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The purpose of this present study is to analyze the role of consumers' social-psychological attributes, fiscal incentives and socio-demographics in the adoption intention and the willingness to pay more for electric vehicles (EVs).

A cognitive linkage model of “beliefs-intention-willingness” is analyzed using valid responses obtained from Indian consumers. The model is statistically tested at three levels: direct path effect of social-psychological attributes with financial incentives (subjective norm, personal norm, affective attitude, perceived knowledge) on adoption intention and willingness to pay, followed by the mediation of intention and the moderation of socio-demographics.

The findings reveal that the adoption intention and the willingness to pay are directly driven by all analyzed factors except financial incentives, which is not significantly associated with willingness to pay. Moreover, the adoption intention partially mediated the relation between all socio-psychological measures and willingness to pay, whereas full mediation of incentives is supported. Furthermore, the moderating effect of socio-demographics (gender, education, income) supports the integrated research model.

The generalizability of findings may be warranted due to the limited sample territory and the sample's youth. However, young people, or millennials, are more receptive to new technologies such as electric or carbon-free automobiles. The research advocates marketers and manufacturers to craft policy interventions and strategies to upsurge the EV demands in the backdrop of emerging markets.

This timely study adds to the extant literature on green and clean technology automobile adoption by exemplifying the relationship between socio-psychological beliefs, intention and willingness to pay at three dimensions of contextual factors. The current study endeavors to endorse the “beliefs-intention-willingness” cognitive linkage framework in the context of Indian green transportation.

The lack of progress toward equity in the U.S. is evident across many spheres of society, academia notwithstanding. Women academicians, in particular, face many barriers that prevent them from advancing–including a continued unsupportive climate, competing work and family demands, and interpersonal discrimination. This paper reflects on a collaborative research effort in the United States to enhance allyship for women in academia.

The authors partnered with a major university to hold ally training for department chairs during a university-wide department chair meeting. The authors developed a methodology for creating and implementing training content using a focus-group-based training needs analysis and a diversity science grounded approach to allyship training. The authors followed this up with surveys to assess impact.

Participants indicated that they learned from the training, but participation in follow-up data collection was limited, hampering the ability to conduct rigorous quantitative analyses around intervention impact.

Although the sample size may have been too limited to detect effects, the current study provides an approach that furthers the way in which researchers and practitioners can better assess the impact of allyship to women academicians.

Published research on allies is very limited. The current research examines allies in the context of helping women in academia.

Despite widespread recognition of the importance of first-line supervisors in support of diversity, limited intervention designs are available. The authors add to the extant literature on diversity interventions, while highlighting barriers to rigorous intervention evaluation.

Considering that knowledge, skills and behavior can influence sustainability efforts, this study aims to assess which personality traits influence one’s sense of feeling connected to nature and presumably make more sustainable choices. The study also explores the situational factors that might pose barriers, despite an individual's preference for a sustainable lifestyle.

In total, 54 faculty members from six Higher Education Institutions in Bangladesh were interviewed based on a semi-structured questionnaire on the barriers to a sustainable lifestyle in Dhaka city, while their personality traits were assessed using the Interpersonal Reactivity Index, the Big Five Factors and the Connectedness to Nature Scale through a survey.

The results state that Empathic Concern and Fantasy, as dimensions of empathy, have strong positive correlations with feeling connected to nature. The physical, social and psychological challenges also cause fewer people to lead a sustainable lifestyle, despite feeling highly connected to nature.

Sustainability efforts need to be context-specific due to localized challenges the people face. While educators play a key role in mainstreaming sustainability, generalizing the findings of the study to the wider population is limited. Further investigation to explore demographic and socioeconomic factors will provide key insights to the determinants of sustainable behavior.

The findings highlight that educational institutions can play a key role in the development of empathy and sustainability education, while addressing the need for good governance and policies in mainstreaming sustainability for attaining the Sustainable Development Goals Agenda 2030.

Few studies have been conducted to understand sustainable behavior in Bangladesh and identify effective methods to promote sustainability. This study provides insights to sustainable behavior in the context of a least-developed country. Additionally, it will support educational institutions to work toward sustainable development by enabling empathic skills development in curricula, leading to more concrete sustainability efforts.

Climate change is the biggest global health threat of the 21st century. Its impacts scatter through every stratum of society placing the marginalized clusters at the highest vulnerability and calling for action at all levels. Adaptation enhances resilience, whereas mitigation minimizes the anthropogenic forces of climate change; these are crucial initiatives for climate-resilient sustainable development. The aim of this study was to determine the knowledge and attitudes on climate change adaptation and mitigation at individual level and assess related factors.

A descriptive study is done to assess the knowledge and attitudes of school teachers in three educational zones of the Kalutara district using random cluster sampling. A self-administered questionnaire including 25 equally weighted questions to assess knowledge and 10 statements to assess attitudes was used.

