2.1. Literature Review
In the research of risk perception, the classification and evaluation of risk perception factors always occupies an important position. Risk perception can be explained by a psychometric paradigm, in which the perception of risk is mapped to a factor space defined by multiple dimensions [
11,
12]. The classic risk perception theory proposed by Slovic P presents that risk perception has two dimensions: fearful risk and unknown risk. The former focuses on explaining the severity of the risk, and the latter focuses on mastery of the basic knowledge of risk [
6]. With the continuous development of risk research and its application in different fields, risk perception has shown more differentiated dimensions. Carolyn Kousky followed housing prices in areas that had suffered severe flooding over 27 years and concluded that risk events are a key factor in public risk perception [
13]. Studies have also shown that extreme weather events are an effective way for college students to perceive the risks of climate change [
14]. Another important dimension of risk perception is the degree of understanding of risk knowledge, of which the perception of risk source is the most representative [
10,
15,
16]. In addition to classic fear and unknown dimensions, the risk perception scale constructed by Paolo Gardoni also includes the dimension of risk source perception [
17]. Combining the classic risk perception dimensions and the characteristics of haze risk, the perception of risk consequences seems to be an important factor that cannot be ignored [
16,
18]. Rickard and Laura N linked risk perception with attribution theory and proposed that public perception of risk is closely related to attribution of risk responsibility [
12]. In the field of environmental risk, there have been studies that regard the perception of risk responsibility as an important dimension of risk perception [
19,
20].
The public’s risk perception based on the external risk environment is influenced and determined by various factors [
21]. Previous research on the COVID-19 pandemic has shown that personal emotions are an important factor in risk perception, and negative emotions often mean more serious risk perception [
22]. Terpstra Teun believes that in flood disasters, personal emotions can also predict and affect the level of risk perception, and, based on the research results, he proposed cognitive and emotional mechanisms that affect the public’s disaster preparedness intentions [
23]. With the continuous development of informatization, social media has become an important channel for disseminating risk information. Studies have shown that personal health concepts and behaviors in risk situations are highly influenced by media information [
24]. Taking the haze issue as an example, receiving information from social media will significantly increase peoples’ willingness to wear anti-haze masks [
25]. In addition, related studies have shown that the intervention of mass media and social networking sites not only affects public perception of haze risk, but also promotes the formulation and implementation of more effective environmental protection policies [
26,
27]. The public often judges the risks posed by potentially hazardous facilities based on the government, industry experts and online media [
28]. Studies have shown that the more the public distrusts the government, risk managers and risk facility operators, the higher their perceived risks, and the stronger their will to fight things. Therefore, many scholars regard social trust as one of the key indicators of public risk perception [
29]. Zhang Yongbao’s research shows that public risk perception will change significantly (positively or negatively) with major government decisions [
22]. Wang Lingling compared the haze risk perception of residents of China in areas with or without air improvement policies, and proved that government policy affects the public’s haze risk perception [
30]. Through literature review, we found that—whether it is a psychological–cognitive paradigm or a social–cultural paradigm—scholars generally believe that personal emotion [
31,
32], media communication [
33], social trust [
22] and government policy [
34] significantly affect public risk perception.
Early research on haze mainly focused on natural science aspects, such as the pollution formation mechanisms [
35], human health loss [
36,
37] and environmental hazard assessment [
38]. With the expansion of the impact of haze on society and the enhancement of people’s concept of green development, the social science attribute of haze research has gradually increased. Especially in recent years, haze risk has become one of the research hotspots in the fields of policy, psychology and management [
30,
39]. However, existing research on the risk perception of haze is not comprehensive enough. From the perspective of fields of research, macro research accounts for a large proportion, and research on individual cities and special groups is less prominent. Research content often focuses on some dimensions of haze risk perception, but discussion of factors influencing risk perception is relatively scarce, and research integrity and systems are insufficient. In addition, many research results on risk perception come from a single round of surveys, and data reliability is not high [
14]. Taking college students as the survey object to explore their risk perception and influencing factors has been studied in other fields, such as the COVID-19 pandemic [
40], but there is still a lack of research on the study of college students in a certain area for haze risks.
