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This paper reports on research conducted within the frame of an international online cooperation between Germany and Israel (CoGI). Diverse, multilingual student groups co-construct multilingual websites on educational initiatives. The aim is to raise prospective teachers' language awareness (LA) and cultural awareness (CA) for cooperation in international contexts. 75 students and five instructors from four different campuses in Germany and Israel took part in the project in 2019. Individual and cooperative learning was combined with online and face-to-face as well as student conference learning. A mixed-method approach was used to investigate the effects of the 10-week cooperation with respect to the emergence of LA and CA as well as perceived language proficiency. The results show a significant increase in participants' perceived English language proficiency and CA. The qualitative analyses give evidence of co-constructive group cooperation which revealed LA and CA in the process of negotiating shared understanding. The study highlights the importance of international online cooperation in teacher education. Dieser Beitrag berichtet über ein Forschungsprojekt, das im Rahmen einer internationalen Online-Kooperation zwischen Universitäten in Deutschland und Israel (Cooperation Germany Israel: CoGI) durchgeführt wurde. Kulturell und sprachlich diversifiziert zusammengesetzte Studierendengruppen ko-konstruieren mehrsprachige Websites zu einem von ihnen selbst gewählten Thema im Rahmen einer zwingend notwendigen Bildungsinitiative. Ziel ist es, Language Awareness, LA, und Cultural Awareness, CA, bei den zukünftigen Lehrkräften im Rahmen einer internationalen Kooperation zu fördern. 75 Studierende und fünf Lehrende von vier verschiedenen Hochschulen in Deutschland und Israel nahmen 2019 an dem Projekt teil. Individuelles und kooperatives Lernen wurde mit Online- und Face-to-Face-Lernen sowie mit Studierendenkonferenzen kombiniert. Mit einem Mixed-Method-Ansatz wurden quantitative und qualitative Daten erhoben, um mögliche Wirkungen der zehnwöchigen Zusammenarbeit in Bezug auf die Entstehung von Language Awareness und Cultural Awareness sowie eine mögliche Änderung der subjektiv wahrgenommenen Sprachkompetenz zu untersuchen. Die Ergebnisse belegen einen signifikanten Anstieg der von den Teilnehmenden subjektiv wahrgenommenen englischen Sprachkenntnisse und von Cultural Awareness. Die qualitativen Analysen belegen die Entstehung ko-konstruktiver Gruppenkooperation, in welcher bei der Aushandlung eines gemeinsamen Verständnisses Language Awareness und Cultural Awareness eine tragende Rolle zukommt. Die Studie unterstreicht die Bedeutung internationaler Online-Kooperationen in der Lehrkräfteausbildung. [ABSTRACT FROM AUTHOR]

Cross-border regions are often deemed laboratories for initiatives to increase Europeanization. Our paper examines the German-speaking Community of Belgium in the Euregio Maas-Rhine to assess the relevance of everyday cross-border activities to the perception that living in a border region presents a unique opportunity to feel and think as a European. Departing from the assumptions of both Deutsch's transaction theory and Allport's contact hypothesis, we analyze Eurobarometer data (population-level surveys) and use data from focus groups with regional MPs. Results from quantitative data analysis suggest that perceptions of life in cross-border regions are positively influenced by frequent cross-border movement (functional dimension) as well as general trust in other people (emotional dimension). Our qualitative data from focus groups support the findings from the quantitative analysis and demonstrate further that it is not merely the quantity but the quality of contacts that contribute to a gradual 'growing together'. [ABSTRACT FROM AUTHOR]

The destiny of the electric vehicle (EV) marketplace will depend upon the behaviour of potential buyers and on how emerging markets allow EVs to be perceived as a mobility solution to the externalities generated by internal combustion (IC) vehicles. To this end it is important to ascertain the role played by psychological factors, along with instrumental attributes, especially among younger adults (future purchasers) in not yet mature markets. Our paper analyses and models the propensity to purchase an EV with respect to an equivalent IC vehicle. It contributes to the existing literature investigating younger adults' behaviour in an emerging market, focusing on the role of attitudes and perceptions. A stated preferences survey, built on real commercial scenarios (Renault ZOE vs Renault Clio), was designed and disseminated at the University of Cordoba (Argentina). Respondent behaviour was modelled within the random utility paradigm. First, heterogeneity among users was investigated through mixed multinomial logit formulation; The role of psycho-attitudinal factors was then explored through the specification of hybrid choice models with latent variables. Estimation results indicate the significant role of attitudes and perceptions in emerging markets. [ABSTRACT FROM AUTHOR]

