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Battery electric vehicles (BEVs) could play a crucial role in reducing greenhouse gas emissions around the world. Much research has examined the practical barriers to large-scale BEV uptake, but very little has examined the psychological barriers. The current study addresses this gap in the literature by investigating the effects of stereotype threat on BEV drivers. This psychological predicament occurs when an individual imagines or experiences being judged in terms of negative stereotypes about their social group. Qualitative thematic analysis of interview data revealed three distinct stereotypes that the BEV drivers imagined or reported other people to hold: eccentric, low-status environmentalists; hypocritical, highstatus environmentalists; and geeky technophiles. With regard to the first and second stereotypes, drivers tended to use individualist defence strategies by downplaying their proenvironmental attitudes and dissociating themselves from the undesirable environmentalist groups. With regard to the third stereotype, they tended to use more constructive, group-level defence strategies by perceiving their BEV driver ingroup as superior on the innovative technology adopter dimension compared to their non-BEV driver outgroup. Suggestions are made for countering the psychological barrier of stereotype threat, such as promoting images of BEV drivers as future-shaping market leaders and treating them as members of an influential and desirable consumer group.

We would like to express our thanks to the academics who gave up their time to participate in our study. Data availability statement:Data for this study cannot be made available as it would compromise the confidentiality and informed consent of participants. MOTIVATION IN STUDENT 'CONSUMERS' 2Academics' perceptions of students' motivation for learning and their own motivation for teaching in a marketized higher education context

Social workers in the UK experience higher levels of burnout compared with other healthcare professionals, making it important to understand how they can develop resilience to protect themselves from psychological distress. The current study aimed to deepen our understanding of the psychological predictors of resilience, which include emotional intelligence, reflective ability, social competence, and empathy, using self-determination theory. This theory suggests that fulfilment of the psychological needs for autonomy, competence, and relatedness will support resilience and protect against distress. We expected these needs to explain additional variance in resilience and distress beyond other emotional and social competencies. Analysis of questionnaire data from 211 social work students in the UK provided partial support for these hypotheses. Autonomy, competence, and relatedness were significantly positively correlated with resilience, and hierarchical regression analysis revealed that they explained somewhat more variance in resilience than previous factors alone (p = 0.06). Autonomy, competence, and relatedness explained significantly more variance than previous factors alone in psychological distress, although only autonomy and competence correlated with less psychological distress. Unexpectedly, relatedness correlated with more psychological distress. Furthermore, resilience played a mediating role between key variables and psychological distress. Implications for supporting the development of resilience in social work students are discussed.