Understanding determinants of the intention to purchase rhino horn in Vietnam through the Theory of Planned Behaviour and the Theory of Interpersonal Behaviour

Demand for rhino horn in Asian markets is driving a rhino poaching crisis in Africa. This study examined rhino horn demand using the theory of planned behaviour and the theory of interpersonal behaviour. We conducted a survey of 427 individuals in Hanoi, Vietnam, including 281 rhino horn users and 146 non-users. We empirically tested all constructs of the two theories predicting intention to purchase, including attitude, subjective norms, social factors, perceived behavioral control, facilitating conditions, affect, and habit using structural equation modelling. Perceived behavioral control and habit were the sole determinants of the intention to purchase rhino horn. Respondents with higher disposable income and better knowledge about how to purchase and use rhino horn and those with previous experience using rhino horn were more likely to intend to purchase this good. However, frequent users had a lower intention to purchase rhino horn in the near future than those having used rhino horn only once or a few times. We discuss the implications of our results for policy-making and the informed design of behaviour modification strategies to reduce rhino horn demand. Our study also highlights the benefit of combining different behavioral theories in studying sensitive behaviours such as the consumption of illegal luxury wildlife products.

Are spousal carers’ perceptions of continuity and discontinuity within the relationship influenced by the symptoms of dementia?

Some spousal carers experience their current relationship with the person with dementia as a continuation of the loving relationship they shared prior to the onset of dementia. For others, the experience is one of discontinuity; the prior relationship is lost and replaced with a different kind of relationship. The aim of this study was to investigate whether these differences are associated with particular symptoms of dementia. Thirty-five spousal carers completed the Birmingham Relationship Continuity Measure, the Revised Memory and Behavior Checklist (providing scores relating to cognitive decline, depression and challenging interpersonal behaviour), the Communicative Effectiveness Index and the Bristol Activities of Daily Living Scale. Experiencing discontinuity in the relationship was significantly correlated with communication difficulties, challenging interpersonal behaviour and the need for assistance in activities of daily living, but not with cognitive decline or depression. In a multiple regression, only the measures of challenging interpersonal behaviour and activities of daily living made significant unique contributions to the variance in continuity/discontinuity scores. Discontinuity is associated with reduced psychological well-being for the spousal carer and the provision of less person-centred care. Understanding which symptoms are more likely to lead to discontinuity allows the identification of those at risk of these experiences. Those at risk may require support to enable them to make sense of, and adjust to, certain symptoms of dementia in a way that has a less negative impact on their relationship.

An Assessment Of Physics Laboratory Learning Environments, Teacher Interpersonal Behaviour And Their Association With Student s ' Attitude Towards Physics In Higher Secondary Schools of Jammu City

This study presents an assessment of the physics laboratory learning environments, teachers' interpersonal behaviour and students' attitudes towardsphysics at thehigher secondary level. Two widely used questionnaires, i.e. Science Laboratory Inventory (SLEI) and the Questionnaire on Teacher Interaction (QTI) along with an Attitude towards Science Scale was used to assess the perceptions of students about physics laboratory learning environments. The sample consisted of300 students taken from six higher secondary schools of Jammu city. The results of the study showed that students had positive perceptions about their physics laboratory learning environment. Students were found to be helpful, cooperative and supportive of each other in the laboratory classes. They rated their teachers in terms of exhibiting helpful and friendly behaviour, understanding of their needs and were giving freedom and responsibility in the classroom. Significant associations between student attitudes towards physics and physics laboratory learning environments were observed. Also, significant gender differences were found, and the results showed that female students felt that they were more cooperative, interested and encouraged in their physics laboratory classroom as compared to male students. No significant associations have been found to exist between teacher-student interactions and attitude towardsphysics.

How do presenters engage with their audience? Speakers’ multimodal interpersonal behaviour in research dissemination talks

Speakers in research dissemination talks are challenged with the need to connect with an audience that does not necessarily share their knowledge and expertise. This communicative situation can be particularly challenging for speakers using English both as a foreign language and for academic purposes. This study combines multimodal and ethnographic methods to explore how speakers of dissemination talks engage with their public. It focuses on four presenters’ use and combination of language, paralanguage, kinesics, proxemics and gaze during intensive moments of engagement. The results show that these interpersonal rich points consist of dense multimodal ensembles that serve to shorten the distance between presenters and their audiences. The findings suggest that a skilful orchestration of modes can be greatly beneficial to achieve the desired level of audience engagement. Therefore, developing speakers’ multimodal communicative competence should be a priority in English for specific and academic purposes (ESP/EAP) training.

