Positive Climate Research Articles

How does emotional insecurity affect non-suicidal self-injury among Chinese early adolescents: a longitudinal study.

Non-suicidal self-injury (NSSI) is a serious public health concern. Emotional insecurity is a crucial predictor of NSSI among adolescents. However, few studies have elucidated the specific mechanisms between emotional insecurity and NSSI. This study employed a longitudinal research design, using a sample of 886 Chinese early adolescents (Mage at T1 = 10.62 years, SD = 0.77 years; 47.40% females), and conducted two surveys six months apart to examine the mediating role of peer exclusion between emotional insecurity and NSSI, as well as the moderating effect of school climate. The results indicated that peer exclusion significantly mediated the connection between emotional insecurity and adolescent NSSI. Moreover, school climate significantly moderated the connection between emotional insecurity and peer exclusion. Specifically, the impact of emotional insecurity on peer exclusion was significant only in adolescents who reported a negative school climate, but non-significant in those who reported a positive school climate. These findings provide a robust theoretical foundation and practical insights to help inform the prevention of and interventions for NSSI in adolescents.

”Vi behöver fler akutskolor i Sverige för de elever som inte kan uppföra sig som folk”

The aim of the article is to explore constructions of the disciplinary measure emergency school, understood as an institutionalization of the policy for and the public discourse about “forceful measures for safety and discipline” in schools. Theoretical approach is critical policy analysis. The empirical material consists of, in this context, relevant policy documents, Swedish media discourses and international research. Emergency schools have made a rapid journey through the Swedish school-institutional landscape. From loosely defined local inventions, with a plenty of labels to being constructed as a matter of national urgency. The public discourse has rapidly evolved from stressing that the goal of emergency schools is to offer support to students at-risk (discourse of equity) in a secluded environment to becoming a site where rowdy, violent and criminal students at least temporary can be evacuated (discourse of safety). The question of knowledge is completely absent from public discourse and from the policy foundations. One of the risks with emergency school, apart from anticipated stigmatization and negative impact on learning progress, is that its sheer existence can negatively affect the primary responsibility of ordinary schools for safety, positive school climate and equity of all students. The pressing issue to be raised is not just what emergency schools do with their students, but also what they do with the ordinary schools’ overall responsibility for safety and positive school climate.

Exploring the Interplay Between Self-Confidence and Emotional Intelligence in College-Level Educators: Implications for Teaching Effectiveness and Student Engagement

This study explores the relationship between self-confidence and emotional intelligence in college-level educators and examines their combined impact on teaching effectiveness and student engagement. As modern educational demands evolve, educators are increasingly recognized for their role in not only delivering content but also in fostering an inclusive, emotionally supportive learning environment. Self-confidence enables educators to present material with clarity, maintain authority, and adapt to diverse classroom challenges, while emotional intelligence equips them with empathy, self-awareness, and social skills essential for connecting with students on a personal level. The interplay of these traits contributes to a balanced teaching approach that supports both academic and emotional needs in students, thereby promoting active engagement, participation, and a positive classroom climate. This study utilizes a mixed-methods approach, combining quantitative self assessments and qualitative interviews to capture the nuanced ways in which self-confidence and emotional intelligence interact and influence teaching dynamics. Findings indicate that educators who possess both high self-confidence and emotional intelligence create classrooms that encourage open communication, foster psychological safety, and inspire student motivation. However, several limitations are noted, including the subjective nature of self-reported data and the influence of cultural and contextual factors on perceptions of confidence and emotional intelligence. Additionally, the study's cross-sectional design limits insights into the long-term development of these traits in educators. Despite these limitations, the study underscores the critical role of emotional and interpersonal skills in effective teaching, suggesting that professional development programs should integrate training in self-confidence and emotional intelligence to enhance educators’ overall impact. These findings contribute to a growing body of literature advocating for a holistic approach to educator preparation, one that values emotional acumen and self-assuredness alongside academic expertise. By emphasizing the importance of these traits, institutions can better support educators in creating enriching, engaging, and resilient learning environments that prepare students for both academic success and personal growth.

