Positive Climate Research Articles

Investment treaty reforms to prevent developing country regulatory chill from causing global warming

Developing countries have more than 1300 investment treaties with developed countries. Investment treaties are often alleged to constrain developing countries' climate policies. This paper examines four treaty reforms that are often suggested as remedies to such regulatory chill. It considers an investment treaty that protects a stranded developed country investment in a developing country. The reforms are compared with regard to whether they can induce the developing country to regulate the investment, and their political attractiveness. The reforms are shown to have features that seem to have gone unnoticed in the debate. Exclusion of investor-state dispute settlement (ISDS) may be ineffective due to a hold-up problem, and if effective requires unlawful regulation by the host country. A shortening of a sunset period applicable to unilateral withdrawal can postpone regulation. A reduction in the amount of stipulated compensation can induce the developing country to phase out the stranded investment, but will require a compensation payment from the developing country to the developed country investor. The reform with best potential to address stranded investment problems appears to be an increase in a carve-out from the compensation requirement for measures with sufficiently positive climate effect.

Does Organizational Commitment, Ethical Leadership And Ethical Climate Affect On Deviant Behavior In The Workplace?

Nowadays, ethical issues in organizations are an interesting topic to discuss, especially for the problem of deviant behavior. Therefore, this issue is a major concern in the field of organization and business. Deviant behavior will have negative implications for individuals, groups, and organizations which encourages practitioners and academics to pay more attention to ethical management. The paper explores the relationship between ethical leadership, ethical climate, organizational commitment, and deviant behavior. The respondent of this research are employees of PT. Japfa Comfeed Indonesia . The study measures ethical climate using 5 indicators with 26 statement items sourced from Cullen (1993), organizational commitment using 3 indicators with 18 statement items sourced from Meyer, Allen, and Smith (1993), and ethical leadership using 10 indicators with 15 statement items sourced from Yulk (2010). The data collection method used in the research is a questionnaire sent via Google Form. Data analysis using the Partial Least Square (PLS) approach using the help of the SmartPLS program. Overall, the study suggests that promoting ethical leadership and creating a positive ethical climate can enhance organizational commitment and reduce deviant behavior at PT. Japfa Comfeed Indonesia.

Parent-child joint leisure activities during the COVID-19 pandemic

ABSTRACT Parents’ active participation in children’s activities can enhance communication and interaction in the family context, contributing to a positive family climate and healthy child development. This study examined Chinese parent–child joint leisure and media activities from February to May 2022 when COVID-19 restrictions were in place. A total of 1716 parents, forming a convenience sample, were surveyed to determine the frequency of parental participation in three types of joint activities: media, outdoor and artistic. Overall, the parents participated in joint activities once or twice weekly. The frequency of parental participation in joint activities is positively correlated with a positive family climate, indicating the importance of parents’ participation and involvement in joint activities for developing a strong family relationship. Parents’ ow’n text-based media is also positively associated with their frequency of participation in joint activity. Finally, significant differences among various regions in China suggest the influence of different lockdown policies.

The Influence of Career Development, Organizational Climate, And Motivation on Employee Performance at Sidenreng Rappang Regency Water Resources Management Office

The research aimed to examine the effect of career development, organizational climate, and work motivation on employee performance at the Sidenreng Rappang Regency Water Resources Management Office. The process was through the application of a quantitative method by collecting data from two important sources. The primary data were collected by distributing questionnaires to 52 respondents while secondary sources included official documents from related agencies. The data collected were analyzed using statistical methods to identify the relationship between the variables. The analysis was initiated through a Validity and Reliability test followed by Multiple Linear Regression, Hypothesis Test, and Partial t-test to evaluate the hypothesis proposed. The results showed that career development, a positive organizational climate, and high work motivation significantly influenced employee performance. This showed that the sustainable and structured combination of the three factors could increase collective employee performance and assist in achieving organizational goals.

To play or not to play, that is the question: an interview study with amateur football coaches on perceptions of pain during sports participation

Amateur football coaches play a key role in preventing, assessing and treating pain among their players, as they are often the first point of contact and may be the main...