Understanding household waste separation in South Africa

PurposeThe aim of this paper is to examine the motives behind the separation of household waste (or the lack of such separation) on the basis of the theory of interpersonal behaviour. The aim of this paper is to broaden and deepen the understanding of key determinants of household waste separation (or the lack of such separation). This study proposes a conceptual model based on the theory of interpersonal behaviour in combination with the focus theory of normative conduct.Design/methodology/approachA quantitative method was applied to investigate the views of 350 heads of households in the Johannesburg metropolitan area through an administered questionnaire. Structural equation modelling was employed to test the hypothesised structural relationships in the proposed model.FindingsThe results indicate that household waste separation intention is influenced by cognition of the consequences and by injunctive and personal normative pressures. Separation intention and past habits were found to have a direct influence on actual separation behaviour.Originality/valueWhile the theory of planned behaviour is ubiquitous in the recycling literature, this study presents a different, broader framework for a better understanding of the drivers of household waste separation. This is achieved by applying the theory of interpersonal behaviour in combination with the focus theory of normative conduct. The findings provide insights that could help municipalities in emerging markets to promote household waste separation for better management of the environment.

Looking to relate: teacher gaze and culture in student-rated teacher interpersonal behaviour

Mobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The Questionnaire on Teacher Interaction was then administered to assess how UK students evaluated their teacher interpersonally in that lesson. Teachers conveyed greater dominance (or interpersonal agency) through increasing eye contact while asking questions (‘attentional gaze’). Teachers conveyed more interpersonal friendliness (or communion) through increasing eye contact while lecturing (‘communicative gaze’). Culture did not affect the way gaze was associated with students’ interpersonal perceptions.

Emotional and interpersonal mechanisms in community SSRI treatment of social anxiety disorder

Background: Affective and interpersonal behavioural patterns characteristic of social anxiety disorder show improvement during treatment with serotonin agonists (e.g., selective serotonin reuptake inhibitors), commonly used in the treatment of social anxiety disorder. The present study sought to establish whether, during community psychopharmacological treatment of social anxiety disorder, changes in positive or negative affect and agreeable or quarrelsome behaviour mediate improvement in social anxiety symptom severity or follow from it. Methods: Adults diagnosed with social anxiety disorder (n = 48) recorded their interpersonal behaviour and affect naturalistically in an event-contingent recording procedure for 1-week periods before and during the first 4 months of treatment with paroxetine. Participants and treating psychiatrists assessed the severity of social anxiety symptoms monthly. A multivariate latent change score framework examined temporally lagged associations of change in affect and interpersonal behaviour with change in social anxiety symptom severity. Results: Elevated agreeable behaviour and positive affect predicted greater subsequent reduction in social anxiety symptom severity over the following month of treatment. Elevated negative affect, but not quarrelsome behaviour, predicted less subsequent reduction in symptom severity. Limitations: Limitations included limited assessment of extreme behaviour (e.g., violence) that may have precluded examining the efficacy of paroxetine because of the lack of a placebo control group. Conclusion: The present study suggests that interpersonal behaviour and affect may be putative mechanisms of action for serotonergic treatment of social anxiety disorder. Prosocial behaviour and positive affect increase during serotonergic treatment of social anxiety disorder. Specifically, modulating agreeable behaviour, positive affect and negative affect in individuals’ daily lives may partially explain and refine clinical intervention.

Determinants of hand hygiene behaviour based on the Theory of Interpersonal Behaviour

Background: Many investigations into the determinants of hand hygiene (HH) behaviour have explored only individual predictors or were designed according to arguably overly simplistic models of behaviour. Consequently, important influences on HH behaviour, including habit and emotion, are sometimes neglected. This study is the first to employ the Theory of Interpersonal Behaviour as a comprehensive model for understanding the determinants of HH behaviour. Method: A self-report questionnaire was conducted with staff from two large UK veterinary referral practices. Participants ( n = 75) reported their HH behaviour and responded to statements rating the importance of social norms, self-protection, patient protection, time pressures, access to equipment, habit and disgust, to their HH behaviour. Results: Regression analysis showed that, overall, determinants explained 46% of variance ( p < .001) in self-reported HH behaviour, with time constraints being the strongest predictor ( β = −.47, p < .001) followed by difficulty finding equipment ( β = −.21, p = .05). Discussion: Time constraints may be the most important influence on HH adherence among the determinants investigated. Future researchers should consider employing theoretical models to aid a more comprehensive understanding of the psychology underlying HH adherence and HH interventions.