guilt were selected as a typical emotion. Then, 399 students attending in 3 elementary schools located in Songpa-gu, Seoul-si were selected as a participant in the experimental study performed to identify the effects on the environmentally responsible behaviors in those elementary school students. As a result, the effects of environmental emotion on environmentally responsible behavior were shown to be different in the experimental study. The emotional educations were shown to have positive impact and a significant difference was observed upon the lower category. Second, the positive emotion was shown to positively effect the environmentally responsible behavior in elementary school students than the negative emotion. This study was carried out to identify the relationship between the environmental emotion and the environmentally responsible behavior to help choosing an appropriate emotion in the environmental communication and education.