Studying What Influences the Effects of Environmental Education on Visitors of Fuzhou National Park in China—The Mediating Role of Place Attachment

Abstract

With the rapid and vigorous growth of forest tourism, the irresponsible environmental behavior of tourists has caused enormous strain on forests’ ecological systems. Carrying out environmental education in forest parks is conducive to promoting the sustainable development of forest tourism. To explore the impact of human–place emotion on environmental education effects, this study took Fuzhou National Forest Park as an example to construct a structural equation model composed of landscape perception, environment interpretation, place attachment, and the effects of environmental education (EEE). The relationship between the four elements and the mechanism of action was clarified. A questionnaire was used with 480 visitors. Statistical analysis showed that: (1) The value of scientific research and education (0.774) influences landscape perception. Reliability (0.770) and tangibility (0.718) contribute to environmental interpretation. Place identification and dependence are represented by environmental identity (0.771) and are activity-dependent (0.792), respectively. Knowledge (0.860) and behavior (0.869) are essential factors in driving the EEE. (2) Place attachment and environment interpretation had a significant positive impact on the environmental education effect (p < 0.001), and there was no direct effect between landscape perception and EEE. (3) Landscape perception and environmental interpretation indirectly influence EEE with place attachment as full and partial mediators, respectively. This paper aims to provide theoretical support for better synergistic growth of forest park ecology, economy, and environment.