COOPERATIVE LEARNING TECHNOLOGIES AS A MEANS OF IMPROVING THE PROFESSIONAL TRAINING OF NURSES IN AUSTRIA

The article examines the use of cooperative learning technologies in the professional training of nurses in Austria. It is emphasized that the nursing profession in Austrian society has a high social rating, a pronounced personal and humanistic orientation, іt is a separate profession, where a nurse is an independent specialist in the health care system. It is emphasized that in the conditions of increasing the range of functional responsibilities and of the professional activity of medical specialists, cooperative learning technologies allow not only to improve practical skills, but also to develop the clinical thinking of future nurses, to adapt them to non-standard situations, to work out all the necessary stages of their activity. It is noted that the advantages of cooperative learning are the improvement of students' academic results, development of their ability to think critically and have non-stereotypical perception of other people, positive psychological climate in the group, studentsʼ desire for cooperation and constructive socialization, the presence of an empathetic reaction, mutual support, sympathy and friendly relations in the team, and positive attitude of students to studies, teachers and educational institution, etc. Unlike traditional forms and methods of educational activity, cooperative learning helps to achieve not only cognitive, but also motivational and emotional goals, develops the ability to take responsibility for oneʼs own learning, that is, the ability to independently organize the learning process.

Junior Doctor Retention Strategies: Integrating Knowledge Management with Supportive Leadership and Organizational Climate

AbstractThis study aims to evaluate interventions and strategies used to retain junior doctors, with a specific focus on the roles of organizational climate, supportive leadership, and work engagement influenced by effective knowledge management practices. We examine how knowledge management—the systematic process of creating, sharing, using, and managing the knowledge and information of an organization—contributes to creating a favorable organizational climate and supportive leadership strategies. Engaging in a quantitative study with a sample of 950 junior doctors across four Central European countries, we explore the impact of an integrated approach that combines traditional performance-oriented climate models (rational goals model) with knowledge management practices tailored to the unique demands of healthcare settings influenced by current healthcare reforms and bureaucratic systems. Our findings suggest that not only do supportive leadership and a positive organizational climate enhance work engagement among junior doctors, but robust knowledge management practices also play a crucial role in improving retention rates by facilitating continuous learning and effective information sharing. To the best of our knowledge, our research is the first to draw on the synergy between rational goals, organizational climate, supportive leadership, and knowledge management practices to explain the antecedents of junior doctor work engagement and retention. This approach offers new insights into the dynamics of employee retention and underscores fundamental factors influencing junior doctors’ retention, paving the way for a more resilient and thriving healthcare workforce amidst the ongoing turbulence in global healthcare.

I Belong: Gender and Sexuality Minoritized Students' Positive Perceptions of Campus Climate Protect Against PTSD Following Sexual Assault.

Sexual assault is a widespread problem among institutions of higher education. Students whose gender and/or sexuality are minoritized (GSM; non-cisgender and/or non-heterosexual) are especially vulnerable to experiencing sexual assault and its negative consequences, including post-traumatic stress disorder (PTSD). A sense of belonging within the campus community can protect victims of sexual assault from negative psychological outcomes; however, no study to date has examined whether this aspect of a positive campus climate protects GSM victims, in particular, from developing more severe PTSD symptoms after sexual assault. We hypothesized that GSM victims would experience more severe PTSD symptoms than non-GSM victims after experiencing sexual assault and that their perceptions of campus climate would moderate this relationship. All undergraduate students from a public liberal arts college on the East Coast were asked to participate in an online survey about their history of sexual assault and emotional well-being. Of those who completed the survey, approximately 18% reported a history of sexual assault (N = 146). GSM victims of sexual assault reported more severe PTSD symptoms than non-GSM victims; however, a significant interaction showed that PTSD symptoms were similar for GSM and non-GSM victims with high ratings of campus climate. Thus, positive perceptions of campus climate protected GSM students from experiencing more severe PTSD symptoms. These findings inform administrative efforts by suggesting the need for more inclusive support resources (i.e., crisis centers and orientation materials), curricula, and community spaces for GSM students.