Fostering Student Success: The Synergistic Effects of Family Climate and School Environment

This paper delves into the notable, interconnected tasks of family climate and school environment in stimulating student success. It also traverses how these two important influences work synergistically – meaning their combined effect is more than the total of their individual parts – to determine student academic achievement, emotional well-being, and overall development. The paper analyzes the features of positive family climates and supportive school environments, pointing up factors such as communication, parental involvement, clear expectations, and a sense of belonging. It then examines the research on the synergistic effects of these factors, demonstrating how a healthy home environment can amplify the benefits of a positive school experience, and vice versa.

Managing School Climate for Teachers’ Job Performance in Public Senior Secondary Schools in Rivers State

This study investigated managing school climate for teachers’ job performance in public senior secondary schools in Rivers State. Four research questions and four null hypotheses were used for the study. A Descriptive Survey Research Design was used for the study. The population of this study comprised 6,893 teachers in public senior secondary schools in Rivers State. A sample of 1,379 teachers representing 20% of the 286 public senior secondary schools in Rivers State was used for the study. Stratified random sampling technique was used for the study. The research instrument that was used in this study was a 20 items self-structured questionnaire titled: Managing School Climate For Teachers’ Job Performance Questionnaire (MSCTJPQ). The instruments were validated and reliability index was determined by the use of Cronbach alpha reliability statistics tool which yielded 0.82. The statistical tools used for answering the research questions was Mean and Standard Deviation; while t-test was used to test the null hypotheses at 0.05 Alpha level of significance. The findings of the study showed that; Leadership practices, Collaborative culture, Professional development and Teachers’ well-being enhance teachers’ job performance in public senior secondary schools in Rivers State. Based on the findings, the study therefore conclude that effective management of the school climate plays a pivotal role in enhancing teachers’ job performance in public senior secondary schools in Rivers State. The study therefore recommended that; Rivers State ministry of education should invest in leadership training for school administrators to enhance their skills in creating and sustaining a positive school climate. Effective leadership sets the tone for a supportive and collaborative environment. Also, Rivers State school administrators should foster the creation of PLCs where teachers can collaborate, share ideas, and support each other's professional growth and also, involve teachers in decision-making processes related to school policies, curriculum development, and other relevant matters. This collaborative approach enhances the overall school climate.

Impact of three decades of warming, increased nutrient availability, and increased cloudiness on the fluxes of greenhouse gases and biogenic volatile organic compounds in a subarctic tundra heath.

Climate change is exposing subarctic ecosystems to higher temperatures, increased nutrient availability, and increasing cloud cover. In this study, we assessed how these factors affect the fluxes of greenhouse gases (GHGs) (i.e., methane (CH4), nitrous oxide (N2O), and carbon dioxide (CO2)), and biogenic volatile organic compounds (BVOCs) in a subarctic mesic heath subjected to 34 years of climate change related manipulations of temperature, nutrient availability, and light. GHGs were sampled from static chambers and gases analyzed with gas chromatograph. BVOCs were measured using the push-pull method and gases analyzed with chromatography-mass spectrometry. The soil temperature and moisture content in the warmed and shaded plots did not differ significantly from that in the controls during GHG and BVOC measurements. Also, the enclosure temperatures during BVOC measurements in the warmed and shaded plots did not differ significantly from temperatures in the controls. Hence, this allowed for assessment of long-term effects of the climate treatment manipulations without interference of temperature and moisture differences at the time of measurements. Warming enhanced CH4 uptake and the emissions of CO2, N2O, and isoprene. Increased nutrient availability increased the emissions of CO2 and N2O but caused no significant changes in the fluxes of CH4 and BVOCs. Shading (simulating increased cloudiness) enhanced CH4 uptake but caused no significant changes in the fluxes of other gases compared to the controls. The results show that climate warming and increased cloudiness will enhance CH4 sink strength of subarctic mesic heath ecosystems, providing negative climate feedback, while climate warming and enhanced nutrient availability will provide positive climate feedback through increased emissions of CO2 and N2O. Climate warming will also indirectly, through vegetation changes, increase the amount of carbon lost as isoprene from subarctic ecosystems.