Translanguaging refers to the communicative practices that go between and beyond defined linguistic systems. In language learning, it can be applied by helping learners access their whole linguistic and semiotic repertoires, thus enhancing language acquisition. This paper draws on quantitative data provided by language teachers of both elementary and secondary education in Greece through an online survey, in order to study their attitudes and practices towards translanguaging in the classroom. A combination of convenience sampling and snowball sampling was applied. The findings indicate that the majority of participants found translanguaging beneficial. Moreover, participants incorporate translanguaging practices quite often, while they encourage students' translanguaging slightly less often, and there is a small positive correlation between attitudes and practices. [ABSTRACT FROM AUTHOR]

The potential for renewable energy to encourage sustainable development raises high hopes for the future among countries in the Global South. However, there has been less research on how energy transitions are perceived outside of the Global North and democratic contexts. This paper explores attitudes towards the energy transition in Jordan, where expert interviews reveal that a strong renewable energy industry has emerged from top-down government efforts to reduce energy dependency and costs. We perform an in-person household survey with 320 respondents in areas with different transition risks and benefits, and then test a series of hypotheses using regression analysis. In the four communities surveyed, income stress and climate concern influence attitudes, as well as perceptions of community benefits. National-level concerns also matter, including energy dependency and energy costs for all Jordanians. Our results highlight the importance of context: findings from the North are not universal and understanding transitions in the Global South requires studying them in their own right. Policy insights Jordanian policymakers should reverse their policy of blocking renewables to avoid public backlash. Jordanian policymakers and funders should promote projects in communities with high economic dependence on the fossil fuel industry to ensure local support in areas facing transition risks. Policymakers should highlight collective, not just individual benefits of transitions, as perceptions of community and country benefits increase support. Policymakers in highly energy-dependent countries like Jordan should frame renewables as an answer to local and national challenges such as high energy prices. Actors wishing to promote clean energy support in different contexts should investigate local dynamics to build communication strategies that frame transitions appropriately. [ABSTRACT FROM AUTHOR]

Objective: Measuring attitudes of farmers to safe farming practices using quantitative causal relationship approaches is central to improving understanding of (un)safe practices. This knowledge is important in the development of effective farm safety interventions. However, the accuracy of quantitative attitudinal studies in explaining farmers' decision-making faces a potential measurement challenge, i.e. a high level of optimism bias. In this paper, we present research that develops and tests farm safety attitudinal questions that are framed around "real-life" farming practices with the objective of reducing optimism bias. Methods: We apply construal level theory (CLT) to support the design of vignettes that reflect common risk scenarios faced by farmers. Applying qualitative analysis of 274 fatal farm incidents that occurred in Ireland between 2004 and 2018 we identify the occupational behaviors (what farmers do), social (who are farmers), spatial (where farming takes place), and temporal (when farming happens) dimensions of risks resulting in most deaths. The results informed subsequent co-design activities with farm safety experts and farm advisors to develop "real-life" scenarios, attitudinal questions, and response options. The questionnaire was piloted and subsequently implemented to collect data from a sample of 381 farmers with either tractors or livestock. The results of the survey were compared to previous attitudinal research on farmer's attitudes to safety in Ireland to establish if there was as follows: i) increased variance in the responses, and ii) a statistically significant difference in the attitudes of respondents compared to the results reported in previous studies. Results: The findings established that when farmers were provided with real-life scenarios, their responses were less optimistic and more varied, i.e. there was a greater range of responses, compared to previous studies. Conclusion: Applying CTL to the development of attitudinal survey instruments anchors attitudinal questions within farming specific occupational, social, spatial, and temporal contexts. The use of vignettes that draw on real-life scenarios offers the potential for improved design of surveys that seek to understand farmer/worker practices. The results suggest that this approach can improve the measurement of attitudes to farm safety. [ABSTRACT FROM AUTHOR]