An Examination of the Relationship between Family Climate, Emotional Authenticity, and Technology Addiction among University Students

This study aims to examine the relationships between family climate, emotional authenticity, and technology addiction among university students. The research was conducted with 1,012 university students, based on a descriptive-relational survey model. Data were collected using family climate, emotional authenticity, and technology addiction scales, and analyzed through descriptive analysis, t-tests, ANOVA, Pearson correlation, and multiple linear regression analysis. The results indicate that participants generally have a positive family climate. In terms of emotional authenticity, it was found that students have a moderate ability to express their emotions and understand the emotions of others. The levels of technology addiction were also found to be generally moderate. The model used in the study revealed that the independent variables explained 35.6% of the variance in technology addiction. It was found that as family relationality (β=-0.18), cognitive harmony (β=-0.07), acceptance of external influence (β=-0.17), and emotional avoidance (β=-0.37) increased, technology addiction decreased, while an increase in intergenerational authority (β=0.17) led to an increase in technology addiction. These findings highlight the impact of family relationships and individuals' emotional experiences on technology addiction. Furthermore, it was found that family climate, emotional authenticity, and technology addiction scores significantly differed according to gender and class level. These findings contribute to the understanding of important socio-psychological factors affecting technology addiction among university students.

THE LEGAL MECHANISMS FOR ENCOURAGING INVESTMENT IN ALGERIA UNDER LAW NO. 22-18

Objectives: The primary objective of the Algerian legislator is to create a structured and regulated environment for investments that fosters a positive climate. The focus is on establishing legal frameworks that enhance transparency and ensure equal treatment for both local and foreign investors. This approach is intended to drive growth in the investment sector and to provide a sense of security and stability for investors. Methods: To achieve these goals, the legislator has emphasized the importance of legal and judicial safeguards, grounded in clear and objective principles. These principles are intended to secure the rights of investors while encouraging a fair and consistent regulatory environment. In addition to general legal protections, the framework includes specific fiscal incentives designed to attract investors. Results: One of the significant developments in this area is the amendment of the Investment Promotion Law No. 22-18, which introduced various legislative measures to support investment. These changes encompass a range of guarantees for investors, alongside tax breaks and financial incentives, which collectively create a more appealing investment landscape. Conclusion: The revised legal framework represents a proactive step by the Algerian government to enhance the investment sector. By ensuring legal protections, promoting fiscal benefits, and fostering an equitable environment for all investors, the new law aims to strengthen Algeria’s position as an attractive destination for investment, thereby contributing to economic growth and development.

Development of the preschool teachers’ partnership competence

The aim of this research was to study the current level of preschool teachers’ partnership competence in the aspect of interacting in the teaching staff. During the research, questionnaires and statistical methods of analysis were conducted. The results of the study show that 82% of the respondents describe the psychological climate in the team as moderately favourable, 6% note its high level, 9% feel low favourableness, and 3% see it as unfavourable. The conducted research revealed a positive moderate correlation between the partnership competence level and the psychological climate level in the team of preschool teachers. Therefore, a positive psychological climate, characterized by mutual understanding, support and openness, contributes to creating a favorable environment for partnership interaction. When teachers feel comfortable and supported in the team, they are more inclined to work together, share experiences and provide mutual support. The area of further research is to identify the relationship between the professional development of teachers and their partnership competence, as well as to study the impact of distance learning on partnership interaction between teachers and ways of its development in the digital environment.

The Influence of Organizational Climate on The Quality of Work of Employees At State 1 Batudaa Vocational High School Gorontalo District

Abstract This research aims to determine the magnitude of the influence of organizational climate on the quality of employee work at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency. In the educational context, organizational climate is an important factor that can influence employee performance and productivity. Using a quantitative approach and survey methods, this research involved 37 people as a sample represented from various backgrounds at the institution. The use of simple regression analysis as a data analysis method allows researchers to determine the extent to which the relationship between organizational climate variables and employee work quality can be measured statistically. The results of the research show that organizational climate influences the quality of work of employees at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency, with a coefficient value of 0.713 or 71.3%. This figure shows that more than two-thirds of employee work quality can be explained by organizational climate factors, which include aspects such as communication, managerial support, and work culture. These results indicate that organizational climate makes a significant contribution to the quality of work of teachers and education personnel, which in turn has an impact on the effectiveness of learning in schools. Thus, it is important for school management to create and maintain a positive organizational climate so that employees can work optimally and achieve the expected educational goals. This research also opens up opportunities for further research regarding interventions that can be carried out to improve the organizational climate, so that the quality of employee work can continue to be improved in order to create a better learning environment.

