Search Results (78)

As global environmental concerns escalate, tourism is increasingly viewed not only as a leisure activity but also as a strategic platform for advancing environmental sustainability, particularly through nature-based travel. This study investigates how different types of travel motivations—specifically Push and Pull factors—influence environmental attitudes and eco-friendly behaviors, aiming to unpack the psychological mechanisms driving sustainable tourism engagement. Push factors, such as relaxation, nature appreciation, and escape from routine, represent intrinsic motivations, while Pull factors, including key natural and cultural resources, serve as external attractions influencing destination choices. The research examines how these motivational forces contribute to the development of environmental attitudes and, in turn, encourage pro-environmental behaviors among tourists. Data were collected from a structured survey targeting travelers who engaged in nature-based tourism experiences, and the analysis was conducted using structural equation modeling (PLS-SEM) to assess the hypothesized relationships. The findings reveal that Push factors such as family togetherness and appreciation of nature significantly enhance environmental attitudes, whereas adventure-seeking does not yield the same effect. Among Pull factors, key tourism resources positively influence environmental attitudes, while accessibility and convenience-related attributes show no significant impact. Moreover, environmental attitudes strongly predict eco-friendly behaviors, reinforcing the importance of sustainability consciousness in tourism. Despite these insights, challenges remain in translating environmental awareness into consistent, sustainable actions, particularly due to external constraints such as infrastructure limitations and economic considerations. This study contributes to the sustainable tourism literature by differentiating effective and ineffective motivational drivers and by providing actionable insights for destination managers and policymakers to foster deeper environmental engagement among travelers. Full article

Background/Objectives: Caregiver burden is a well-documented phenomenon among families of children with disabilities, particularly within early childhood intervention contexts. Although family-centered practices aim to empower parents and foster collaborative relationships with professionals, the specific contribution of families’ psychological and social resources to caregiver burden remains insufficiently understood. This study examined the combinations of psychosocial conditions associated with both high and low levels of caregiver burden in families receiving early intervention services. Methods: A total of 117 families of children aged 0–6 years enrolled in an early intervention center in Valencia, Spain, participated in the study. Caregiver burden was assessed using the Zarit Burden Interview. Fuzzy-set qualitative comparative analysis (fsQCA) was applied to identify the combinations of conditions that were necessary and sufficient for the presence or absence of caregiver burden. Results: No single condition was necessary for the outcome, but several sufficient combinations were identified. High caregiver burden was associated with configurations involving low resilience, limited perceived social support, and reduced coping capacity, whereas low burden emerged from configurations characterized by stronger psychosocial resources, particularly high family confidence, resilience, and social support. The solutions showed high consistency and coverage, indicating robust explanatory models for both outcomes. Conclusions: These findings demonstrate that caregiver burden in early intervention arises not from isolated factors but from specific interactions among psychosocial conditions. Understanding these causal combinations provides a more nuanced perspective on family functioning and highlights the importance of strengthening resilience and social support within early intervention programs to reduce caregiver burden and promote family well-being. Full article

Meiofaunal assemblages are crucial components of benthic ecosystems, significantly contributing to organic matter cycling and energy transfer. However, baseline quantitative data from some upwelling systems remain limited. This study characterizes the abundance, vertical distribution, and secondary production of meiofauna at a coastal upwelling station off southern Peru (14°16′ S) for July 2006 (Neutral conditions) and May 2007 (moderate La Niña, LN), using four-replicated sediment cores sectioned into 0–1, 1–2, 2–5, and 5–10 cm layers. While Nematoda (families Desmodoridae, Chromadoridae, Monhysteridae, Oxystominidae, Comesomatidae) dominated the community (>79% in all layers, both years), the total taxonomic richness did not differ substantially between study periods nor across the sediment column for 2006 or for 2007. Total density (0–10 cm) fluctuated between 3916 ± 2202 Ind 10 cm⁻² in 2006 and 4203 ± 2274 Ind 10 cm⁻² in 2007, with non-significant changes. Biomass (µgC 10 cm⁻²) in 2006 ranged from 80 ± 24 in the 5–10 cm section to 455 ± 134 in the 2–5 cm section. The uppermost 0–1 cm layer showed 238 ± 155, while the 1–2 cm section reached 302 ± 69. In 2007, biomass was consistently higher in the surface layers, with maximum values in the 1–2 cm section (500 ± 534), followed by the 0–1 cm section (376 ± 34). Hierarchical clustering produced depth-ordered groups with high within-depth similarity (>80–90%). SIMPER results identified Desmodora, Comesomatidae, and Chromadoridae among the top contributors to within-depth similarity and to the dissimilarity observed between surface and subsurface assemblages. A depth-related gradient of community composition was detected, suggesting vertical habitat heterogeneity modulated by several environmental factors; however, PERMANOVA analysis residuals (96.73%) indicate a high variation not explained by ENSO phase, sediment section, or their interaction, suggesting other unmeasured factors explaining meiofaunal community structure. Meiofauna’s production ranged from 2.836 ± 0.049 gC m⁻² y⁻¹ in 2006 to 3.106 ± 1.566 gC m⁻² y⁻¹ in 2007. These findings expand the limited knowledge on meiofaunal abundance and metabolic demands in this ocean region, fostering future efforts for comparative analyses across latitudes, depth gradients, and oceanographic regimes. Full article