This case study considers how engaging university students in developing restorative alternatives to traditional retributive student conduct processes impact their attitudes toward restorative justice both on campus and beyond. As opposed to punitive approaches, Restorative Justice (RJ) attempts to achieve justice by addressing the harm caused by conduct violations through reconcillation between the stakeholders. While some universities have advanced RJ alternatives to address on-campus wrongdoing, little research exists on the impact of including university students in developing such models. As an alternative to a top-down administration-center approach, this case study utilized just community and justice-learning frameworks to develop a short course that engaged university students in developing on-campus RJ alternatives and measure the impact of the course on the students’ attitudes related to RJ through a pre-and post-course assessment based on the Taylor & Bailey’s Restorative Justice Attitudes Scale as well as student comments. This paper outlines the insights gained from the students’ post-course reflections on restorative practices. [ABSTRACT FROM AUTHOR]

According to international law, the sovereignty of nation-states and the rights of individuals constitute two equally important principles. However, in instances when a state massively violates human rights, then priority is given to the protection of individuals over the self-determination of the state, thereby justifying humanitarian military intervention. This paper presents findings from a survey across 26 countries, analyzing citizen support for such intervention. We find that the majority of respondents supports military intervention to protect human rights. To explain the differences in support, we draw on world society theory and modernization theory. At first sight, world society theory offers a better framework for understanding citizens' attitudes towards military intervention. However, charcateristics derived from modernization theory are affected by a "suppression effect:" individuals living in more modernized countries and holding postmaterialist values endorse enforcing human rights but concurrently reject the use of military force. [ABSTRACT FROM AUTHOR]

In a mixed-methods approach, this paper explores student views of plurilingual foreign-language (FL) teaching of English among primary-school students in grade 4. We investigate whether students who were raised in the majority language only and those who grew up speaking an additional minority language differ in their appreciation of plurilingual FL teaching and whether plurilingual FL teaching appeals to students with different profiles in linguistic, cognitive, attitudinal, or individual background factors. One-hundred and thirty-two students took part in a six-month teaching intervention, in which 20% of FL lesson time was devoted to plurilingual teaching. A qualitative analysis of student interviews shows mixed views of plurilingual FL teaching, with students speaking additional minority languages evaluating plurilingual teaching more favourably than majority-language-only students. In a quantitative analysis, we compare the groups of students who appreciated and those who did not appreciate plurilingual FL teaching in terms of their linguistic, cognitive or individual background factors. Students who appreciate plurilingual FL teaching display significantly more positive attitudes to the FL and a greater sense of academic achievement. Moreover, students appreciative of plurilingual FL teaching demonstrate significantly higher learning gains in productive vocabulary than non-appreciative students. In all, these findings indicate that attitudinal factors modulate the appreciation and the learning outcomes in plurilingual FL teaching. [ABSTRACT FROM AUTHOR]

French language as a subject was formally re-injected in the mainstream schools as a pilot project in 2009 in Lesotho. This language, which was initially introduced in schools in 1868 and whose popularity decreased following the missionaries' departure from Lesotho, is viewed by the Ministry of Education and Training as an instrumental tool in promoting individual, national and socio-economic development. French, vis-à-vis English and Sesotho, is at the basis of the concept of multilingualism in a country that is officially recognised as being bilingual. It is against this backdrop that this article sought to explore learners' attitudes towards multilingualism through the re-introduction of French as a subject. Purposive sampling was used to select 9 secondary school participants where French was taught. Data were generated using focus group interviews and open-ended questionnaires. The findings demonstrate that most participants display positive affective attitudes towards multilingualism, viewing it as a step towards attainment of an idealised self, as creating job opportunities and as promoting globalisation. Seemingly, habitual attitudes influence social and/or factual attitudes. The paper is nuanced by the neoliberalism theory to demonstrate that the students' understanding of the utility of languages is largely informed by the logic of the market and business, reducing education to a clinical activity. This article thus recommends the inclusion of three propositions of affective attitudes in the language policy in order to contribute to the development of a holistic individual who would work towards the attainment of an idealised self through qualification, socialisation and subjectification, thereby preserving the concept of multilingualism. [ABSTRACT FROM AUTHOR]

