Environment and Social Psychology

Environment and Social Psychology

       ISSN: 

2424-8975 (Online)

Journal Abbreviation:

Environ. Soc. Psychol.

Environment and Social Psychology (ESP) is an international open-access academic journal dedicated to publishing highly professional research in all fields related to the relationship between environment and social psychology. All manuscripts are subjected to a rigorous double-blind peer review process, to ensure quality and originality. We are interested in the original research discoveries. This journal also features a wide range of research in ancillary areas relevant to social psychology. ESP publishes original research articles, review articles, editorials, case reports, letters, brief commentaries, perspectives, methods, etc. ESP aims to explore the connections between the environment and human condition, and enhance the environment protection consciousness and behaviors that are crucial to achieve the goals of sustainable development and human development. 

The research topics of ESP include but are not limited to:

  • Environment psychology
      Environmental perception
      Environmental behaviour
      Environmental design
  • Social psychology
      Social perception
      Social Behaviour
      Interpersonal Relationships
  • Environment and mental health
      Mental Health
      Coping mechanisms
      Emotions and the Environment
  • Sustainability and behavioral science
      Sustainable Development
      Behavioural change theory
      Social norms and environmental behaviour
  • Climate psychology
      Psychological impacts of climate change
      Behavioural responses
      Climate education
  • Interdisciplinary research
      Environment and social sciences
      Technology and psychology
      Culture and environment
  • Social Sciences（Health）
  • Developmental and Educational Psychology
      Learning, attention deficit and the environment
      Genderisation, child development and the social environment
  • Neurological and physiological psychology
      Depression and the environment
      Problem Solving and the Social Environment
 

Notice: The ownership of Environment and Social Psychology (ESP) has been transferred from Asia Pacific Academy of Science Pte. Ltd. to Arts and Science Press Pte. Ltd. The new publisher will publish this journal starting from Volume 9, Issue 7 of 2024. Contributors should make submissions to the new journal system (https:/esp.as-pub.com/index.php/esp) from March 25, 2024. Authors of previous submissions can track the publication progress through the original journal system.

Vol. 10 No. 6 (2025): Publishing

Table of Contents

Open Access
Research Articles
Abstract
ESP-3732
Integrating ecological civilization into higher education: Frameworks, practices, and pedagogical pathways
by Zhangmin Liu, A gemo
2025,10(6);    0 Views
doi: https://doi.org/10.59429/esp.v10i6.3732
Abstract The integration of ecological civilization into higher education has become a crucial step in addressing the global ecological crisis. Ecological civilization, a concept that emphasizes the harmonious coexistence of human society with nature, has gained significant attention in recent years, particularly within China, as part of national policy efforts toward sustainability. This review article presents strategies for teaching college students about ecological civilization so they can support sustainable growth and care for the ecology. It deals with obstacles such as disjointed lessons, insufficient learning for teachers, and difficulty within institutions by thoroughly examining available literature. The study recommends using curriculum from different subjects, encouraging active learning, including traditional wisdom, and forming links with ecological groups as effective ways to proceed. The usefulness of these ideas is confirmed by research that reveals improved student involvement, greater ecological awareness, and more ecologically friendly habits. The article recommends that evaluation and feedback are necessary to keep the system evolving. The study found that significant improvements within higher education institutions are vital for promoting ecological civilization. This research helps colleges to encourage ecologically friendly and responsible graduates, benefiting the process of creating an ecological civilization in society.
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Open Access
Research Articles
Abstract
ESP-3489
Corporate social responsibility and customer satisfaction towards corporate reputation of the banking industry
by Solomon Oluyinka, Adolf Josef Yao, Nicanor Lazaro Jr, Maria Cusipag
2025,10(6);    1 Views
doi: https://doi.org/10.59429/esp.v10i6.3489
Abstract Corporate social responsibility is vital for organizations to achieve sustainability and success, particularly in the banking industry. Banks, as major financial intermediaries, have faced impulsive actions due to the global financial crisis. Engaging in CSR initiatives can have a significant impact on society and the bank's reputation, fostering strong relationships with customers and understanding their needs. However, banks still face reputational risks and customer criticism, as their existence is crucial for society. Researchers conducted a study on leading universal banks to measure the effects of CSR and customer satisfaction on corporate reputation among adults aged 20-64 in the National Capital Region. The correlation coefficient results show that corporate social responsibility and customer satisfaction have a moderate to strong relationship with corporate reputation. The study found that both factors have significant direct or indirect effects on the corporate reputation of the banking industry. Regression analysis revealed an adjusted R squared value of 0.449 and beta values of 0.294 for CSR and 0.472 for customer satisfaction. Engaging in CSR initiatives can lead to customer satisfaction, which in turn boosts the bank's reputation and loyalty. Corporate social responsibility is crucial for banks to enhance their image and retain customers in the industry.
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Open Access
Research Articles
Abstract
ESP-3771
From course experience to innovation capability: A dual mediation analysis of student engagement and learning motivation in modular teaching
by Jinyan Sun, Tsang kai Chang
2025,10(6);    3 Views
doi: https://doi.org/10.59429/esp.v10i6.3771
Abstract This study examines how learning experiences shape the development of students’ creative competencies through the dual mediating roles of academic engagement and motivational factors. Focusing on students from the Department of Art and Design at a vocational and technical college in China, the study adopts purposive sampling to gather 287 valid responses. A structured questionnaire was designed encompassing four latent constructs: instructional quality, participation, drive to learn, and creative capacity. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to evaluate the model and test mediation effects. Results reveal no significant direct influence of instructional experiences on students' creative outcomes. However, indirect effects were observed via full mediation by academic engagement and partial mediation by motivation. The model explains 56.8% of the variance in the outcome variable (R² = 0.568) and achieves a strong model fit (GoF = 0.657). These findings emphasize the interplay between instructional design and internal psychological mechanisms, offering insights for pedagogical strategies and theory-building in creative education domains.
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Open Access
Research Articles
Abstract
ESP-3517
Fifty shades of ambivalence: South African student leaders’ belonging experiences as indigenous foreigners within higher education
by Dr. Neo Pule, Mr. Vuyani Muleya, Prof. Aden-Paul Flotman
2025,10(6);    20 Views
doi: https://doi.org/10.59429/esp.v10i6.3517
Abstract The transformation of South African universities is complex because of the intersections of social, historical, political, cultural, and economic circumstances. Due to the transformation mandate, universities engage student leaders in co-governance to facilitate collaborative efforts toward establishing a sense of belonging for student leaders. However, the complexity of the environment and the transformation task create discrepancies that affect student leaders' sense of belonging. Therefore, this article explores South African student leaders' sense of belonging in the university, using socioanalysis. We gathered verbal and visual data through social dream drawing with student leaders to present an account of their conscious and unconscious lived experiences of belonging. We used thematic analysis to organize the identified themes and sub-themes and interpreted them using a socio-analytic understanding. The findings suggest that student leaders experience belonging paradoxically as “indigenous foreigners” in higher education, but also ambivalently, hence the reference to Fifty shades of ambivalence in the title. They perceive membership dynamics in various ways: as fluid belonging, with strings attached, as complicated bonding, and as the paradoxical dance between dominance and submission, as well as connecting to shades of legacies and patrimony. We argue that learning about student leaders' sense of belonging through social dream drawing enhances their leadership agency and facilitates a co-productive, collaborative, and active participation strategy. This process strengthens co-governance practices on multi-relational levels and multiple domains of belonging. Thus, dynamically understanding student leaders' sense of belonging produces positive outcomes for academic structures and integration processes through innovative student engagement.
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Announcements