The response rate was 98.8% [n = 618] and 23% of the study population had poor knowledge of climate change adaptation and mitigation at the individual level. Favorable attitudes were observed among more than 65% of participants for all the statements on climate change adaptation and mitigation. Average family income, working duration, involvement in school environmental societies and highest education qualification showed a significant positive association, whereas age and current grade had a significant negative association with good knowledge. The level of knowledge had no significant variation among male and female teachers.

Overall knowledge was poor among more than 20% of the teachers highlighting the need for school and community-based awareness programs to be implemented to address the issue.

This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.

The research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM.

The research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM.

The commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education.

The framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes.

This inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.

Secure children’s homes (SCHs) restrict the liberty of young people considered to be a danger to themselves or others. However, not all young people referred to SCHs find a placement, and little is known about the outcomes of the young person after an SCH or alternative placement. The purpose of this paper is to understand which characteristics most likely predict allocation to an SCH placement, and to explore the outcomes of the young people in the year after referral.

A retrospective electronic cohort study was conducted using linked social care data sets in England. The study population was all young people from England referred to SCHs for welfare reasons between 1st October 2016 to 31st March 2018 (n = 527). Logistic regression tested for differences in characteristics of SCH placement allocation and outcomes in the year after referral.

In total, 60% of young people referred to an SCH were allocated a place. Factors predicting successful or unsuccessful SCH allocation were previous placement in an SCH (OR = 2.12, p = 0.01); being female (OR = 2.26, p = 0.001); older age (OR = 0.75, p = 0.001); and a history of challenging behaviour (OR = 0.34, p = 0.01). In the year after referral, there were little differences in outcomes between young people placed in a SCH versus alternative accommodation.

The study raised concerns about the capacity of current services to recognise and meet the needs of this complex and vulnerable group of young people and highlights the necessity to explore and evaluate alternatives to SCHs.

The future increase of chronic diseases in the world requires new challenges in the health domain to improve patients' care from the point of view of the organizational processes, clinical pathways and technological solutions of digital health. For this reason, the present paper aims to focus on the study and application of well-known clinical practices and efficient organizational approaches through an innovative model (TALIsMAn) to support new care process redesign and digitalization for chronic patients.

In addition to specific clinical models employed to manage chronic conditions such as the Population Health Management and Chronic Care Model, we introduce a Business Process Management methodology implementation supported by a set of e-health technologies, in order to manage Care Pathways (CPs) digitalization and procedures improvement.

This study shows that telemedicine services with advanced devices and technologies are not enough to provide significant changes in the healthcare sector if other key aspects such as health processes, organizational systems, interactions between actors and responsibilities are not considered and improved. Therefore, new clinical models and organizational approaches are necessary together with a deep technological change, otherwise, theoretical benefits given by telemedicine services, which often employ advanced Information and Communication Technology (ICT) systems and devices, may not be translated into effective enhancements. They are obtained not only through the implementation of single telemedicine services, but integrating them in a wider digital ecosystem, where clinicians are supported in different clinical steps they have to perform.

The present work defines a novel methodological framework based on organizational, clinical and technological innovation, in order to redesign the territorial care for people with chronic diseases. This innovative ecosystem applied in the Italian research project TALIsMAn is based on the concept of a continuum of care and digitalization of CPs supported by Business Process Management System and telemedicine services. The main goal is to organize the different socio-medical activities in a unique and integrated IT system that should be sustainable, scalable and replicable.

Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.

Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.

The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.

The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.

This science mapping analysis aims to discern current, emerging and future trends of pro-environmental behavior and the theory of planned behavior (TPB).

Bibliometric analysis through bibliographic coupling and co-word analysis were used to reveal the progress of this phenomenon. Of the 1,120 documents search in Web of Science (WoS) database, 1,031 were used in this analysis after restricting to journal publications and studies after the year 2000.

The results show that four themes emerged, namely the fundamentals of TPB for pro-environmental behavior, antecedents of pro-environmental behavior, integration of TPB with the norm activation model and value belief theory and studies of pro-environmental behavior in developing countries. Environmental concern, environmental awareness, environmental knowledge and environmental education were the most commonly integrated variables.

This research is unique in the sense that the integration between TPB and other prominent theories of pro-environmental behavior is vital to predict individual pro-environmental behavior and understand the fundamental scientific importance of the domain. The norm activation model has been integrated with TPB in many pro-environmental behaviors. Mainstream media stakeholders should design and implement a plan for strategic communication and awareness campaigns in the community to encourage consumers to engage in many behaviors that lead to environmental sustainability.

This study presents a science mapping approach to uncover crucial knowledge structure related to pro-environmental behavior and the theory of planned behavior.