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Purpose: This study aims to test the role that organizational sociopsychological variables may play in influencing job stress and work engagement in an organizational identity change scenario. Design/methodology/approach: On a sample of 118 employees of an Italian company in the personnel training services sector, multivariate statistical analysis tests a pattern where organizational variables such as work support (by supervisors and coworkers, independent variables) -- moderated by corporate identification (moderating variable) -- and mediated by organizational trust (mediating variable) -- boosts employee work engagement and lowers psychosocial risks (dependent variables). Findings: The mediating effect of "organizational trust" is significant in the relationships of "supervisor social support" and "coworker social support" with the "absence of psychosocial risks." Moreover, an increase in supervisor social support can lead to a statistically significant increase in work engagement. This occurs only for employees with low or medium identification and not in highly identified individuals. Originality/value: The findings from the analysis on moderation are of primary importance because they show us a new perspective that can play the role of a guiding and practical principle on how to act on an organization's human resources, specifically targeting those with lower or medium corporate identification.

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N = 185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N = 155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.

Background: Existing research has linked individuals' flow experience – a positive affective and cognitive state of deep immersion and engagement in daily activities – and their well‐being, particularly among university students. A growing number of longitudinal studies have further contributed to this understanding. However, limited attention has been given to exploring the dynamic interplay between these two variables and their underlying mechanisms (i.e., the mediator) of psychological resilience, specifically among university students in the context of the COVID‐19 pandemic. Aims: To address this research gap, the present study draws on self‐determination, flow and broaden‐and‐build theories. It examines the temporal dynamics and relationships between flow experience and well‐being, and the mediating role of psychological resilience among Chinese university students. Sample: The study adopts a three‐wave longitudinal design with a sample of 474 university students in Southwest China. Methods: Participants' flow experience, well‐being and psychological resilience were measured across three time waves. Results: The findings of this study reveal that flow experience predicts well‐being across the three waves and that psychological resilience mediates this prediction. This empirical evidence emphasizes the significance of both flow experience and psychological resilience in contributing to the well‐being of university students over time amid COVID‐19. Conclusions: These findings enrich our understanding of the factors contributing to well‐being in educational settings and provide highly relevant and timely insights for developing strategies to foster well‐being among university students, especially in the transition into the post‐pandemic era; findings also offer valuable insights not only for researchers but also for educators and policymakers. [ABSTRACT FROM AUTHOR]

Organizational identification has been linked to both positive behavior and negative behavior at work. Based on theory and research that suggest that for many organizational behaviors, team identification may be a more important influence than organizational identification, we advance a research model proposing that team identification, more than organizational identification, predicts counterproductive work behavior and organizational citizenship behavior and is the more important mediator of the influence of communication climate (CC) and perceived external prestige (PEP) on these outcomes. This research model was tested in a survey of N = 300 employees of four Italian organizations from different sectors. Results show that team identification, but not organizational identification, predicts counterproductive behavior and citizenship behavior and mediates the influence of CC and PEP. To enhance team identification for sustaining positive voluntary behavior at work, two possible strategies could be considered: improving perceived external prestige and promoting a good communication climate. [ABSTRACT FROM AUTHOR]

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]

Two quasi-experimental field studies (N = 419; 248) tested the effects of an outdoor environmental education program based in local Protected Natural Areas (PNAs) on 3rd-to-6th-grade students' proenvironmental attitudes and behaviors. Results show the program increases children's place attachment, proenvironmental attitudes, ethics and self-reported behavior, and their parents' proenvironmental attitudes: Young people's experience with PNAs enhances their attitudes and behaviors toward environmental sustainability. The research addresses the crucial role of local PNAs in promoting proenvironmental attitudes and behaviors, highlighting the strategic importance of intervention procedures and moderators for environmental education activities applied to specific social-physical contexts.