Despite the increasing number of studies investigating environmentally friendly behavior, relatively little research has examined the attitudes, subjective norms, perceived ability, and intentions of individuals to restrict their consumption. The current study validated a new measure of consumption restriction developed from the Theory of Planned Behavior. A total of 243 college-aged students completed the Consumption Restriction Questionnaire (CRQ), in addition to measures of greed, frugality, materialism, and consumption. Results confirmed the importance of attitudes, subjective norms and perceived control as determinants of both intentions to restrict consumption in addition to actual consumption, and also demonstrated the superiority of attitudes, subjective norms and perceived control in predicting consumption related to individual differences in greed, frugality and materialism. However, intentions to restrict consumption were modest. Results have implications for both our understanding of environmentally friendly behavior, as well as for the targets that interventions designed to restrict our consumption should address.

A vast majority of social science students experience statistics anxiety in their statistics class, a course often perceived as the most difficult one of their academic paths. The present study examines the role of attitudes towards statistics, cognitive emotion regulation strategies, and satisfaction of psychological needs in the prediction of statistics anxiety as well as the contribution of gender onto statistics anxiety. Two hundred forty-two undergraduate social sciences students in Canada completed the study. Positive attitude towards statistics, fewer maladaptive emotion regulation strategies, and satisfaction of psychological needs were related to less statistics anxiety; adaptive emotion regulation strategies, however, were not. Furthermore, women experienced more statistics anxiety than men. Results provide insight about individual differences that may impact experiences of statistics anxiety and overall learning in the context of a statistics course.

Children prefer to learn from confident rather than hesitant informants. However, it is unclear how children interpret confidence cues: these could be construed as strictly situational indicators of an informant’s current certainty about the information they are conveying, or alternatively as person-specific indicators of how “knowledgeable” someone is across situations. In three studies, 4- and 5-year-olds (Experiment 1: N = 51, Experiment 3: N = 41) and 2- and 3-year-olds (Experiment 2: N = 80) saw informants differing in confidence. Each informant’s confidence cues either remained constant throughout the experiment, changed between the history and test phases, or were present during the history but not test phase. Results suggest that 4- and 5-year-olds primarily treat confidence cues as situational, whereas there is uncertainty around younger preschoolers’ interpretation due to low performance.