The Council on Social Work Education (CSWE) has mandated teaching both multicultural diversity and oppression content since the first decade of the 21st century. Yet, little research examines social work faculty's attitudes toward the content they teach. A national online survey of faculty teaching in accredited MSW programs across the United States was conducted to investigate faculty's attitudes toward content related to diversity, oppression, and social and economic justice. This paper examines (a) faculty's attitudes toward diversity and oppression content, (b) faculty's perceived importance of content on social groups (e.g. different social classes) compared to content on oppression (e.g. classism), and (c) the factors that predict faculty's attitudes. Findings revealed that faculty are generally supportive of most diversity and oppression content, with some notable exceptions. However, results indicated that faculty perceive content on diversity as more important than its corresponding oppression content. Lastly, faculty who indicated that their school had more resources on diversity and oppression reported higher perceived importance of including this content in their courses. The current study reveals there can be a discrepancy between how faculty think about this content and the CSWE curriculum policy. Findings have implications for education, workshops and training for social work faculty. [ABSTRACT FROM AUTHOR]

Background: Trans people are incarcerated at disproportionately high rates relative to cisgender people and are at increased risk of negative experiences while incarcerated, including poor mental health, violence, sexual abuse, dismissal of self-identity, including poor access to healthcare. Aims: This scoping review sought to identify what is known about the knowledge, attitudes, and behaviors of correctional staff toward incarcerated trans people within the adult and juvenile justice systems. Method: This scoping review was conducted in accordance with the five-stage iterative process developed by Arksey and O’Malley (2005), utilizing the PRISMA guidelines and checklist for scoping reviews and included an appraisal of included papers. A range of databases and grey literature was included. Literature was assessed against predetermined inclusion and exclusion criteria, with included studies written in English, online full text availability, and reported data relevant to the research question. Results: Seven studies were included with four using qualitative methodologies, one quantitative, and two studies employing a mixed methods approach. These studies provided insights into the systemic lack of knowledge and experience of correctional staff working with trans people, including staff reporting trans issues are not a carceral concern, and carceral settings not offering trans-affirming training to their staff. Within a reform-based approach these findings could be interpreted as passive ignorance and oversights stressing the importance of organizational policies and leadership needing to set standards for promoting the health and wellbeing of incarcerated trans persons. Conclusions: From a transformational lens, findings from this study highlight the urgent need to address the underlying structural, systemic, and organizational factors that impact upon the knowledge, attitudes, and behaviors staff have and hold in correctional, and other health and community settings to meaningfully and sustainably improve health, wellbeing, and gender-affirming treatment and care for trans communities, including make possible alternative methods of accountability for those who do harms. [ABSTRACT FROM AUTHOR]

This paper studies the determinants of support for future generations, using novel survey data for the case of Germany. I find significant, but not overwhelming support for prioritizing the needs of future generations vs. the acute needs of present-day citizens. Moreover, individual-level and contextual factors matter too. High-income and highly educated citizens are on average more supportive of the needs of future generations, the elderly and women less so. Left-wing supporters are equally more supportive of future generations, especially supporters of the Greens and those subscribing to 'green-alternative-liberal' values. Supporters of the right-wing populist AfD are most strongly opposed. General political trust boosts support for future generations, and economically thriving local economies are associated with higher levels of support for future generations as well. [ABSTRACT FROM AUTHOR]

