Local food has continued to become more popular in both the home and as featured ingredients in all segments of food service. Numerous studies have explored the motivating factors for consumer purchasing motivators. However, no known study has explored if there is a correlation between ego and intent to buy local foods. This study adopted a modified version of the Theory of Trying and surveyed a sample of 237 food service buying agents in South Carolina to examine their perceptions of buying local. Results suggest that ego is a predictor of trying to purchase local foods for restaurants. It was also found that the modified model is an acceptable model for predicting buyer intent. These findings support the majority of the studies looking at ego-centric behaviors with green purchases and could potentially help local food suppliers to better market their products to foodservice establishments. This study could also act as the foundation for future studies to explore the full extent of ego’s motivational effect on purchasing intentions in the food service industry.

This study was conducted to examine the moderating and mediating effect of ego - resilience, parenting attitude, and peer attachment in the relation between smartphone dependency and aggression. Participants were 1,863 youths using a smartphone among the first middle school students responded in the 7th Korean Children and Youth Panel Survey (KCYPS) conducted by the National Youth Policy Institute in Korea. The data were analyzed by descriptive statistics, a correlation, and a hierarchical regression analysis. First, ego-resilience showed a partial mediating effect on the relationship between smartphone dependency, aggression and significant moderating effects were revealed. Second, parenting behavior showed a partial mediating effect on the relationship between smartphone dependency and aggression, with no moderating effects seen. Third, peer attachment had a partial mediating effect on the relationship between smartphone dependency and aggression, with no moderating effects seen. The research suggested the mental health and growth of students could be improved by applying various nursing and health care programs to improve ego-resilience, parenting behavior and peer attachment as they grow into adulthood.

This article considers the basic psychological needs theory and tries to determine how much autonomy support from a coach is required for basic psychological needs and how autonomy, competence, relatedness, and the psychological motivational climate can explain task and ego involvement in a group of young elite ice hockey players. Our three hypotheses were as follows: autonomy support from the coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 male elite ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was run to predict ego–task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego–task involvement were autonomy support from the coach and the ego climate. The analysis revealed that the athletes had a higher score on task than ego involvement, but when this was transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on the motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.

Contact tracing is one of the oldest social network health interventions used to reduce the diffusion of various infectious diseases. However, some infectious diseases like COVID-19 amass at such a great scope that traditional methods of conducting contact tracing (e.g., face-to-face interviews) remain difficult to implement, pointing the need to develop reliable and valid survey approaches. The purpose of this research is to test the effectiveness of three different egocentric survey methods for extracting contact tracing data: (1) a baseline approach, (2) a retrieval cue approach, and (3) a context-based approach. A sample of 397 college students were randomized into one of each condition and were prompted to anonymously provide contacts and populated places visited from the past four days. After controlling for various demographic, social identity, psychological, and physiological variables, participants in the context-based condition were significantly more likely recall more contacts (medium effect size) and places (large effect size) than the other two conditions. Theoretically, the research supports suggestions by field theory that assume network recall can be significantly improved by activating relevant activity foci. Practically, the research contributes to developing innovative social network data collection methods for contract tracing survey instruments.

The Ituri-Epulu-Aru landscape (IEAL) is experiencing deforestation and forest degradation. This deforestation is at the root of many environmental disturbances in a region characterized by endemism in biodiversity. This article focuses on the triangulation of spatialized prospective scenarios in order to identify future trajectories based on the knowledge of historical dynamics through the diachronic analysis of three satellite images (2003-2010-2014-2016). The scenarios were de-signed in a supervised model implemented in the DINAMICA EGO platform. The three scenarios Business-As-Usual (BAU), Rapid Economic Growth (REG) and Sustainable Management of the Environment (SME), extrapolating current trends, show that by 2061 this landscape will always be dominated forests (+ 84%). Old-growth forests occupy 74.2% of the landscape area in the BAU scenario, 81.4% in the SEM scenario and 61.2% in the REG scenario. The SEM scenario gives hope that restoration and preservation of biodiversity priority habitats is still possible if policy makers become aware of it.

(1) In an era where sustainable behavior is increasingly crucial, understanding the discrepancy between individuals' sustainability-oriented values and their actual behaviors, known as the inner-outer gap, is vital. This study explores the potential of the Tripartite Structure of Sustainability (TSS) framework to address this gap within the context of sustainable education. By reviewing literature from the databases APA, ERIC, and Web of Science, we systematically examined factors influencing sustainable actions. (2) Employing a qualitative content analysis approach, we analyzed 56 articles over a 15-year period, identifying 83 factors that either bridge or reinforce the inner-outer gap. These factors were categorized within the TSS framework, which segments sustainability-oriented actions into individual, social, and self-transcendent domains, alongside their activation points: stable, situational, or automated. (3) Our analysis revealed that self-focused factors often reinforce the gap, suggesting a hindrance to sustainable behavior. Conversely, self-transcendent factors consistently bridged the gap, promoting sustainability. Social factors showed variable impacts based on the ethical and sustainable context they were placed in, suggesting that the social environment's orientation significantly influences sustainable behavior. (4) The study concludes that the TSS framework offers a promising approach to advancing sustainability in education by facilitating a paradigm shift towards holistic and interconnected perspectives. This shift is critical for fostering sustainable behaviors, thereby contributing to the field of educational psychology and offering practical implications for educators aiming to nurture a sustainable future.