Although younger generations are not always given a prominent role in ethnobotanical surveys, studying intergenerational knowledge transfer should still be a primary interest, in the context of traditions’ erosion, globalization, disinterest and plant blindness. Our study was designed to describe the situation of knowledge transfer and to find potential solutions to counteract erosion by involving the children. This ethnobotanical survey involved students from primary and secondary schools of Valle Imagna (Bergamo, Italy) through different meetings and structured questionnaires to record their traditional knowledge on medicinal plants. The children were then asked to become an active part of the project by interviewing their families. All data recorded were archived in a database for statistical analysis. Students (number = 112) reported 41 plant species, with 36% reporting at least 3 species each. Forty percent of their use reports were related to exotic species or purchased plant material. The most reported species were Matricaria chamomilla L. and Camellia sinensis (L.) Kuntze with common preparations such as infusions from commercial products. Parents (n = 96) reported 76 species and grandparents (n = 35) 52. Statistical analysis showed correlation between traditional knowledge and age/gender, with older generations and female gender correlated to deeper knowledge. Our results suggest deep erosion and a clear lack of intergenerational knowledge transfer. However, our project serves as evidence of the concrete role ethnobotany holds in safeguarding the remaining cultural heritage of a territory, fostering preservation from the outset with the participation of younger generations. Full article

This article examines intergenerational social mobility as a driver of sustainable development on the case of Lithuania, a country in Eastern Europe. Using data from the European Social Survey (2020), the analysis explores how parental education and occupation shape individual educational and occupational outcomes. Descriptive, correlational, and regression analyses reveal that while structural mobility has been facilitated by Lithuania’s transition from Soviet rule to a market economy and subsequent European integration, family background remains a decisive factor. The study also highlights the key factors that promote or constrain social mobility in contemporary Lithuania. The interaction between mothers’ and fathers’ education fosters the attainment of higher levels of education, whereas mothers’ occupational status and respondents’ gender (male) appear to limit it. Similarly, the achievement of a higher occupational level is positively influenced by the interaction between parental education and the respondent’s own highest educational attainment, while negatively influenced by gender. These findings demonstrate that education not only determines social mobility but also supports the broader objectives of sustainable development by reducing inequality, fostering human capital, and advancing gender equality. The results underscore the importance of inclusive social policies that ensure equitable access to quality education and align educational opportunities with labor market demands, thereby reinforcing social mobility as a foundation for long-term social resilience and sustainability. Full article

This study examines how Caribbean families visually represented resilience and emotional coping before and after the onset of COVID-19 pandemic. Using an arts-based research methodology, 25 English-speaking families created visual artworks depicting their strategies for managing stress across these two periods. Visual and thematic analyses identified four central themes of resilience: emotional expression, shifting family dynamics, wellness practices, and enduring cultural traditions. While spiritual and familial values remained foundational over time, the pandemic prompted new forms of emotional expression, as well as greater reliance on nature-based healing practices. These findings highlight resilience as a dynamic, relational, and culturally embedded process of creative adaptation. By integrating creative methodologies with family resilience theory and multisystemic resilience frameworks, this study advances understanding of non-verbal, culturally relevant forms of coping in underrepresented contexts. The use of visual storytelling further demonstrates its potential as both a methodological tool for capturing emotional complexity and a practical resource for fostering intergenerational dialogue and family well-being. Full article

