It can be inferred that the effects of safe driving climate on prosocial and aggressive driving behaviors varied with their levels of traffic locus of control. External locus of control moderated the relationship between social costs and prosocial driving behavior and the relationships between shared commitment to safe driving and prosocial and aggressive driving behaviors. More importantly, internal locus of control moderated the relationship between communication on prosocial driving behavior and the relationship between shared commitment to safe driving and aggressive driving behavior. Safe driving climate among friends and traffic locus of control had direct effects on prosocial and aggressive driving behaviors.
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Three hundred and fifty-two young Chinese drivers aged 18 to 25 years agreed to participate in this study and completed the questionnaire, which included items related to safe driving climate among friends, traffic locus of control, and prosocial and aggressive driving behaviors. This study focused on the impact of safe driving climate among friends on prosocial and aggressive driving behaviors for young Chinese drivers, arguing for the moderating role of traffic locus of control. These findings can provide some basis for the development of university programs aimed at fostering positive environments that promote student mental health and protect against antisocial behaviors. Our results demonstrate that a positive school environment has a negative effect on antisocial behaviors via mood and anxiety disorders as well as in interaction with agreeableness, suggesting an interplay between personality and environment. The present study investigates the effect of positive school environment and agreeableness as protective factors against antisocial behaviors in a sample of undergraduate and graduate students (n = 304) from northwestern Mexico. Previous research has tended to focus on the causes of violence and antisocial behaviors in offenders or adolescent samples and has found evidence to suggest the underlying role of environmental and personal factors. Approximately 32% of Mexican students have experienced some form of violence in the school setting in their lives. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents of children ages 11 to 14 completed an online survey. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. We outline research propositions emanating from the conceptual model and directions for future research on adventure sport tourism and psychological well-being. We argue that this conceptual model has the potential to advance knowledge in relation to the theory, practice, and design of adventure sport tourism. The conceptual model explains how adventure sport tourism participation affects hedonic and eudaimonic psychological well-being via the satisfaction of basic psychological needs (autonomy, competence, relatedness) and nature connectedness.
Through an analysis of the contemporary literature regarding adventure sport, tourism, and psychological well-being, we propose a conceptual model of the psychological processes underlying well-being outcomes for adventure sport tourists. This is especially the case for adventure sport tourism, which is characterised by travel to a destination to participate in an adventure sport event, such as competitive surfing or mountain biking. Sport tourism literature has paid limited attention to the psychological well-being benefits derived from participating in this form of tourism.
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