This article examines the impact of social and economic status on measurement error in social science research. The authors focus on three groups: the unemployed, low-income respondents, and the elderly, and investigate if data quality differs among these groups. They discuss indicators of measurement error, such as satisficing behavior and social desirability, and provide an overview of methods for analyzing measurement error in surveys. The article also references a research paper conducted in the Netherlands that analyzes measurement error and response tendencies in a survey. The study finds that respondents with low income are more likely to select the 'Don't know' category and less likely to round, while unemployed respondents are more likely to select 'Don't know' and less likely to round. Older respondents have higher data quality overall, but are more likely to round. The study suggests that researchers should consider these differences in data quality when conducting analyses and interpreting results. The article includes several tables that provide information on variables, questions, and statistical analyses used in the research study. The authors, Alexandru Cernat and Vera Toepoel, are experts in survey methodology and have conducted research on various topics related to survey methodology and measurement error. [Extracted from the article]

The political debates spurred on by rapidly growing immigrant populations in many countries have resulted in an extensive, and growing, scholarship that seeks to explain citizens' attitudes toward immigration. Yet, there is surprisingly an absence of research regarding the factors that correlate with political elites' positions on immigration. This study therefore seeks to address an important scholarly gap by exploring the factors that help to explain politicians' positions on immigration. Specifically, this study is inspired by the growing research into personality that underlines psychological traits as being important determinants for a wide variety of citizens' sociopolitical attitudes, including attitudes towards immigration. Using data from the 2010 Swedish Candidate Survey, our findings highlight that candidates' personality traits are related to their immigration attitudes. Specifically, extraversion and openness are shown to have positive relationships with attitudes towards immigrants. Furthermore, while the political context of the candidates can moderate some of the relationships between personality and attitudes toward immigration, our results show that personality traits are associated with immigration attitudes independent of political considerations. [ABSTRACT FROM AUTHOR]

Knowledge, perceptions, and attitudes toward raptors were assessed from July to December 2019 through exploratory research conducted online (n = 278) and in-depth interviews (n = 18) with participants having knowledge of information technologies in urban areas of the Riviera Maya, Quintana Roo, Mexico. Most respondents were young (ages 13–37), permanent residents of the cities of Cancun, Playa del Carmen, Puerto Morelos, and Tulum. We found heterogeneous attitudes toward raptors, including "scientific," "environmentalist-conservationist," "aesthetic," "dominant," and "utilitarian." Our results suggest that most participants had a relatively high level of knowledge, positive perceptions, and environmentalist-conservationist attitudes toward raptors, probably due to the nature of the convenient sampling applied. We recommend further studies on human-raptor relations in urban and rural localities of coastal Quintana Roo, including residents of Mayan origins. This information may help support strategies and programs to reduce negative perceptions and indifference toward raptors and might support their conservation in the Mexican Riviera Maya. [ABSTRACT FROM AUTHOR]

Research has recognized that enhancing pre-service teachers' attitudes, efficacy, and decreasing concerns about inclusive education are essential factors in teacher preparation. However, no research has compared the relative ability of online courses to affect these factors when compared to traditional face-to-face instruction. The current study used pre–post survey methods to measure the effects of the online versus face-to-face formats of teaching inclusive education content to Canadian pre-service teachers. Moreover, we studied the relationships between these variables and the participants' intentions for inclusive teaching practices. Results showed that while the face-to-face format influenced pre-service teachers' attitudes and efficacy, it did not foster lower concerns or higher intentions. In contrast, the online course made no significant difference in any of the dependent variables. Given the well-established importance of affective as well as practical variables to effective inclusion, implications and limitations are discussed. [ABSTRACT FROM AUTHOR]

We study how individual and country-level variables interact in affecting political gender attitudes in Europe. Based on data from the 2017 Eurobarometer survey, we show that there are high levels of support for more women in politics and legal measures to achieve gender parity across the EU. In fact, more people, and women in particular, put higher trust in female compared to male political representatives than the other way round. We find that – at the individual level – gender, age and education have significant effects on political gender attitudes. Contrary to theory, however, the effect of gender is not mediated by beliefs about the proper role of women in politics and society. We also do not find support for the contextual effects of masculine culture and the religiosity of society, but we do uncover significant gaps in political gender attitudes between post-communist and other countries, especially for men. [ABSTRACT FROM AUTHOR]