The Effect of Learning Environment on Students' Motivation in Learning

This study investigates the relationship between the learning environment and students' motivation through qualitative analysis of interviews and focus groups. Key themes emerged highlighting the influence of various environmental aspects on motivation. Participants emphasized the importance of supportive teacher relationships, noting that teachers who demonstrate genuine interest and provide constructive feedback foster higher motivation levels. A positive classroom climate characterized by respect, collaboration, and inclusivity was also identified as crucial for engagement. Peer interactions, particularly through collaborative learning experiences, enhanced motivation by creating a sense of belonging and accountability. Additionally, access to diverse resources and learning tools was vital for maintaining motivation, with students expressing a desire for engaging materials. The physical characteristics of learning spaces, such as seating arrangements and lighting, significantly impacted motivation, with flexible and organized environments contributing to comfort and engagement. While many students appreciated technology's role in facilitating interactive learning, concerns about distractions underscored the need for balanced integration. Overall, the findings align with existing literature, offering new insights into factors influencing motivation across educational levels. The study underscores the necessity for educators to foster supportive relationships, promote a positive classroom climate, provide diverse resources, and thoughtfully integrate technology, ultimately enhancing student engagement and success. Future research should further explore these dynamics, particularly in the context of evolving educational practices and technological advancements.

VALUATION OF ETHNIC-CULTURAL IDENTITY: COMPARATIVE ANALYSIS OF EXPERIENCE REPORTS ON VISITS TO QUILOMBOS IN THE STATE OF PARÁ AND RIO DE JANEIRO

The article "Valorization of Ethnic-Cultural Identity: comparative analysis of experience reports during visits to quilombos in the states of Pará and Rio de Janeiro" analyzes visits to quilombola communities, comparing the realities of two states. In Pará, the quilombola communities of Perpétuo Socorro do Tauerá, São Raimundo do Taperú and Maripí face a lack of cultural appreciation, especially among the younger generations, who tend to reject or be unaware of their Afro-descendant heritage. On the other hand, the quilombo of São José da Serra, in Rio de Janeiro, shows a strong connection with Afro-Brazilian culture and identity, valuing traditions and memory. The research addresses the importance of educational actions in the quilombola communities of Pará to rescue and strengthen ethnic-cultural identity, proposing measures such as teacher training and the inclusion of practical activities based on Afro-Brazilian history and culture, following the National Curricular Guidelines. The technical visits carried out by pedagogy students allowed a detailed analysis of the cultural dynamics and challenges faced, highlighting the need for integration between school and community to rescue these traditions. It is suggested that strengthening relationships between younger and older generations, through discussion groups and cultural practices, could help reverse the process of denying Afro-Brazilian identity. The valorization of emotional intelligence in interpersonal relationships within the school is also highlighted as fundamental to the success of these initiatives, promoting a positive and respectful organizational climate.

Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.

This study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning. Data were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students' perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables. The SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement. The findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

The Link between Workplace Safety Climate and Job Performance among Nursing Staff: A Correlational Study

