Search

People can experience posttraumatic growth (PTG) when faced with potentially traumatic events. One of the most widely-used instruments to measure PTG is the Posttraumatic Growth Inventory-Short Form (PTGI-SF). However, it has not been validated for the Spanish population. This study explored the psychometric properties of the PTGI-SF in adults living in Spain during the COVID-19 pandemic. Since it is a global disaster, two items were added to assess communal PTG. The participants were adult inhabitants of Spain during the COVID-19 pandemic (N = 855). They completed the PTGI-SF in July 2020, along with the Impact of Event Scale - Revised to measure symptoms of posttraumatic stress disorder (PTSD). They also rated the degree to which they perceived the COVID-19 crisis as being severe. In November 2020, 592 participants once again completed the PTGI-SF. The factorial validity o was tested by Structural Equations Modeling (SEM). McDonald's [omega] coefficients were calculated to test internal consistency. The Intra-class Correlation Coefficient (ICC) was obtained to assess test-retest reliability. Sensitivity and criterion-related validity were assessed by exploring the association of the PTGI-SF scores with gender, age, PTSD symptoms, and perceived severity. Results indicated good psychometric properties for an eight-item, four-factor structure of the inventory in terms of structural validity, reliability, sensitivity and criterion-related validity. These factors were: Relating to Others, Personal Strength, Spiritual Change, and Life Value and Opportunities. Communal PTG overlapped with social PTG, and therefore it was not included. Cultural differences need to be addressed when measuring PTG, especially in terms of spiritual growth., Author(s): Helena Garrido-Hernansaiz [sup.1] , Rocío Rodríguez-Rey [sup.2] , Paula Collazo-Castiñeira [sup.2] , Silvia Collado [sup.3] Author Affiliations: (1) Department of Education and Psychology, Centro Universitario Cardenal Cisneros, , Alcalá [...]

Purpose: Although education for sustainable development (ESD) is a key tool in the transition to a more sustainable society, its integration in higher education remains scarce. One reason for this is that more evidence is needed about the effectiveness of ESD interventions. This study aims to address this gap in the literature by examining the immediate and long-term effects of an ESD intervention on university students' pro-environmental knowledge, personal environmental norm and pro-environmental behaviors. Design/methodology/approach: This study used a quasi-experimental design that examined to what extent participating in an ESD intervention influenced university students' self-reported pro-environmentalism (i.e. experimental group), compared to those who did not participate in the ESD intervention (i.e. control group). The authors also examined the longitudinal effects of the ESD intervention by recording students' pro-environmentalism (both in the experimental and control group) 1 year after the intervention. Findings: The findings showed that participation in the ESD intervention enhanced students' pro-environmental knowledge, personal environmental norms and pro-environmental behaviors relative to the no-participation control group. The positive effects of the ESD intervention remained 1 year after the program finished. Originality/value: This work explores the effects that ESD interventions have on university students. Its findings provide evidence about the effectiveness of the intervention and, therefore, support the inclusion of ESD at higher educational levels.

The New Ecological Paradigm (NEP) scale adapted for use with children (NEP-C) is one of the most frequently used measures of children's environmental beliefs. Though widely utilized, the limitations of the NEP-C instrument are often overlooked. Based on a systematic synthesis of existing literature examining the NEP-C, we argue that the scale assesses specific types of beliefs within the larger NEP, that some children have difficulty comprehending items of this scale, and that the one-factor and three-factor models proposed in the original NEP-C did not achieve an exact fit to empirical data. Additionally, the relevance of the NEP-C total score as a predictor of children's pro-environmental behaviors is questionable. Although the NEP-C is useful for measuring specific types of environmental beliefs, many researchers using this scale may be interested in broader constructs. We highlight potential benefits and drawbacks of using the NEP-C and discuss new directions for environmental education research.

Author(s): Claudio D. Rosa [sup.1] , Silvia Collado [sup.2] , Christiana Cabicieri Profice [sup.1] , Pedro P. Pires [sup.3] Author Affiliations: (1) grid.412324.2, 0000 0001 2205 1915, Department of Development [...]

Copyright of PsyEcology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The New Environmental Paradigm (NEP) scale is the most widely used instrument to assess environmental attitudes (EA). However, the validity of its use in developing countries has been overlooked. Considering the importance of Brazil for the future of the environment, we present two complementary studies to examine how the NEP scale has been used in Brazil, its validity to evaluate Brazilians' EA, and possible ways to improve this instrument. In the first study, we present a systematic review of studies that used the NEP scale (original and revised versions) with Brazilians. In the second study, we conduct an empirical analysis using the revised NEP scale. Results from both studies show that the NEP scale's factorial structure can be influenced by the items' positive and negative wording, Brazilians hold medium-high pro-EA, and that the scale presents low internal consistency. Study 1 showed that the scale's convergent, predictive, and known-group validity differs across studies. In Study 2, the revised NEP scale was significantly associated with connectedness to nature, pro-environmental behavior, gender, and political ideology. These results support its convergent, predictive, and known-group validity. We conclude that the validity of using the NEP scale with Brazilians is questionable and discuss ways of improving this instrument., Author(s): Claudio D. Rosa [sup.1] , Silvia Collado [sup.2] , Christiana Cabicieri Profice [sup.1] Author Affiliations: (1) grid.412324.2, 0000 0001 2205 1915, Department of Development and Environment, Universidade Estadual de [...]

Copyright of Nefrologia is the property of Revista Nefrologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Studies regarding the experience of children in schools' outdoor environments report several benefits of nature on children's cognitive, emotional, and physical development; thus, there is a need to systematically assess the characteristics of children's place experience considering their own activities and social interactions. The present study investigated the perceptions of the physical environment and children-environment interactions during recess-time in natural (vs. built) schoolyards. In a between-subjects quasi-experiment in two Italian Primary schools, we collected and analyzed 298 children's drawings and written descriptions regarding the activities they engage during recess time, developing a detailed coding system. Results showed how during the green break (vs. grey) children significantly engaged in more exploratory behaviors, rough and tumble behaviors, and active conversation, while in the grey break their play was more structured and left less space for free activities. In drawings, the natural environment (vs. built) is pictured as significantly more green, open, and rich in biodiversity and details, compared to the built environment that is depicted as grey, closed, and more crowded. Implications are discussed in both theoretical and practical terms on how natural schoolyards can afford different place experiences and play and non-play behaviors in children, contributing to improve their well-being during school-time. [ABSTRACT FROM AUTHOR]