Background: Depression, anxiety, and stress are increasingly prevalent among university students, raising concerns about the role of video gaming behaviors, social support, and academic factors in mental health. Internet Gaming Disorder (IGD), recognized in international classifications, has been linked to psychological distress but remains underexplored in Portuguese higher education students. Objective: This study aimed to examine the relationships between IGD, social support, academic performance, and mental health outcomes. Methods: A cross-sectional survey was conducted with Portuguese university students, collecting sociodemographic information, gaming habits, academic performance, social support, and mental health indicators. Data analyses included non-parametric tests, Spearman correlations, and multiple linear regression models to explore group differences, associations, and predictors of mental health outcomes. Results: No significant gender or age differences were observed in social support or mental health. Students living with parents, engaging in multiplayer gaming, and exercising regularly reported higher social support. Social support correlated negatively with depression, anxiety, and stress, whereas IGD correlated positively with these symptoms. Regression analyses identified academic performance, IGD, and intimacy as predictors of depression; family satisfaction as a predictor of anxiety; and family satisfaction and academic performance as protective factors against stress. Conclusions: Findings highlight the interplay of behavioral, social, and academic factors influencing students’ mental health. Effective interventions should reinforce family support and students’ academic self-efficacy, alongside fostering responsible gaming practices. Limitations include cross-sectional design and self-reported measures, indicating the need for longitudinal studies. Full article

Background: Chronic Brain Injury (CBI) is a lifelong condition requiring continuous adaptation by patients, families, and healthcare professionals. Transitioning rehabilitation toward patient-centered and self-management approaches is essential, yet remains limited in Spain. Methods: We conducted a two-phase consensus study in collaboration with the Spanish Society of Physical Medicine and Rehabilitation (SERMEF) and the Spanish Federation of Brain Injury (FEDACE). In Phase 1, surveys were distributed to patients (214 invited; 95 complete responses, 44.4%) and physiatrists (256 invited; 106 valid responses, 41.4%) to capture perceptions of current rehabilitation practices, including tele-rehabilitation. Differences and convergences between groups were analyzed using a Synthetic Factor (F). In Phase 2, a panel of 21 experts applied a real-time eDelphi process (SmartDelphi) to assess the feasibility of proposed innovations, rated on a six-point Likert scale. Results: Patients and professionals showed both alignment and divergence in their views. Patients reported lower involvement of rehabilitation teams and expressed more reluctance toward replacing in-person care with telemedicine. However, both groups endorsed hybrid models and emphasized the importance of improved communication tools. Expert consensus prioritized feasible interventions such as online orthopedic renewal services, hybrid care models, and educational video resources, while less feasible options included informal communication platforms (e.g., WhatsApp) and bidirectional teleconsultations. Recommendations were consolidated into five domains: (R1) systemic involvement of rehabilitation teams in chronic care, (R2) patient and caregiver education, (R3) self-management support, (R4) communication tools, and (R5) socialization strategies. Conclusions: This study demonstrates the value of combining patient and professional perspectives through digital Delphi methods to co-design innovation strategies in CBI rehabilitation. Findings highlight the need to strengthen communication, provide structured education, and implement hybrid care models to advance patient-centered rehabilitation. The methodology itself fostered engagement and consensus, underscoring its potential as a tool for participatory healthcare planning. Full article

Effective transition of youth out of care has been a concern for social workers, policymakers, residential facilities, and other related stakeholders. This paper reports on the livelihood strategies and transition experiences of adolescent girls in and out of two institutions in Harare, Zimbabwe. Using the sustainable livelihood approach, this qualitative research explored and compared the livelihood strategies of 16 girls still in care with 16 who had exited. Framework analysis was used to interpret the data. The findings show that girls in institutions mainly rely on institutional support for their livelihoods, while those who leave employ a wider range of strategies including support from relatives, foster parents, institutions, and spouses. Social networks emerged as a key strategy for both financial and social security. However, differences in the resources available through these networks significantly impacted the girls’ livelihood outcomes, either positively or negatively. Overall, many adolescent girls remained unable to sustain themselves or cope with the challenges of transitioning to adulthood and life beyond institutional care. The study recommends that transition programmes that address early marriage as a means of security, expanding family and fostering care options, reducing institutional dependency, tackling economic exclusion and unemployment be developed. Full article

