Abstract:Measures of sustainable behavior (SB) usually include the self-report of activities aimed at the conservation of the natural environment. The sustainability notion explicitly incorporates both the satisfaction of human needs and the need of conserving the natural environment. Yet, the assessment of sustainable behaviors rarely considers the protection of the social environment as situation to investigate. In this paper, we propose the use of an instrument assessing SB, which includes the report of pro-ecological and frugal actions in addition to altruistic and equitable behaviors. The responses provided by 807 Mexican undergraduates to a questionnaire investigating those four instances of SB were processed within a structural equation model. Emotional (indignation due to environmental destruction, affinity towards diversity, happiness) and rational (intention to act) factors assumedly linked to sustainable behavior were also investigated. Significant interrelations among pro-ecological, frugal, altruistic and equitable behaviors resulted, suggesting the presence of a higher-order-factor that we identified as SB. This factor, in turn, significantly correlated with the rest of the investigated pro-environmental factors.

Living in rural areas has been described a driver for behaving in a pro-environmental way, mainly due to the more frequent contact with nature that people from rural areas have. However, the processes that link living in a rural area and behaving in a more ecological manner have not been systematically studied. Moreover, most studies have focused on adults living in developed countries. Given the importance that the actions conducted by people in developing countries have for the future of the environment, as well as the relevance of children's pro-environmentalism for nature conservation, we present a brief research report examining the relationship between Mexican children's place of residence and self-reported pro-environmental behavior (PEB). Participants were 200 children from Mexican rural areas (<1,000 inhabitants) and 200 from a Mexican urban city (>150,000 inhabitants). Children were between 9 and 12 years old. Children's connection to nature was considered as a mediator in the relationship between children's place of residence and PEB. Our findings revealed that rural children hold a stronger sense of connection to nature and behave in a more pro-environmental way than urban children. In addition, place of residence was directly and positively linked to their PEBs, and this relationship was mediated by children's connection to nature. The relationship between connection to nature and PEB was stronger for girls than for boys. The model explained 45% of the variance of children's self-reported PEBs.

Background:Student’s performance comes from the engagement they have with the academic activities of their institution. This conviction is determined by multiple factors both internal and external. Student´s engagement is a key factor in academic performance at the university.Objective:The aim of this study of this study was to find the relationship between the factors of emotional intelligence, orientation to happiness and positive social relationships within the school with the engagement of university students in a population of Mexico.Method:A stratified probabilistic sampling of students from a public higher education institution in the city of Guaymas, Sonora, was conducted. A total of 226 students answered the self-report, 52% were women, and 48% were men. A model of structural equations was performed to evaluate the relationships between the studied factors.Results:The results show that positive factors, both social (relationships with teachers and classmates) and personal (emotional intelligence and orientation to happiness), maintain a direct and significant relationship with the university student’s engagement.Conclusion:To improve the student’s engagement in university activities is necessary to promote personal issues such as emotional intelligence and orientation to happiness. It is also important to foster good social relationships with teachers and classmates.

<span lang="EN-US">There is empirical evidence for a close link between positive personal components and students' engagement in academic activities. Personal well-being is a construct that can be studied from a variety of angles. Recent studies point to the relevance of orientation to happiness examining three types of well-being. The main objective of this study is to test the relationship that orientation to happiness has with university students' engagement at a public institution in northern Mexico. A stratified probabilistic sample of 266 students was used. The internal consistency of the scales was analyzed using the SPSS package and a model of structural equations in the EQS program. Results indicate is a direct and significant relationship between the orientation to happiness and the students' engagement. This supports the importance of promoting positive factors in students to improve their academic and personal development.</span>

A large number of determinants influence the academic engagement of university students. However, positive influences that can be encouraged by the university have not been thoroughly studied. Most psychological research has been conducted in developed countries. Given the importance of understanding and encouraging university students in Latin America, it is essential to increase the quantity of research focused on personal traits and their association with better performance by university students. Two positive traits that have been shown to improve performance in a variety of areas are emotional intelligence and orientation to happiness. However, little is known about the relationship between these two positive aspects and university student engagement. The aim of this study was to determine the impact of emotional intelligence and orientation to happiness on university student engagement in three Latin American countries: Mexico, Colombia, and El Salvador. A total of 621 students answered a quantitative instrument that evaluates the three variables of interest. A model of structural equations was carried out in order to verify the direct impact that emotional intelligence and orientation to happiness have on university student engagement. The model explained 38% of the variance of university student engagement, indicating that these two positive personal traits can enhance interest and performance in scholarly activities by university students. Higher education in Latin America often focuses on increasing the knowledge of their students; however, these results indicate that promoting personal development, such as greater orientation toward happiness and emotional intelligence, can produce better results.