Identifying Consumer Groups and Their Characteristics Based on Their Willingness to Engage with Cultured Meat: A Comparison of Four European Countries

Cultured meat, as a product of recent advancement in food technology, might become a viable alternative source of protein to traditional meat. As such, cultured meat production is disruptive as it has the potential to change the demand for traditional meats. Moreover, it has been claimed it can be more sustainable regarding the environment and that it is, perhaps, a solution to animal welfare issues. This study aimed at investigating associations between the consumer groups and demographic and psychographic factors as well as identifying distinct consumer groups based on their current willingness to engage with cultured meat. Four European countries were studied: the Netherlands (NL), the United Kingdom (UK), France (FR) and Spain (ES). A sample of 1291 responses from all four countries was collected between February 2017 and March 2019. Cluster analysis was used, resulting in three groups in the NL and UK, and two groups in FR and ES. The results suggest that Dutch consumers are the most willing to engage with cultured meat. Food neophobia and food technology neophobia seem to distinguish the groups the clearest. Moreover, there is some evidence that food cultural differences among the four countries seem to be also influencing consumers’ decision.

How firms can achieve positive employee outcomes

Purpose Turnover intention remains an issue for many firms but can be effectively reduced if a transformational leadership style is adopted. Psychological empowerment of employees by such leaders helps increase both loyalty to the firm and willingness to engage in organizational citizenship behavior. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Turnover intention remains an issue for many firms but can be effectively reduced if a transformational leadership style is adopted. Psychological empowerment of employees by such leaders helps increase both loyalty to the firm and willingness to engage in organizational citizenship behavior. Originality/value The briefing saves busy executives and researchers’ hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Access to Environmental Cognitive Alternatives Predicts Pro-Environmental Activist Behavior

We expand on the plausible role of access to cognitive alternatives to the environmental status quo (i.e., the ability of people to imagine what a sustainable relationship with nature would look like) in motivating pro-environmental collective action. Using a representative sample of Canadians on age, gender, and ethnicity ( N = 1,029) we evaluate the associations between access to environmental cognitive alternatives, politicized environmental identity, and willingness to engage in pro-environmental activist behavior. Additionally, we move beyond self-reported behavior by giving participants the opportunity to write and sign a pro-environmental letter to the Canadian Minister of the Environment and Climate Change. Our results suggest that access to cognitive alternatives is associated with stronger politicized environmental identity, greater willingness to engage in pro-environmental activist behavior, and increased likelihood of writing and signing a pro-environmental letter. All methods and analyses follow our preregistration and all materials and data are openly available.

From ignorance to knowledge: Sexual consent and queer stories

The problem of sexual assault has received increasing public attention over the last few years, with an increasing focus on the concept of sexual consent to solve the problem. Education efforts focus on teaching people what consent is and how to explicitly communicate about sex, constructing consent as a knowledge problem. Using the stories of queer adults, this study calls for the development of an epistemology of sexual consent. I argue that the current research and scholarship fail to recognise existing knowledge about sexual consent, relegating sexual consent to an epistemology of ignorance. Queer participants in this study demonstrated sophisticated knowledge of sexual consent through their talk on the role of verbal consent cues and articulating how they “tune in” to their partners during sex. Within their talk, verbal consent was sometimes viewed as essential to consent, while at times was not necessary, and at other times was not enough to understand a partner's sexual consent. Importantly, they described deep knowledge about partners’ comfort, discomfort or hesitation through “tuning in”. Developing an epistemology of sexual consent requires recognising and valuing what participants tell us about what they know about their partners’ willingness to engage in sex.

The Impact of Scarcity on Pro-environmental Behavior in the COVID-19 Pandemic

As the world contends with the far-ranging impacts of the COVID-19 pandemic, ongoing environmental crises have, to some extent, been neglected during the pandemic. One reason behind this shift in priorities is the scarcity mindset triggered by the pandemic. Scarcity is the feeling of having less than what is necessary, and it causes people to prioritize immediate short-term needs over long-term ones. Scarcity experienced in the pandemic can reduce the willingness to engage in pro-environmental behavior, leading to environmental degradation that increases the chance of future pandemics. To protect pro-environmental behavior, we argue that it should not be viewed as value-laden and effortful, but rather reconceptualized as actions that address a multitude of human needs including pragmatic actions that conserve resources especially during scarcity. To bolster environmental protection, systematic changes are needed to make pro-environmental behavior better integrated into people's lives, communities, and cities, such that it is more accessible, less costly, and more resilient to future disturbances.