This article considers students in Grades 3 and 4 and their parents' views regarding learning English as a modern foreign language (MFL) in the primary school, through questionnaires in the Muscat region and AL Dahira region, and interviews with students. This study found that Omani people are interested in language learning. Parents were willing to help their children in their learning of English. Given that earlier studies highlighted the benefits of learning an MFL at primary school, learning English at an early age has gained interest in Oman. Students were highly motivated in the MFL classroom due to the learning context activities, tasks and support from their parents. Teachers' contributions also influenced students' positive attitudes to learn English. However, the English curriculum also reveals some difficulties with learning vocabulary, and productive skills (speaking and writing), which suggests that policymakers should frame the primary curriculum according to the needs of MFL Learners. [ABSTRACT FROM AUTHOR]

An online questionnaire investigating the attitudes of Bhutanese school leaders towards inclusive education was conducted in 2016. The respondents were 20 school leaders, 16 males and 4 females, with an average age of 41 years, and teaching experience ranging from 8 to 32 years. Responses revealed that this group of school leaders had generally positive attitudes towards inclusive education; however, they were uncertain about including children with high support needs resulting from socio-emotional, cognitive and behavioural difficulties. Results confirmed that the school leaders' religious beliefs did not negatively influence their perceptions of disability and inclusive education. The findings from this exploratory study highlight the need for a legal and educational framework to underpin inclusive education in Bhutan. Such a framework will guide the provision of adequate professional learning for school leaders, appropriate resourcing, and the implementation of further systemic support. [ABSTRACT FROM AUTHOR]

Marketers are looking to understand consumers better as they obtain more buying power. We examine the roles of message framing and its interaction with the Machiavellianism personality trait on attitudes toward the store advertisement and intention to recommend the store. Based on two studies, we find that gain-framed messages result in significantly higher attitude levels towards the store advertisement and intention to recommend. We also find a significant interaction effect of message framing and Machiavellianism on consumer attitudes toward the store advertisement and intention to recommend the store. Marketers can focus on message-framing strategies to improve attitudes toward store advertisements and intentions to recommend when achieving goals set by their organization. In our second study, we replicate the main effects, but the interaction effect reverses direction for Gen Z consumers, suggesting there may be times to use different message-framing strategies. [ABSTRACT FROM AUTHOR]

Inclusive education is a challenge that requires appropriate attitudes in trainee and working teachers. If the influential factors for these attitudes are known, it is possible to enhance them to achieve a training programme focused on quality professional activity. In this sense, the current study revealed and corroborated the attitudinal characterisation around educative inclusion of two groups that are traditionally not researched jointly: working teachers and students about to graduate as Preschool Education or Primary Education teachers. The quantitative method was employed for this purpose, delivering a multiple transversal study: firstly, descriptive, and secondly, relational. The data were compiled through two standardised and validated scales for the research context, determined by the location of the three campuses of the University of Granada. Through the statistical analysis, the results generally demonstrated that the attitudes were significantly different in both groups, although an acceptable attitude was inferred (and indubitably improvable) in both; it was more favourable among female participants, as well as among those who were specialising or were already specialists in Preschool Education. Therefore, it is imperative to develop optimal attitudes among the implicated agents in inclusive education. [ABSTRACT FROM AUTHOR]

Despite the longstanding issues within the correctional officer occupation (e.g., high turnover, absenteeism), decades of research have tended to focus solely on the negative consequences of correctional officer work, rather than on the unique personal characteristics of the officers themselves. This omission is surprising as it is highly probable that each person experiences correctional work differently, with variation potentially hinging on the unique views and characteristics individuals bring with them to the job. Just as the "importation model" of prison adaptation recognizes the importance of pre-prison characteristics in explaining offender behavior, we argue that the unique personal experiences and social histories correctional officers import with them might shape the way they react to prison work. Thus, by thematically, descriptively, and multivariately examining three theoretically germane pre-prison work characteristics of 673 pre-service correctional officers (career motivations, attitudes toward prisoners, occupational histories), this call for research aims to raise awareness of the less studied factors within the correctional officer literature. Understanding the backgrounds and attitudes of newly hired correctional officers may potentially assist in the recruitment and retainment of these crucial employees in the prison system both in the United States and abroad. [ABSTRACT FROM AUTHOR]