Background/Objectives: Self-perceptions in childhood shape motivation, behavior, and well-being; however, their relationship to motor competence and physical fitness remains unclear. We tested whether physical fitness mediates the association between motor competence and domain-specific self-perceptions in middle childhood. Methods: In a school-based sample of 100 ten-year-olds (59 girls, 41 boys; 3 exclusions ≤ 5th MABC-2 percentile), children completed MABC-2 (motor competence), EUROFIT (physical fitness), and SPPC (self-perceptions). Principal component analysis of the nine EUROFIT tests yielded two factors: Motor Fitness (agility/endurance/flexibility/muscular endurance) and Strength/Size (handgrip and BMI). Parallel mediation models (MABC-2 → [Motor Fitness, Strength/Size] → SPPC) were estimated with maximum likelihood and 5000 bias-corrected bootstrap resamples. Benjamini–Hochberg FDR (q = 0.05) was applied within each path family across the six SPPC domains. Results: In baseline models (no covariates), Motor Fitness → Athletic Competence was significant after FDR (β = 0.263, p = 0.003, FDR p = 0.018). Associations with Scholastic (β = 0.217, p = 0.039, FDR p = 0.090) and Social (β = 0.212, p = 0.046, FDR p = 0.090) were positive but did not meet the FDR threshold. Strength/Size showed no associations with any SPPC domain. Direct effects from MABC-2 to SPPC were non-significant. Indirect effects via Motor Fitness were minor and not supported after FDR (e.g., Athletic: β = 0.067, p = 0.106, 95% CI [0.007, 0.174], FDR p = 0.251). In BMIz-adjusted sensitivity models, Motor Fitness remained significantly related to Athletic (β = 0.285, p = 0.008, FDR p = 0.035), Scholastic (β = 0.252, p = 0.018, FDR p = 0.035), and Social (β = 0.257, p = 0.015, FDR p = 0.035); MABC-2 → Motor Fitness was β = 0.235, p = 0.020. Some paths reached unadjusted significance but were not significant after FDR correction (all FDR p-values = 0.120 for indirect effects). Conclusions: Functional Motor Fitness, but not Strength/Size, showed small-to-moderate, domain-specific links with children’s Athletic (and, when adjusting for adiposity, Scholastic/Social) self-perceptions; mediated effects were small and not FDR-supported. Findings highlight the salience of visible, functional performances (e.g., agility/endurance tasks) for children’s self-views and support PE approaches that foster diverse motor skills and motor fitness. Because the study is cross-sectional and BMI-adjusted analyses are presented as robustness checks, caution should be exercised when interpreting the results causally. Full article

The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimensions of student engagement with school. With that purpose in mind, we analyzed data from a sample at one point in time (cross-sectional) and over three points in time (longitudinal), and expanded their meaning for Inclusive Education and for Person-centered schools. The cross-sectional sample comprised 739 students aged 14 to 19 years (M = 16.47, SD = 0.59), while the longitudinal sample included 238 students aged 11 to 15 years (M = 13.29, SD = 0.54 at the first assessment). Student engagement with school was measured using the Multifactorial Measure of Student Engagement. The results indicated that grade retention was negatively associated with overall student engagement. This negative association was particularly evident in the cases of study behaviors and perceived family support for learning. Moreover, students with a history of retention exhibited a significantly steeper decline in engagement over time compared to their non-retained peers. These findings underscore the importance of developing inclusive educational practices. Strategies that foster student engagement are especially relevant for retained students. Schools need to assume their responsibility in promoting positive academic trajectories for all their students, which may require schools shifting from a materialistic-oriented paradigm to a person-centered school paradigm. Full article