Background: Workplace safety climate and job performance are closely related. A positive safety climate is associated with better job performance, particularly in health care settings. Objectives: The study aims to investigate the relationship of workplace safety climate and job performance among nursing staff. Methodology: Correlation study design research used in the present study among 250 nurses choosing from Imam Hussein Hospital in Karbala Governorate which is located south of Iraq, about 105 km2 away from the capital, Baghdad. The study has been carried out during the period 17th September 2023 to 16th January 2024. Using questionnaire prepared and modified by the researcher. Results: The majority of nursing staff are females between the ages of 20 and 29, married, with diploma qualification and their monthly income is barely enough to cover their expenses. They reside in urban areas. Professionally, the majority of them had experience ranging from 1 to 5 years, and most of them work in surgical departments for 6-8 hours a day and do not work overtime. Health-wise, most of nurse’s sleep for 5-7 hours daily and do not suffer from any chronic diseases. There is significant relationship between workplace safety climate and job performance among nursing staff. Conclusion: The significant relationship between the two factors and emphasizing the importance of improving safety climates for enhanced job performance and better health outcomes in healthcare settings

Asymmetric impact of climate change on banking system stability in selected sub-Saharan economies

This study is an empirical examination of the asymmetric impact of climate change on banking system stability in selected sub-Saharan economies. The study leverages a quantitative research approach through a panel non-linear ARDL framework and data from 29 selected economies, which spans 1996-2017. Findings from the study reveal that in the long term, partial sums of temperature have an insignificant relationship with banking system stability. Further, partial sums of precipitation are negatively related to banking system stability in the long term. The finding indicates that both positive and negative precipitation do harm banking system stability in the selected sub-Saharan economies. Moreover, we find that partial sums of greenhouse gas emissions had an insignificant relationship with banking system stability. In addition, we conclude that greenhouse gases (positive and negative) do not impair banking system stability in selected sub-Saharan economies in the long term. We surmise from the findings that both positive and negative climate change indexes are harmful to banking system stability. On the short-term asymmetric impact, we discover that partial sums of temperature, precipitation, and climate change index do not harm banking system stability. However, negative greenhouse gas emissions are pernicious to the banking system’s stability in the short term. Conversely, positive greenhouse gas levels were statistically insignificant. The study recommends that central banks and monetary authorities in Sub-Saharan Africa design green banking policies to push the climate change agenda in the banking sector.

Associations among preschool classroom chaos, work climates, and child outcomes

This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.

CORPORATE CULTURE AS A FACTOR IN PERSONNEL EFFICIENCY

The article is devoted to the study of the influence of corporate culture on the efficiency of personnel through the prism of work psychology. The main focus is on the analysis of key components of corporate culture, such as corporate values, norms and traditions, and their impact on staff motivation. Corporate culture is defined as a set of values and beliefs that determine the behavior of employees and the effectiveness of the organization as a whole. The psychological climate in the organization is considered as a critical factor affecting job satisfaction and the emotional state of employees. The article substantiates the importance of maintaining a healthy psychological climate for ensuring high productivity. Various aspects of personnel motivation are considered, including intrinsic and extrinsic incentives. It has been found that a positive corporate culture promotes motivation, improves communication and strengthens trust between employees. In particular, factors such as open communication, support from management and opportunities for professional development are key to ensuring high performance. The study shows that a positive psychological climate helps reduce stress levels and increase overall job satisfaction. It is noted that corporate values, which are shared by all members of the organization, create a basis for successful cooperation and achievement of common goals. The authors provide recommendations for implementing effective management practices to improve corporate culture. Special attention is paid to the role of leadership in the formation of a favorable working environment. The conclusions emphasize the need for a strategic approach to the formation of corporate culture. It is emphasized that investment in the development of corporate culture has a positive effect on the efficiency of the staff in general. Keywords: corporate culture, work psychology, personnel motivation, psychological climate, corporate values

Enhancing classroom climate and emotional intelligence through board games: A mixed-methods case study with moroccan students of spanish as a foreign language

This mixed-methods case study explores the impact of board games on enhancing classroom climate and emotional intelligence among Moroccan students learning Spanish as a foreign language. The research employed a sample of 86 students. The experimental group implemented board games as an educational intervention over six sessions. The mixed-methods design incorporated quantitative surveys to assess changes in classroom climate and emotional intelligence and qualitative interviews to delve deeper into the students' perceptions and experiences. The findings indicate that board games positively affect classroom climate and emotional intelligence by fostering a collaborative and engaging learning environment. Qualitative results further reveal that the experience was universally perceived as enjoyable, engaging, and conducive to collaborative creativity. However, this study acknowledges some limitations, such as a relatively small sample size and the short-term nature of the intervention. Future research should investigate larger and more diverse samples, employing longitudinal studies to assess the long-term sustainability of these effects. In conclusion, this research illuminates the potential of board games as a valuable tool for enhancing a positive classroom climate, ultimately enriching the educational experience for students of Spanish as a foreign language.

