Environment and Social Psychology

“The evil that is in the world almost always comes of ignorance, and good intentions may do as much harm as malevolence if they lack understanding.”

Based on the social cognitive theory, this paper studies the relationship mechanism between media publicity and green consumption behavior through multiple regression analysis, and explores the intermediary role of self-efficacy and personal outcome expectation between media publicity and green consumption behavior. The empirical test results show that the traditional media has no significant impact on consumers’ green consumption behavior, and the new media has a positive impact on consumers’ green consumption behavior. At the same time, self-efficacy and personal outcome expectation play a complete intermediary role in the relationship between traditional media and green consumption behavior, and play a partial intermediary role in the relationship between new media and green consumption behavior.

This article discusses Jungian psychology as a debated, and exclusionary field of psychology using Carl Jung’s influential work to provide light on analytical or environmental psychology, and to present the theoretical rapprochement between Jungian and Freudian theories^[4].  A succinct look at the realm of analytical psychology is still pertinent looking at the role of environmental psychology considering several demands from the modern world. To position Jung in minority spheres, where most of his critics have seen expressions of discrimination, and anti-Semitism, the key principles of Jungian theories will be highlighted considering various researchers to ascertain whether there is limited knowledge for this mindful inquiry^[2]. In terms of environmental psychology, Jung’s relevance is important to assess. The many perspectives espoused by Jungian advocates warrant further analysis and research, but are necessary to reflect on today’s societal needs for positive, environmental, humanistic psychology, and potential creation of the psyche as a social transformational tool in psychoanalysis.

This article chronicles how aconducive environment creates arestoration of dignity to disadvantaged mathematics foundation learners. The variation theory was used to provide the sequential building blocks required to learn foundation mathematics to grade 1- 5 learners in a district in the Eastern Cape province of South Africa. A sample of 23 learners participated in this study. Structured worksheets covering mathematics content for grade 1-5 were prepared for the learners to practice after school in a homework club on their own, in rural settings in a study that followed qualitative methods. Results indicated how the creation of a supportive and caring environment developed the learners’ resilience, restored their dignity and increased their competence in understanding of basic mathematics concepts. The learners also developed good relationships with each other while they shared information and helped others to restore their dignity and led them ultimately to independence of acquiring other mathematical skills and ownership of the learning experiences. The intervention with the after school programme may serve as a suitable environment for the disadvantaged learners and restore their competence in understanding mathematics concepts while providing a platform for learners to share knowledge gained with the underprivileged ones.