The availability of vaccines does not mean that people will be willing to get vaccinated. For example, different conspiracy beliefs on the adverse effects of vaccines may lead people to avoid collective health measures. This paper explores the role played by antecedents of COVID-related conspiracy beliefs, such as the role of political ideology and the endorsement of moral purity values, and the consequences of COVID-related conspiracy beliefs in terms of the acceptance of a COVID vaccine (when available) via structural equation modelling (SEM). A sample of 590 Italian participants filled in a questionnaire implemented using the Qualtrics.com platform, during the first Italian lockdown in April–May 2020. Results showed that endorsing purity values predicted stronger negative attitude towards COVID-vaccines. Moreover, conspiracy beliefs negatively predicted general attitudes toward vaccines. Faith in science negatively predicted general and COVID-related conspiracy beliefs, with those believing more in science also less endorsing general and COVID-related conspiracy beliefs. The attitudes towards the vaccines mediated the relationship between COVID-related conspiracy beliefs and attitudes towards COVID vaccine.

Purpose: While a large body of evidence has shown that the administration of the measles-mumps-rubella (MMR) vaccine is not associated with an increased risk of autism spectrum disorder (ASD), a hesitant attitude towards childhood vaccination is still present among the public. In this study, we aim to investigate the mothers’ perceptions of the cause of their child’s ASD in order to increase our understanding of vaccine hesitancy. Methods: This study draws on the analysis of 18 semi-structured interviews of mothers of children with ASD on the causes of autism. Results: The interview material was content-analysed. The main themes were 1) childhood vaccines; 2) genetics; 3) specific conditions of the mother or the newborn at the moment of delivery; 4) environmental factors such as the mother’s lifestyle or her diet. The link between vaccines and autism was prevalent. About one third of the mothers reported that their child’s ASD was a consequence of a combination of two or more factors, i.e., childhood vaccines and specific conditions of the newborn or the mother at the moment of delivery. Conclusion: This study provides preliminary insights into recurring sets of beliefs concerning the causes of ASD among the mothers of affected children.

From the societal approach of the Theory of Social Representations, this study aimed to investigate the social representations of coronavirus/COVID-19 among the Italian population. By means of an online questionnaire, 599 individuals participated in the research, with a mean age of 38.09 years (SD = 14.44), 62.1% being women. The instrument was composed of sociodemographic questions, free association technique for the inductive term “coronavirus/COVID-19” and scales on conspiracy beliefs, vaccine hesitancy, and psychological dimension. The results allowed us to identify four social representations: “Citizens driven by Social Representations anchored to factual Covid-19 pandemic data,” with lower vaccine hesitancy and conspiracy beliefs, and greater faith in science; “Citizens with low confidence in anti-pandemic preventive measures by government,” with lower agreement with restriction measures; “Emotional people,” with higher agreement with restriction measures and expression of psychological distress; and “Minority group of Citizens driven by denial of Covid-19,” with higher vaccine hesitancy and conspiracy beliefs. We discuss the different social representations identified from the psychological and psychosocial anchoring processes in the context of the COVID-19 pandemic.

Understanding what students mean by lecturer competence can be crucial in order to recognise indicators with which to assess these competences, improve the quality of university teaching and support lecturers in undertaking their role appropriately. This qualitative pilot study aimed to explore the meaning of competence in a convenience sample of Italian undergraduate psychology students (N = 122). We collected free-associations about what “lecturer competence” actually means for the students. The data corpus underwent a lexical Correspondence Analysis (CA) using the ASPAR procedure of SPAD-T. Two factors were extracted: “socio-emotional dimension” and “task specialist.” Students associated the competent lecturer with those who was involved with the achievement of the task goals, on the one hand or those who was engaged in the group’s maintenance, on the other. Furthermore, Cluster Analysis identified four clusters: (1) the captivating lecturer; (2) the lecturer oriented to both task and socio-emotional aspects; (3) the rigorous lecturer; and (4) the benevolent lecturer. The preliminary results of this pilot study showed an articulated and multi-dimensional representation of the meanings of lecturer competence from the students’ point of view and lay the foundations for a broader quantitative study on the conceptions concerning lecturer competence.

In these times of global crisis caused by COVID-19, there is an urgent need to address the topic of nature-based experiences in education: the pandemic has strongly highlighted both the interdependence between human beings and nature, and the need for mending the dichotomic vision that keeps them separate. Experiential education in natural contexts within an ecological framework might have a strategic role in this crucial period to develop anthropologic, civic, and dialogic conscience (Morin, 2001). Through this study, CEFEO Research Center had the objective of investigating the socio-economic impact of COVID-19 on Italian nature-based programs in the educational, therapeutic, training, and leisure areas. From 28 May to 19 June 2020, an online questionnaire was distributed with the purpose of understanding the socio-economic impact of the pandemic on nature-based programs during the lockdown period and during the period of first reopening, and the related needs and new opportunities for the future. The results highlight a paradox: the COVID-19 crisis has caused more problems for a sector which was already suffering from a lack of funding and of social and institutional acknowledgment. Many agencies working in the field lost months of income and numerous working days, and they are uncertain about the future: they are having difficulties surviving in a moment when we need them more.