Cascading Effects of the Family Context in Adolescence: Implications for Young Adult Antisocial Behavior and Intergenerational Transmission of Risk.

Inspired by the tremendous impact of Robert McMahon's career, this study evaluated an intergenerational cascade model in which young adult conduct problems may serve as a risk pathway linking generation 1 (G1) parenting and family climate in adolescence with generation 2 parenting quality and family climate with their children (G2-G3). Our sample included 396 parents (Mage = 28.3; 70% women; child Mage = 3.96, 48% girls) who have participated in the PROSPER study since they were in 6th grade. Our developmental model included a random intercept cross-lagged panel model assessing bidirectional relations between family climate and effective discipline, assessed over six measurement occasions from 6th through 10th grade (G1). In turn, random intercepts for family climate and effective discipline in adolescence predicted distal outcomes: young adult antisocial behavior (assessed at ages 20, 23, and 25) and G2-G3 parenting quality (warm, lax, harsh, and abusive parenting) and family-level (cohesion, conflict, routines) functioning. Cross-lagged analyses revealed a bidirectional relation between G1 family processes: in early adolescence, higher levels of a positive family climate were associated with increases in effective discipline; in middle adolescence, the direction of effects reversed, with effective discipline predicting increases in positive family climate. In terms of cascading effects, a more positive G1 family climate was associated with reduced risk for young adult antisocial behavior, but no effect was evident for G1 effective discipline. Antisocial behavior was linked with all three aspects of G2-G3 family climate and with lower levels of parental warmth. Direct, domain-specific intergenerational links were found for G1 family climate with G2-G3 family-level functioning and G1 effective discipline with more effective G2-G3 parenting.

How to boost college students’ pro-environmental behavior: the implicit theory perspective

Purpose This study aims to examine how higher education can overcome some of the psychological barriers to pro-environmental behavior among college students by cultivating growth mindset of nature and to investigate whether, how and when growth mindset of nature can enhance pro-environmental behavior. Design/methodology/approach A three-wave survey was conducted to collect quantitative data on growth mindset of nature, connectedness with nature, pro-environment behavior and pro-environmental school climate among 283 undergraduate college students at two universities in China. This study used the Process Macro for SPSS (models 4 and 14) to reveal the effects of direct, mediating and moderated mediation. Findings The findings showed that growth mindset of nature positively affected students’ pro-environment behavior. Moreover, growth mindset of nature contributed to pro-environment behavior through the beneficial effects of connectedness with nature. In particular, positive pro-environmental school climate strengthens the mediating effects of connectedness with nature on the relationship between growth mindset of nature and pro-environment behavior. Practical implications Growth mindset of nature provides a vital impetus for facilitating college students’ pro-environmental behavior so that universities can incorporate sustainable development, climate change and environmental sustainability into curricula to cultivate students’ growth mindset of nature. Furthermore, educators could develop students’ connectedness with nature through environmental education by directly exposing them to nature. Finally, the pro-environmental school climate is the essential social-environmental nourishment for college students’ pro-environmental behavior. Originality/value This study advances implicit theory by introducing implicit beliefs to the environmental realm. Meanwhile, this study solves the puzzle concerning why people are aware of increasingly serious environmental issues, yet few are really engaged in pro-environmental behavior. A second contribution lies in extending the application of the pro-environmental climates into educational contexts to uncover the “black box” of how growth mindset of nature promotes college students’ pro-environmental behavior. Finally, this study enriches the literature on connectedness with nature by exploring the mediating mechanism of connectedness with nature between growth mindset of nature and pro-environmental behavior.