Environmental literacy is essential for preparing students with the knowledge, skills, and dispositions to address pressing environmental challenges. This systematic literature review examines how pedagogical approaches used in secondary education foster students’ environmental literacy. The review enriches the current literature by shifting attention away from the predominant focus on higher education and providing new empirically grounded insights into the effectiveness of classroom practices in enhancing students’ environmental literacy at the secondary education level. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 22 peer-reviewed studies published between 2010 and 2024 were identified through Web of Science, Scopus and ERIC. The analysis is guided by Joyce and Calhoun’s taxonomy of teaching models and the conceptualization of environmental literacy developed by the North American Association for Environmental Education (NAAEE). Findings show that strategies grounded in the social family and information-processing models of teaching were most frequently used, reflecting a pedagogical shift toward collaboration, critical thinking, and active engagement, yet a significant gap remains in cultivating environmentally responsible behavior (ERB). The review highlights the need for pedagogical designs that support the integration of every dimension of environmental literacy. It further emphasizes culturally responsive approaches and systematic investment in teacher professional development as critical conditions for pedagogical success. Full article

This paper presents the first exploration of young carers in early childhood (YCEC), in the context of whole family support, through the application of the Power Threat Meaning Framework (PTMF). Existing contributions to young carer research have shaped social policy, legislation, and practice concerned with whole family approaches to the identification, assessment, and support for young carers globally. To date, the literature has predominantly focused on young carers in middle childhood to young adulthood, contributing to socially constructed Eurocentric ideologies of who young carers are likely to be. As such, YCEC remain disempowered in broader young carer and family science discourse. This qualitative exploration centers upon the experiences of three families. Primary data collated retrospective accounts of two adult siblings supported by documentary data obtained by participants through a subject access request (SAR). Secondary data derived from two case studies, drawn from the lead author’s master’s dissertation, offering experiences of families each with a young carer aged four years old. Participants lived in England, United Kingdom (UK). Deductive analysis utilized dual methodological approaches, offering nuanced insight. Thematic codes were synthesized into predetermined themes. ‘Power,’ ‘threat,’ ‘meaning,’ ‘threat responses,’ and ‘strengths’ to explore the application of the PTMF beyond individual experience. Findings show systemic and structural powers held within the lives of YCEC. This disempowers the ethos of whole family support, which should serve to endorse integrated working and foster the autonomous functioning of family life. Findings consider threats, worsening vulnerabilities, and exposure to harm. Meaning is deduced from findings offering recommendations for future research, practice, and policy decisions. In conclusion, opportunities for the prevention of inappropriate caring roles, early identification, and intervention have been missed. This study adds to the growing exploration of the PTMF. It harnesses its potential application as a holistic assessment tool and qualitative data analysis framework, helping to bridge structural and developmental viewpoints which typically frame the current understanding of family functioning and related social policy. Full article

Father engagement in parenting programs is vital for positive child development and family wellbeing, yet fathers remain underrepresented in parenting programs. This study examines factors influencing fathers’ participation using two discrete choice experiments. Experiment 1 identified key attributes affecting engagement, including program content, cost, and delivery modality. Experiment 2 refined these insights, showing a preference for cost-free, face-to-face programs with practical activities. Findings highlight the importance of addressing financial barriers; offering flexible, relevant content; and designing father-friendly programs to improve accessibility and inclusivity. By prioritising fathers’ needs and preferences, parenting programs can better support child and family outcomes, fostering greater engagement and promoting equality across diverse family systems. Full article

Soft skills are increasingly recognised as decisive factors for employability and career advancement in the global labour market. This study examines their role in the professional trajectories of university graduates in Ecuador, analysing both the competencies supplied by higher education and the structural demand of the labour market. Based on institutional surveys applied to 3358 graduates from the Salesian Polytechnic University (Cuenca campus), the results show that more than $90\%$ of graduates remain in operational positions, while only $5\%$ reach tactical or managerial levels. To address this phenomenon, five key soft skills—leadership, effective communication, teamwork, problem-solving, and adaptability—were evaluated through a structured questionnaire using Likert-type items. The findings reveal a persistent concentration of professionals in lower organisational levels and heterogeneous perceptions of the applicability of academic training. These outcomes highlight both individual skill gaps and structural limitations of the Ecuadorian labour market, such as the scarcity of managerial positions and the prevalence of family-based business structures. In response, the study proposes a sector-based curricular improvement strategy that systematically incorporates soft skills into university programmes, differentiated by economic sectors such as education, health, commerce, public administration, industry, and primary activities. Grounded in empirical evidence, this approach provides a practical framework to enhance graduates’ career progression, foster more equitable professional mobility, and strengthen the relevance of higher education. The model can be replicated across other Latin American universities facing similar challenges, while also aligning with international standards for competency-based education. Full article