Wellbeing – an important dimension of teaching-learning

One of the most important tasks of the teacher is to build positive interpersonal relationships and thus generate a positive socio-emotional climate. The study aims to emphasize the importance of the emotional dimension of teachinglearning. Starting from the premise that wellbeing is a conditional factor of academic success, we focused, in this material, both on theoretical aspects related to wellbeing as an axis of teaching-learning, as well as on the results of an investigative approach regarding the state wellbeing of students in teachinglearning activities. The questions that stood out to us were the following: How much importance do students attach to wellbeing? To what extent are teachers concerned about the wellbeing of students? To what extent does the school teach students to focus on positive experiences and overlook negative ones? What are the students' suggestions regarding the main directions of action that can lead to student wellbeing in the classroom? Based on the processing and interpretation of the data collected through the application of a questionnaire, the recorded conclusions allowed the identification of some aspects regarding the importance of students' wellbeing in teaching activities, but also their suggestions with reference to building an educational climate focused on wellbeing. The research data demonstrated that the emotional, affective-motivational dimension is as important as the (meta)cognitive one. Wellbeing is essential in the didactic activity. Students' negative thoughts and emotions can be shaped, restructured, by building an environment focused on wellbeing that allows optimal and balanced adaptation to diverse situations.

Examining the Trends, Themes and Social Structure of Teacher Leadership Literature: A Bibliometric Review

Over the past decade, teacher leadership has garnered significant attention, playing a pivotal role in educational reform and enhancement. This bibliometric analysis explores teacher leadership research within the Scopus database from 2014 to 2023. The study aims to identify emerging trends, research gaps, and future implications for educational practice. By reviewing diverse studies, it examines the impact of leadership styles on teacher morale, student achievement, and school improvement. Additionally, it investigates educators' roles in fostering positive school climates, driving change, and promoting collaboration within the educational community. The data collection involved retrieving 1048 articles using the keyword "teacher leadership." Tools such as Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics were employed to analyze the data. This analysis aims to deepen our understanding of the multifaceted dimensions of teacher leadership, providing valuable insights for researchers and practitioners. The study evaluates various bibliometric indicators, including language, subject area, publication trends, contributing countries, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results highlight a significant increase in teacher leadership literature from 2014 to 2023, with the United States leading in contributions, followed by Turkey. In conclusion, this bibliometric analysis offers a comprehensive overview of teacher leadership research over the past decade. The identified trends and research gaps provide valuable insights for researchers, educators, and policymakers, supporting the advancement of teacher leadership as a critical tool for enhancing educational outcomes and professional development in the 21st century.

A Model for Explaining Digital Addiction in Adolescents: The Role of Self-Perception, Social-Emotional Learning, Adolescent-Parent Relationship and Peer Relationships

Objective: This study was aimed at examining the levels of digital addiction in adolescents with a regression model created with self-perception, adolescent-parent relationships, peer relationships, and social-emotional learning (SEL) skills. 
 Method: The participants consisted of 504 high school students. The data were obtained through the Personal Information Form, the Digital Addiction Scale, the Adolescent-Parent Relationships Scale, the Friendship Quality Scale, the Self-Perception Scale, and the Social and Emotional Learning Scale. 
 Results: Self-perception, adolescent-parent relationship, and SEL skills were significant predictors of adolescents' digital addiction levels, while the peer relationships was not. Additionally, the regression model explains approximately 27% of the total variance of digital addiction in adolescents.
 Conclusion: The ability of digital platforms to compensate for negative self-perception during adolescence, coupled with inadequate SEL skills, may hinder adolescents from forming satisfying real relationships with themselves and their environment, ultimately increasing their levels of digital addiction. In families without satisfying relationships with parents where there is no positive, warm, supportive, and safe climate, this may cause digital addiction in adolescents.

The Influence of Emotional Intelligence in Educational Leadership and School Climate

This research investigates the critical role of emotional intelligence (EI) in shaping educational leadership effectiveness and its impact on school climate. EI, comprising self-awareness, self-regulation, motivation, empathy, and social skills, is increasingly recognized as pivotal in fostering positive educational environments. This study employs a quantitative research design, utilizing surveys as the primary instrument to gather data from a sample size of 289 educational leaders across diverse school settings. The research explores how EI influences decision-making processes, interpersonal dynamics, and overall organizational climate within schools. Surveys are structured to assess participants' EI competencies, perceptions of school climate, and their leadership practices. Statistical analyses, including correlation and regression techniques, are employed to examine the relationships between EI competencies and various indicators of school climate such as teacher satisfaction, student engagement, and academic performance. Findings from this study aim to illuminate the extent to which EI contributes to effective leadership practices and positive school climates. The results will provide empirical evidence supporting the integration of EI development into leadership training programs, emphasizing its role in enhancing organizational resilience, fostering inclusive cultures, and promoting collaborative decision-making. Insights garnered from this research are expected to inform educational policy and practice, advocating for the prioritization of EI competencies among current and aspiring educational leaders to optimize learning environments and promote holistic student development.