The Relationship between Social Norms, Avoidance, Future Orientation, and Willingness to Engage in Climate Change Advocacy Communications

This study examined factors associated with willingness to engage in communication behaviors related to climate change advocacy. Data were collected as part of an online, longitudinal US study beginning in March 2020. Outcomes included willingness to post materials online, contact state legislators, and talk with peers about climate change. Covariates included climate change-related social norms, avoidance of climate change information, and perceptions of the future impact of climate change. A minority of the 586 respondents (23%) reported regular conversations about climate change, while approximately half of the respondents reported willingness to discuss climate change with peers (58%), post materials online (47%), and contact state legislators (46%). Strong predictors of willingness to engage in each climate change communications behaviors included climate change social norms, not avoiding climate change information, and believing that climate change will have a negative impact on the future. Findings indicate the importance of designing programs to foster increased climate change communications in order to promote community-level climate change advocacy norms.

The Effects of Cultural Competence Feedback on Intercultural Anxiety, Attitudes toward, and Willingness to Engage with International Students

<p>The study examined the effects of cultural competency feedback on domestic and international students’ intercultural anxiety, attitudes toward, and willingness to engage with international students. One hundred and sixty-one students (96 domestic, 65 internationals) completed a test of cultural competency and were randomly assigned to receive positive (top 25%) or negative (bottom 25%) fictitious feedback on their performance. Participants then completed measures of intercultural anxiety, attitudes toward international students, and self-reported willingness to engage with international students. Finally, students accepted or declined an invitation to learn more about participating in a buddy programme for international students at Victoria University of Wellington. It was hypothesized that those receiving negative performance feedback would have higher levels of intercultural anxiety and that this anxiety would partially mediate the effects of performance feedback on attitudes toward and willingness to engage with international students. It was also hypothesized that the effects of intercultural anxiety on attitudes and willingness to engage would be stronger for domestic, compared to international students. Preliminary analyses indicated that the performance feedback did not affect intercultural anxiety; although the manipulation checks showed that the participants could accurately describe their performance feedback, overall, students did not find the feedback credible. Controlling for age, gender, and previous intercultural contact, hierarchical regression analyses were performed to predict attitudes toward international students and willingness to engage (both self-reported and behavioural measures). The results revealed that beyond the control variables, intercultural anxiety was the only significant predictor of self-reported willingness to engage with international students. Performance feedback, student status (domestic/international), intercultural anxiety, and the interaction between student status and intercultural anxiety failed to predict attitudes toward international students and agreement to be contacted about the buddy programme. The implications of the presented findings are discussed, as well as limitations and future research directions advised. Keywords: Cultural Competence, Intercultural Anxiety, Education, International Students</p>

The Effects of Cultural Competence Feedback on Intercultural Anxiety, Attitudes toward, and Willingness to Engage with International Students

<p>The study examined the effects of cultural competency feedback on domestic and international students’ intercultural anxiety, attitudes toward, and willingness to engage with international students. One hundred and sixty-one students (96 domestic, 65 internationals) completed a test of cultural competency and were randomly assigned to receive positive (top 25%) or negative (bottom 25%) fictitious feedback on their performance. Participants then completed measures of intercultural anxiety, attitudes toward international students, and self-reported willingness to engage with international students. Finally, students accepted or declined an invitation to learn more about participating in a buddy programme for international students at Victoria University of Wellington. It was hypothesized that those receiving negative performance feedback would have higher levels of intercultural anxiety and that this anxiety would partially mediate the effects of performance feedback on attitudes toward and willingness to engage with international students. It was also hypothesized that the effects of intercultural anxiety on attitudes and willingness to engage would be stronger for domestic, compared to international students. Preliminary analyses indicated that the performance feedback did not affect intercultural anxiety; although the manipulation checks showed that the participants could accurately describe their performance feedback, overall, students did not find the feedback credible. Controlling for age, gender, and previous intercultural contact, hierarchical regression analyses were performed to predict attitudes toward international students and willingness to engage (both self-reported and behavioural measures). The results revealed that beyond the control variables, intercultural anxiety was the only significant predictor of self-reported willingness to engage with international students. Performance feedback, student status (domestic/international), intercultural anxiety, and the interaction between student status and intercultural anxiety failed to predict attitudes toward international students and agreement to be contacted about the buddy programme. The implications of the presented findings are discussed, as well as limitations and future research directions advised. Keywords: Cultural Competence, Intercultural Anxiety, Education, International Students</p>

Impact of Opera on Mental Health Stigma: Pilot of Provider/Community Workshop

Background Arts can influence mental health stigma, but little is known about impact of operas. We examined effects of a two-opera workshop on complicated grief and schizophrenia. Methods Pre-post audience surveys with post-workshop discussion. The primary outcome was a 4-item measure of willingness to engage with persons with grief or schizophrenia. Secondary outcomes were perceptions of art affecting stigma and stigma mediators. Of 47 participants, 33 had pre-post surveys for both operas. Results There was a significant pre-post opera increase in audience willingness to engage with persons with grief or schizophrenia (p < .001). Perceptions of impact on mediators such as empathy, were significantly greater for the opera on schizophrenia relative to grief (p < .001).. Conclusion The pre- to post increase in audience willingness to engage with affected persons (primary) with greater impact on secondary mediators for the schizophrenia opera and post-discussion suggest that operas may be a forum for addressing mental health stigma and promoting empathy.