Fig 1.
The underlying mechanism model of ecoliteracy in linguistic ecology.
(Note: The details of second-level indicators are shown in Endnotes [11]).
Fig 2.
Average score percentages of attitudes toward the importance of nature and corresponding ecoliteracy levels.
Table 1.
One-way ANOVA of the influence of attitudes toward the importance of nature on ecoliteracy levels.
Fig 3.
Average score percentages of attitudes toward outdoor activities and corresponding ecoliteracy levels.
Table 2.
One-way ANOVA of the influence of attitudes toward outdoor activities on ecoliteracy levels.
Fig 4.
Average score percentages of self-interest in improving ecoliteracy level on actual ecoliteracy levels.
Table 3.
One-way ANOVA of the influence of participants’ interest in improving their ecoliteracy level on actual ecoliteracy levels.
Fig 5.
Average score percentages of outdoor activity frequency and ecoliteracy levels.
Table 4.
One-way ANOVA of the influence of outdoor activity frequency on ecoliteracy levels.
Fig 6.
Average score percentages of activity frequency in ecological areas and corresponding ecoliteracy levels.
Table 5.
One-way ANOVA of the influence of activity frequency in ecological areas on ecoliteracy levels.
Fig 7.
Average score percentages of participating in volunteer activities and corresponding ecoliteracy levels.
Table 6.
One-way ANOVA of the influence of participating in volunteer activities on ecoliteracy levels.
Fig 8.
Average score percentages of ecological knowledge use and corresponding ecoliteracy levels.
Table 7.
One-way ANOVA of the influence of ecological knowledge use on ecoliteracy levels.