Previous studies have confirmed that individual waste management behavior is influenced by both rational-based and altruistic-oriented beliefs and attitudes. Scholars incorporated personal norms in Ajzen’s theory of planned behavior and confirmed its usefulness in predicting waste management behavior. However, limited attention has been paid to the interactions between the variables in the model. Scholars also commented that the cognitive dimension was largely neglected in the current socio-psychological framework of waste management behavior. This study intends to address this issue by incorporating environmental concern and environmental knowledge in the model and examining the psychological paths linking these variables to waste management behavior within the expanded model of planned behavior. Based on a cross-sectional survey among 434 university students in China, the results showed that subjective norms, perceived behavioral control, personal norms, and environmental knowledge were essential predictors of waste management behavior, whereas the direct effect of attitude was not statistically significant. Environmental concern and subjective norms could influence waste management behavior through personal norms. Environmental knowledge could influence waste management behavior indirectly through environmental concern, personal norms, and perceived behavioral control. Moreover, perceived behavioral control served as a mediator between the relationship of personal norms and waste management behavior.

This study addresses the influence of popular media on how young children perceive science and the work of scientists. Using an adapted version of the Draw-A-Scientist Test, 15 classes of fourth graders (9–10 years old) at three different schools in Singapore were sampled (n = 266). The students’ drawings as well as their identification of three sources from which they obtained inspiration for their drawings were analyzed. Our results showed a strong relationship between students’ drawings of scientists and their reported sources of inspiration. The results suggest that popular media play a large role in shaping how young children view scientists.

In the international education market, much attention has been paid to China, as it is the world’s largest source country in sending students abroad. The other side of the story, that is, China, as the world’s third most popular destination, is considerably less known and researched. This study seizes this research opportunity and focuses on exploring why international students choose to do their higher education in mainland China. International students from five Chinese coastal universities are the research respondents. Focus group discussions were first conducted and elicited 31 motivating items. They were later evaluated through a questionnaire-based survey. The push-pull model was critically reviewed and then used to organise the results. A questionnaire-based survey (n = 462) was later undertaken. Seven motivation factors were identified and a hierarchical relationship among the motivations was observed. The most influential push factor is the students’ desire for learning, novelty and challenge seeking, while the strongest pull factor is their expectation for China’s prosperous future. The motivations with medium priority were self-understanding, quality of education, and value for money. Also, stimulating factors and admission issues were important, but significantly less important than other factors. Demographic factors were found to be influential to motivations. Focusing on “reverse” international student mobility, this research enriches knowledge about international students’ destination choice. It also offers practical implications to universities and institutes in China and other emerging countries, who are interested in offering better programmes and attracting more international students.