This study analysed the teachers and hearing and speech specialists' (HSSs) attitudes towards and knowledge of sustainable inclusive education for children with hearing loss in the Canary Islands. The study sample comprised 297 teachers and HSSs. The authors designed the Inclusion Questionnaire (InQ). It was found that teachers and HSSs' attitudes and knowledge centred on seven attitudes: sustainable professional development, self-efficacy in teaching competencies, inclusive leadership, assistive electronic technology, challenges around family involvement, embedding and sustaining reflexive practice, and technological usability and universal accessibility. The alpha coefficient for the total InQ was.841. These InQ factors have been developed with reliability and logical validity. There were differences in items under three factors among female and male teachers and HSSs. Teachers and HSSs also showed differences in the variables of age, work experience, and professional experience with students using hearing devices. Recommendations for inclusive values and sustainable educational change are suggested. [ABSTRACT FROM AUTHOR]

Many European societies follow pronatalist family policies; nevertheless, in all countries, the total fertility rate is below replacement level and the rate of childless people is growing. Meanwhile, among demographers and policymakers, immigration is discussed as a way to increase the labor force and recently also to maintain the population size. This study contributes to a better understanding of individuals' attitudes on these issues by examining the factors that influence the acceptance of immigration from the prism of attitudes toward voluntary childlessness. Attitudes toward immigrants as well as attitudes toward voluntary childlessness vary across and within European societies. From a selective pronatalist perspective, both factors might threaten the survival of the nation. Therefore, in this study, we assess the extent to which attitudes toward voluntary childlessness relate to attitudes toward immigrants. We differentiate attitudes toward immigrants as an economic and as a cultural threat. We use data from the European Social Survey (Round 9) and apply multilevel linear regression models. Our results show that there is a strong association between the acceptance of immigrants and voluntary childlessness at the individual level. At the country level, the female childlessness rate is associated with attitudes toward immigration: higher female childlessness rates are associated with more favorable attitudes toward immigration. [ABSTRACT FROM AUTHOR]

Why do South Africans demonstrate such high levels of immigrant population innumeracy? This tendency to overestimate the number of immigrants in one's country has been linked to consequences, including support for anti-immigrant legislation and participation in xenophobic violence. Some have called for disseminating accurate information as a means to reduce anti-immigrant hostility. However, most of what we know about innumeracy comes from research in the Global North, and it remains unclear whether it operates similarly in other parts of the world. Thus, the current study seeks to understand innumeracy as it exists in South Africa with the goal of informing efforts aimed at improving perceptions and reducing tensions. Using patterns established in the existing research and logic based on the cognitive availability and affect heuristic processes, the current study compiles a list of possible correlates and tests their effectiveness for understanding South Africans' misperceptions. The analysis also goes beyond replication by examining a wide array of cognitive availability factors, many of which have not been considered in previous innumeracy research. Overall, findings from the 2019 South African Social Attitudes Survey identify several predictors of immigrant population innumeracy, some which are unique to South Africa. In particular, relational information channels, like friends, family, and local leaders, have a much larger impact on perceptions than non-relational media channels, like television and the Internet. These new insights into the innumeracy phenomenon as it exists in South Africa may prove useful for designing targeted interventions to encourage more accurate perceptions. [ABSTRACT FROM AUTHOR]

While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students' inner worlds shape the development of their self-positioning in relation to science, this longitudinal study followed nine adolescents, aged 10–14, over 3 years, in and out of school, and created nine individual stories describing these participants' self-positioning in relation to science, and how these positions changed, from their perspective, over time and contexts. We found some common experiences that played a role in the participants' self-positioning in relation to science. In several of these experiences, the longitudinal nature of this study became apparent. This study highlights the complexity of adolescents' self-positioning in relation to science and how these positions change over time. [ABSTRACT FROM AUTHOR]