College students are at the critical stage of understanding society. They have a high degree of education and a strong willingness to participate in society, especially on the internet. As the backbone of the future society, a scientific and accurate evaluation of college students’ haze risk perception and influencing factors would not only reflect the social status quo, but also have guiding significance for improving air protection policies. Therefore, we developed and validated scales to clarify the constituent elements and influencing factors of haze risk perception among college students in Beijing. Then, through empirical research, we measured the realistic level of haze risk perception and provided decision-making references for formulating targeted haze governance strategies.
2.3. Research Tools and Methods
2.3.1. Scale Design
Based on literature review and theoretical construction, we took college students in Beijing as the survey object and compiled the HRPS and the HRPIFS for college students. The questionnaire consists of three parts. The first part explains the purpose of collecting data in this questionnaire. The second part is demographic information, which mainly records the gender, age and educational level of the college students. The third part measures the college students’ risk perception of haze and the influencing factors of risk perception. The initial HRPS has a total of 5 dimensions and 15 items, and the initial HRPIFS has a total of 4 dimensions and 15 items. The content of the scale is based on suggestions from doctoral students in psychology, management and environmental science, but at this time the content and structure of the scale have not been finalized. The final scale can be determined only after subsequent systematic investigation and data analysis.
The scale uses the Likert five-point scoring method, with five options “strongly disagree,” “disagree,” “unclear,” “agree” and “strongly agree,” corresponding to 1–5 points, respectively. The higher the score, the higher the level of risk perception of college students or the stronger the importance of influencing factors.
The questionnaire survey is generally divided into two stages: development and validation. In the development stage, two questionnaires were used to independently investigate the haze risk perception and the influencing factors of risk perception. In the validation stage, the two research topics were investigated in one questionnaire. All questionnaires were distributed online. Participants in the development stage were students from The China University of Geosciences (Beijing), and participants in the validation stage were college students in Beijing.
2.3.2. Data Analysis Method
The scales in the development and validation stages were analyzed by SPSS 22.0 and Amos 26.0 software developed by IBM, New York, NY, USA, respectively. The analysis process of the initial scales mainly included item analysis, exploratory factor analysis (EFA) and reliability analysis. Item analysis used the extreme group
t-test method to analyze the discrimination of each item [
43]. Specifically, we summed the scores of all items and then sorted them according to the total score. We defined 27% of the total score from this item as the cutoff values for the high and low groups. If there was no significant difference between the high and low group on each item, the item was deleted. EFA is usually tested by principal component analysis (PCA), and orthogonal rotation maximizes variances (varimax) [
44]. Through KMO coefficient and Bartlett test, factor loading, scree plot, communality, Cronbach’s Alpha and other indicators, the substandard dimensions and items were deleted. The KMO coefficient and Bartlett test were used to analyze the validity of the scale data: the larger the KMO coefficient, the more suitable for factor analysis. Cronbach’s Alpha, also known as the internal consistency coefficient, is an important indicator of reliability. A larger Alpha means better reliability of the scale [
45].
The analysis in the validation stage mainly included confirmatory factor analysis (CFA), reliability analysis and validity analysis. CFA uses the maximum likelihood method to test the structure of scales [
46]. If the factor loading, commonality, fitting results of CFA, KMO coefficient and Bartlett test, Cronbach’s Alpha, common method variance (CMV), average variance extracted (AVE) and combined reliability (CR) are not up to standard in the validation stage, the structure and content of the scales need to be improved. The reliability analysis method is the same as EFA. Comprehensive validity tests usually include construct validity, content validity, convergent validity and discriminant validity [
47]. KMO and Bartlett’s test can reflect the construct validity. Content validity requires careful consideration in the early stages of scale design. Strictly speaking, convergent validity and discriminant validity are subtypes of construct validity, but with different indicators. Convergent validity uses AVE and CR values to test the ability of items to measure the same factor, and discriminant validity uses the heterotrait–monotrait ratio (HTMT) to test the difference between items of different factors.
In the empirical research, we successively used proportional analysis, mean analysis, bivariate correlation analysis and variance analysis. Through large sample data, it is possible to understand the realistic level and internal connections of college students’ risk perception of haze and its influencing factors.