In this paper we present a new hypothesis on the evolution of autistic-like and schizotypal personality traits. We argue that autistic-like and schizotypal traits contribute in opposite ways to individual differences in reproductive and mating strategies, and have been maintained – at least in part – by sexual selection through mate choice. Whereas positive schizotypy can be seen as a psychological phenotype oriented to high-mating effort and good genes displays in both sexes, autistic-like traits in their non-pathological form contribute to a male-typical strategy geared toward high parental investment, low-mating effort, and long-term resource allocation. At the evolutionary-genetic level, this sexual selection hypothesis is consistent with Crespi and Badcock’s “imprinted brain” theory of autism and psychosis; the effect of offspring mating behavior on resource flow within the family connects sexual selection with genomic imprinting in the context of human biparental care. We conclude by presenting the results of an empirical study testing one of the predictions derived from our hypothesis. In a sample of 199 college students, autistic-like traits predicted lower interest in short-term mating, higher partner-specific investment, and stronger commitment to long-term romantic relations, whereas positive schizotypy showed the opposite pattern of effects.

The main objective of this study was to analyze, in a sample of female healthcare workers in Italy, the training needs to improve positive relationships in the healthcare organization. To better understand these needs, perceived workplace bullying and its consequences in terms of professional commitment and well-being were analyzed from a descriptive and quantitative perspective (or mixed-methods analysis). A questionnaire was completed online in a healthcare facility in northwestern Italy. The participants were 231 female employees. The quantitative data showed that, on average, the sampled population perceived a low burden of WPB. The majority of the sample expressed moderate engagement at work and moderate perception of psychological well-being. It is interesting to note that one element seemed to be overarching in the responses to the open-ended questions: communication, which emerged as a problematic element that affects the entire organization. The research data provide useful evidence for intervention in favor of an environment that helps to recognize the phenomenon and intervene in time, offering the possibility of accepting the discomfort and fatigue of healthcare workers and offering useful interventions to the individual and the team.

Today’s adolescents represent an elective target in addressing environmental challenges. Education is a key factor in achieving a sustainable future for them. However, formal education can represent a challenge when youths are its target, as they are considered the “interactive generation”. Game-based learning, and, in particular, Digital Educational Escape Rooms (DERs), have emerged as innovative methods in education, with promising applications in environmental sustainability studies. In this study, we developed 14 Digital Escape Rooms using the Social Cognitive Theory of Bandura as a theoretical framework. These were focused on environmental education and we tested them on a sample of 411 students (aged 12–18 years; 158 female, 38.4%). A one-group quasi-experimental research design was adopted, carrying out a pre-test post-test analysis. Each participant completed assessments at two time points: before engaging in the escape rooms (T0) and after (T1). The assessment tools included the Goal Assessment Scale (GAS) and the Perceived Climate Self-Efficacy Scale. Our findings revealed no significant gender differences in goal achievement. However, at T0, females exhibited higher levels of perceived climate self-efficacy in both individual and collective dimensions. Instead, the Digital Escape Rooms appeared particularly effective in increasing self-efficacy among male participants. These results suggest that Digital Escape Rooms hold potential for enhancing environmental self-efficacy, although gender differences in baseline efficacy levels warrant further exploration.

Climate change education increasingly calls for experiential and participatory approaches capable of engaging students cognitively, emotionally, and behaviorally. This study examined REWIND, a three-hour itinerant urban role-playing intervention on climate change and sustainable resource use, using matched pre-test/post-test data from 153 upper-secondary students in Italy. Outcomes comprised psychological well-being, pro-environmental behaviors, low- and high-threshold environmental activism, and educational orientations; experience-specific enjoyment was necessarily assessed after participation. Students from technical/professional schools increased in pro-environmental behaviors and low-threshold activism, whereas changes were not generalized across outcomes or school tracks. Male students, who began with lower low-threshold activism, improved significantly; however, their post-test scores did not differ from female students in either unadjusted or baseline- and track-adjusted comparisons. A baseline-adjusted multivariate model showed no overall post-test differences by gender or school track. The overall adjusted association of enjoyment with the four continuous outcomes was borderline, whereas enjoyment-by-school-track interactions were significant and were driven mainly by low-threshold activism. Findings indicate heterogeneous short-term associations rather than causal intervention effects. REWIND therefore shows promise as a situated environmental education activity, while requiring further iterative testing of validity, practicality, and effectiveness.