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The increasing awareness of environmental challenges has significantly influenced consumer behavior, with sustainable products, particularly sustainable clothing, becoming a top priority for Generation Z consumers. This study aims to investigate the factors influencing Generation Z's purchase intentions toward sustainable clothing in Vietnam, guided by the Stimulus-Organism-Response (SOR) model and Theory of Planned Behavior (TPB) frameworks. Specifically, it examines the effects of green perceived value, green perceived quality, perceived price, social influence, product design, environmental concern, and environmental knowledge on purchase intentions. The study also explores the mediating roles of environmental attitude and product attitude in these relationships. The research employed a quantitative approach, using a Likert scale questionnaire to gather data from 641 Vietnamese Generation Z consumers. The study utilized exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) to analyze the data. The results revealed that all proposed hypotheses were supported, indicating that all factors significantly impact environmental attitude and product attitude, which, in turn, influence purchase intention. The results emphasize the strong mediating role of environmental attitude and product attitude, suggesting that consumers with positive attitudes toward the environment and products are more likely to intend to purchase sustainable clothing. This research provides valuable insights into the psychological and contextual factors that influence Generation Z's sustainable consumption behavior. For marketers, these findings underscore the need to promote transparency in sustainable practices, emphasize high product quality and appealing designs, and engage this demographic through community involvement and authentic sustainability efforts. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the mindless reading behavior of children. Across two studies, 2nd-grade students read passages while their eye movements were monitored. Trained raters then identified mindless reading behaviors from the eye movement records. Several important findings emerged. We were able to reliably identify mindless reading behavior in children using eye-tracking methodology, which was characterized by shorter gaze durations and total time, more skipping, and in general a more erratic reading pattern than on-task reading behavior. On the other hand, on-task reading behavior was characterized by an increase in fixations and regressions, especially intraword regressions. Word frequency effects were attenuated during mindless reading. In addition, the children who engaged in mindless reading had weaker reading achievement profiles compared to children who read the entire passage.