Motivation, the process that initiates, guides, and maintains goal-oriented behaviors, plays a crucial role in the successful realization of the Sustainable Development Goals (SDGs). Across all SDGs, motivation propels individuals, communities, and nations to take the actions necessary to achieve these ambitious targets. For instance, in the context of SDG 4 (Quality Education), motivation in learners, teachers, and policymakers is essential to improve educational outcomes. Similarly, motivation is key to drive actions towards SDG 3 (Good Health and Well-being), as it encourages healthy lifestyle choices and commitment to healthcare provision. In the broader sense, motivation fuels the innovations, policies, and collective actions required for larger goals like SDG 13 (Climate Action) and SDG 10 (Reduced Inequalities). Hence, fostering motivation at all levels is intrinsic to advancing towards the 2030 Agenda.
Using data from Eurobarometer 83.4, this study combines the two branches of research that address climate-related and biodiversity-related opinions and actions of individuals in the EU. The literature shows that the differences between climate-related and biodiversity-related policies correspond, at an individual level, to a person's basic attitudes towards environmental protection and towards nature protection, respectively.
In view of all kinds of sustainability concerns related to our current diet, it is essential to gain a good understanding of the sustainability motives consumers have for selecting their food. A comprehensive and validated scale to measure sustainability motives within the full range of food choice motives could contribute to this understanding, especially as sustainability is a multi-faceted concept in which the different aspects can sometimes be conflicting.
We focus on how interpersonal characteristics should influence leader support for gender equity in organizations. Recognizing gender disparities in organizations and the “labyrinth” that women face when they advance in their careers (cf. Eagly & Carli, 2007), we develop a model for how interpersonal characteristics of leaders, both men and women, influence power construal and thus their use of empowerment, mentoring, and performance feedback, ultimately affecting career opportunities for women in organizations.
This short review gives an overview of recent publications on public views on climate change, student views and misconceptions, and resources for making connections in the classroom and the laboratory between chemistry concepts and climate change concepts.
