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This study examines the mediating role of motivation on outdoor recreation on the attitude–behavior and social marketing–behavior linkages. The paper scrutinizes the moderating impact of coronavirus disease 2019 (COVID-19) risk perception in transforming individual motivation on nature-based outdoor recreation into environmentally responsible behavior.

Data were collected and conducted in Vietnamese National Parks. The dataset consists of 900 valid responses by domestic travelers. The research was operationalized using empirical data and employed structural equation modeling (SEM) and SPSS PROCESS analysis.

First, this study confirms that outdoor recreation activities and business's marketing on social networks tend to transform into support for individual behavior in terms of protecting environment and having responsibility for environment. Second, the current paper also represents the academic efforts to contribute to outdoor recreation literature by explaining the current global problem that has caused serious upheaval in global society as well as individual life. The findings not only confirmed the mediating role of nature-based outdoor recreation motivation between attitude and behavior, but also examined the moderating effect of COVID-19 risk perception in the relationship between motivation and behavior.

The findings indicate the significant association of social marketing, environment attitudes, outdoor recreation motivation and environmentally responsible behavior. The findings not only confirmed the mediating role of nature-based outdoor recreation motivation between attitude and behavior, but also examined the moderating effect of COVID-19 risk perception in the relationship between motivation and behavior. These results provide key insights about examining visitors' behavior for environment protection during future infectious disease outbreaks.

Many K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.

The article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.

The article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.

The article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

Goal setting is a crucial aspect of client-centered practice in occupational therapy (OT) for mental health conditions. However, it remains to be seen how goal-setting has been delivered in mental health, particularly the OT process. The purpose of this scoping review was to explore the nature and extent of goal setting delivered in mental health and informed OT practice.

The authors followed the guidelines of Arksey and O’Malley (2005) and searched three databases using key search terms: “mental disorder,” “goal setting,” and “occupational therapy” and their synonyms.

After excluding duplicate records, the authors initially screened 883 records and resulted in 20 records in total after the screening process. Most of the identified articles used goal-setting delivered by both a health professional and a client (n = 14), and focused on people with schizophrenia or schizoaffective disorder (n = 13), but three interventions were delivered by occupational therapists. Further research needs on goal-setting in mental health OT, exploring the reliability and validity of different goal-setting strategies and investigating the effectiveness of goal-setting for promoting behavior change and client engagement across various mental health conditions and settings.

The scoping review has some limitations, such as not investigating the validity and reliability of goal-setting strategies identified, and excluding conference papers and non-English articles.

This scoping review presents a mapping of how goal-setting has been delivered in mental health and informed OT practice. The findings suggest limited research in OT and highlight the need for more studies to address the evidence gap in individualized client-centered OT.