Announcement about Artificial Intelligence in Academic Writing issues

With the rapid advancement of artificial intelligence (AI) technology, the use of AI tools, such as ChatGPT and other large language models, is becoming increasingly prevalent in research publications. Art and Science Publishing House is dedicated to continuously refining and updating its policies regarding the use of AI tools in academic writing. In alignment with COPE’s position statement on AI tools, we hereby outline the following guidelines:  

Authorship and Accountability 

AI tools cannot be listed as authors or co-authors of a manuscript. This is because AI tools cannot take responsibility for the content of a submission, nor do they possess the ability to manage copyright and licensing agreements.  

Transparency in Disclosure 

Authors who use AI tools in the preparation of their manuscripts—whether for writing, data collection, or data analysis—must transparently disclose the use of such tools. This disclosure should include:  

A description of how the AI tool was used.  

The specific AI tool(s) employed.  

This information should be clearly stated in either the "Methods" or "Acknowledgments" section of the manuscript.  

Author Responsibility  

Authors bear full responsibility for the content of their manuscripts, including any portions generated by AI tools or data analyzed using AI during the research process. This ensures the integrity and accuracy of the published work.  

Consequences of Non-Disclosure

Failure to disclose the use of AI tools in a manuscript will result in serious consequences. “Environment and Social Psychology” and Art and Science reserve the right to reject or retract any submission found to have concealed the use of AI tools.  

These guidelines are designed to uphold the highest standards of academic integrity and transparency while embracing the potential benefits of AI in research. We encourage authors to use AI tools responsibly and to provide clear and honest reporting of their use.  

For further clarification or questions regarding these policies, please contact our editorial office.  
Posted: 2025-01-20
 

Call for papers

The Environment and Social Psychology (ESP) invites submissions of original research manuscripts in all areas of Environment psychology, including Human-Environment Interactions, Sustainability and Pro-Environmental Behavior, Climate Change Psychology, Restorative Environments, Urban Planning and Design, Place Attachment and Identity, Environmental Stressors and communication. 

Since 2022, ESP has been indexed in SCOPUS, further enhancing its visibility and academic impact. We encourage researchers interested in publishing with ESP to submit their work for consideration.

We look forward to your valuable contributions to the journal.
Posted: 2024-12-23
 

Announcement of New Editor-in-Chief

We are delighted to announce the appointment of Professor Gabriela Topa as the new Editor-in-Chief of Environment and Social Psychology (ESP), effective December 1, 2024. Professor Topa, who is currently affiliated with Universidad Nacional de Educación a Distancia (UNED) in Spain, brings a wealth of expertise in Social and Organizational Psychology to this prestigious role.

Having previously served as an esteemed member of our Editorial Board, Professor Topa has demonstrated exceptional leadership and scholarly acumen. Her appointment marks an exciting new chapter for ESP as we continue to advance our mission of publishing cutting-edge research in social psychology and related disciplines.

Environment and Social Psychology is a fully open-access journal committed to disseminating high-quality research across a broad spectrum of topics within the field. Under Professor Topa's guidance, we are confident that ESP will reach new heights of academic excellence and influence.

 

The ESP Editorial Team and Publisher
Posted: 2024-12-01
 
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