The 5Cs positive teacher interpersonal behaviors-implications for learner empowerment and learning in an L2 context, Ali Derakhshan. (2022). Second Language Learning and Teaching, Springer Cham, 141 pages, ISBN: 978-3-031-16527-6

Teachers' positive interpersonal behaviors play a key role in the field of education and are essential for creating a positive classroom climate, facilitating student learning, and improving learning outcomes.2022 In November 2022 Springer Publishing House published a book edited by Ali Derakhshan, a leading Iranian scholar, titled "5Cs of Positive Teacher Interpersonal Behavior-... -Implications for Learner Empowerment and Learning in Second Language Settings‖. The main purpose of the book is to explore the role of positive teacher interpersonal behaviors in second/foreign language teaching and providing theoretical support and empirical validation of the role of teacher interpersonal behaviors in foreign language learning outcomes. Teachers' positive communicative behaviors originate from Positive Psychology (Positive Psychology), which as an emerging field and an important branch of psychology has received more and more attention from scholars. This paper first introduces its main content, followed by a brief evaluation.

Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany

While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consciousness socialization and equal treatment) on cultural identity exploration and resolution. Our sample included 906 mid-adolescents in Italy (32.36% immigrant descent, Mage (SD) = 15.12 (0.68) years, 51.73% female), and 504 early adolescents in Germany (53.86% immigrant descent, Mage (SD) = 12.82 (0.89) years, 42.37% female). Bayesian multivariate linear models show that the Identity Project and a stronger critical consciousness climate in the classroom before the intervention promoted cultural identity exploration at post-test in both countries. However, effects of the intervention and facets of the diversity climate on subsequent resolution were only observed in Italy. There was some evidence that the intervention could alter the classroom cultural diversity climate in Germany, while the intervention could compensate for a less positive diversity climate in the slightly older sample in Italy. Thus, it seems promising to systematically build in opportunities to engage with students’ diverse heritage cultures and identities when developing new curricula, as well as to train teachers to implement such curricula.

Traceability of Technologies for Positive Climate Assessment: A Prospective Patent Study from the Year 1970 to 2022

Traceability of Technologies for Positive Climate Assessment: A Prospective Patent Study from the Year 1970 to 2022

A Paradox of School Social Organization: Positive School Climate, Friendship Network Density, and Adolescent Violence

Schools are often encouraged to foster a positive climate to reduce adolescent violence, but evidence on the effectiveness of this approach varies significantly. This study investigates the roots of this variation by testing alternative hypotheses about how positive school-level climate and school-level student friendship network density interact to shape adolescent violence perpetration. Research on informal social control and network closure suggests that the violence-reducing association of positive school climate will be enhanced among schools where students are more densely tied through their friendships. Research on youth conflict and subversion of control suggests the opposite. These hypotheses are tested with data from Waves I-II of the National Longitudinal Study of Adolescent to Adult Health (n = 11,771; 49% Female; Age mean = 15.04, SD = 1.60). Consistent with the conflict/subversion hypothesis, analyses indicate that the inverse association between positive school climate and adolescent violence is only evident among schools with a very low density of friendship ties. Strikingly, however, there is evidence that a more positive school climate is associated with increases in violence among youth attending schools with a high density of friendship ties. These findings suggest that efforts to reduce violence by fostering cohesion among youth in their schools and other social contexts can be undermined by youth network processes.

Nitrogen application increased yield sensitivity of indica hybrid rice to climate resource

