Based on theorization on the four basic dimensions of religiousness, Believing, Bonding, Behaving, and Belonging, and corresponding cognitive, emotional, moral, and social motives and functions of religion, we developed a measure and investigated cross-cultural consistency of the four dimensions as well interindividual and cross-cultural variability. Data were collected from 14 countries varying in religious heritage: Catholicism, Protestantism, Orthodox Christianity, Judaism, Islam, and Buddhism/Taoism (N = 3,218). Beyond their high interrelation and common personality correlates, that is, agreeableness and conscientiousness, the four dimensions were distinct across cultures and religions, less interrelated in Eastern Asia compared to the West, differentially preferred across cultural zones, and characterized by distinct features. Believing and bonding, to which spirituality was primarily related, were preferred in Western secular societies. Behaving and belonging, valued in religious societies, were importantly related to fundamentalism, authoritarianism, and low openness. Bonding and behaving were primordial in, respectively, Israel and Turkey. Furthermore, belonging (marked by extraversion) and bonding were uniquely associated with increased life satisfaction, whereas believing was uniquely related to existential quest and decreased life satisfaction. Thus, the multidimensionality of religiousness seems deeply rooted in distinct psychological dispositions evident at both the individual and the cultural levels.

Recent research has shown an increase in academic dishonesty in different educational systems and levels, and negative effects on the academic institution, society and the students themselves. In order to describe the differential perception of academic dishonesty by Spanish secondary school and university students, and to study its consequences on psychological well-being, comparisons between two groups of students from secondary education and university were carried out, using measures of the perception and execution by others of dishonest behaviour, as well as psychological well-being and satisfaction with life and learning. University students revealed greater laxity of conscience, considering dishonest behaviour to be less serious and more common than secondary school students, and indulging in more dishonest behaviour themselves. They also showed greater spiritual, personal, community and environmental well-being, and greater satisfaction with learning. However, transcendental spiritual well-being was greater in the group of secondary education students. Academic dishonesty was associated with satisfaction with learning in both groups, and with satisfaction with life in secondary education. Its link with measures of spiritual well-being was greater in the group of secondary education students, being linked to transcendental well-being only in the group of university students. No gender differences were observed in any of the variables.

Although previous research projects have highlighted the pro-environment and pro-sustainability attitudes of traditional spirituality and religions, there is a lack of studies that explore the way in which expressions of different types of religion and spirituality, as well as measures of belief and non-belief, are related to the evocation of sustainable behaviors. This study, conducted with emerging adults, analysed the relationships between measures of the image of God, religious orientation, the importance of religion and spirituality, religious/spiritual experience, paranormal beliefs and non-belief (religious, spiritual and atheism), as well as altruistic, frugal, environmentally-friendly and equitable behaviors. The results were found to be consistent with the pro-environment character attributed to religion, as well as non-traditional forms of spirituality, indicating their link with sustainable behavior, particularly the measures focusing on belief/non-belief. They also highlighted an effect of the measures of religion/spirituality, indicating the benefit of using multivariate approaches of a qualitative and quantitative nature.

In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.