Rice yield variability can be attributed to the range of sowing dates across extensive cropping areas and varying nitrogen application rates. Nonetheless, the precise quantitative relationship between sowing dates, nitrogen application rates, and rice yield development remains elusive. In this study, we evaluated differences in dry matter and yield components of three indica hybrid varieties for five sowing dates at four ecological sites in the middle and lower reaches of the Yangtze River, China in 2019 and 2020, with three nitrogen application rates. Results indicated that yield initially increased and then decreased with delayed sowing dates. Photosynthetically active radiation accumulation after anthesis (PARAA) was identified as the key positive climate resource affecting rice yield, decreasing by an average of 19.7 MJ m−2 for every 15-day delay in sowing. Nitrogen agronomic efficiency decreased linearly with the delay in sowing dates. Early sowing of rice with high PARAA and effective accumulated temperature after anthesis (EATAA) showed yield increases due to nitrogen application, whereas late-sown rice with insufficient photothermal resources did not exhibit marked yield improvement and may experience yield reduction. Ensuring adequate dry matter accumulation after anthesis and high seed setting rate was the main way to increase yield, influenced by sowing dates and nitrogen application rates. Intriguingly, our study revealed that nitrogen application markedly enhanced yield sensitivity to PARAA and EATAA. This finding underscores the pivotal role of nitrogen in modulating crop responsiveness to climate resources, and contributes to a deeper understanding of agronomic practices for optimizing yield under varying climatic conditions.

Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate.

Errors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in the classroom. We investigated how students' dealing with errors develops over time and which role the classroom context in general, and the perceived error climate in particular, has for this development. A total of 1641 students participated in 69 mathematics classrooms in academic secondary schools. Perceived error climate alongside students' self-reported individual reactions to errors were assessed in a 2-year longitudinal study with five measurement points over the fifth and sixth grade. Growth-curve modelling indicated an, on average, negative development of students' individual reactions to errors. This development varied substantially between classrooms and systematically depended on perceived error climate. A more positive error climate was associated with a less negative development of error adaptivity. Taken together, our findings imply a strong need and considerable room for the teachers' support in developing and maintaining adaptive reactions to errors. They also allow for the conclusion that teachers can succeed here by means of realizing a positive error climate in class.

Ethical Decision-Making in Educational Leadership: Insights from Islamic Scholars

Ethical decision-making in educational leadership is a critical aspect of ensuring effective governance and fostering a positive school climate. Insights drawn from Islamic scholars provide valuable perspectives on moral principles that guide leaders in educational settings. This study explores the ethical considerations and decision-making processes influenced by Islamic teachings among educational leaders. This research aims to investigate how Islamic scholars' insights inform ethical decision-making practices in educational leadership. It seeks to analyze the ethical frameworks advocated by Islamic teachings and their application in contemporary educational contexts. This study employs a literature review approach to examine scholarly articles, books, and Islamic texts that discuss ethical principles relevant to educational leadership. The research focuses on synthesizing and analyzing existing literature to identify key themes, principles, and practices advocated by Islamic scholars in guiding ethical decision-making among school leaders. The findings highlight that Islamic scholars emphasize principles such as justice (adl), compassion (rahma), honesty (sidq), and accountability (mas'uliyyah) as foundational to ethical leadership in education. Ethical decision-making processes are guided by Islamic teachings that prioritize the well-being of stakeholders, fairness in decision outcomes, and adherence to ethical norms. Insights from Islamic scholars offer nuanced perspectives that enrich contemporary discussions on ethical leadership and governance in educational settings

Beyond Personal Factor: A Multilevel Analysis for Predicting the Effect of Moral Self-regulation and School Climate on Muslim Adolescent Aggressivity

Aggressive behaviors among adolescents have been increasingly observed in Indonesian Islamic boarding schools (pesantren), garnering significant attention due to their incongruity with the schools' ethos. Addressing these behaviors in pesantren requires a different approach from mainstream schools due to their unique characteristics. This study investigates the impact of moral self-regulation and school climate on aggressiveness among Muslim adolescents, using a multilevel analysis that considers both individual and institutional factors within the educational setting as units of analysis. This quantitative study involved 428 participants (mean=16.45, SD=1.01) both males and females from ten pesantren in three provinces in Indonesia selected using convenience sampling. Data were collected using the modified version of the aggressivity scale, moral self-regulation scale, and school climate scale. They were analyzed using multilevel regression analysis techniques with the aid of the R lmerTest program. An initial evaluation of the need for multilevel analysis was done by checking the significance of the Likelihood Ratio Test (LRT) results for the Intercept models and Intraclass correlation (ICC) above 5%. LRT and Akaike Information Criterion (AIC) were used as the selection criteria for the best hierarchical models involving random intercepts and random slopes. The study found that better moral self-regulation in students significantly reduces adolescent aggressivity. Additionally, a positive school climate helps prevent aggressive behavior among students. Addressing aggression in Muslim adolescents in Indonesia requires focusing on both individual and school factors that promote positive behavior, emphasizing the importance of moral self-regulation and a supportive school environment.