The influence of social identity on attitudes toward wildlife.

Wildlife conservation depends on supportive social as well as biophysical conditions. Social identities such as hunter and nonhunter are often associated with different attitudes toward wildlife. However, it is unknown whether dynamics within and among these identity groups explain how attitudes form and why they differ. To investigate how social identities help shape wildlife-related attitudes and the implications for wildlife policy and conservation, we built a structural equation model with survey data from Montana (USA) residents (n = 1758) that tested how social identities affect the relationship between experiences with grizzly bears (Ursus arctos horribilis) and attitudes toward the species. Model results (r2  = 0.51) demonstrated that the hunter identity magnified the negative effect of vicarious property damage on attitudes toward grizzly bears (ß = -0.381, 95% confidence interval [CI]: -0.584 to -0.178, p < 0.001), which in turn strongly influenced acceptance (ß = -0.571, 95% CI: -0.611 to -0.531, p < 0.001). Our findings suggested that hunters' attitudes toward grizzly bears likely become more negative primarily because of in-group social interactions about negative experiences, and similar group dynamics may lead nonhunters to disregard the negative experiences that out-group members have with grizzly bears. Given the profound influence of social identity on human cognitions and behaviors in myriad contexts, the patterns we observed are likely important in a variety of wildlife conservation situations. To foster positive conservation outcomes and minimize polarization, management strategies should account for these identity-driven perceptions while prioritizing conflict prevention and promoting positive wildlife narratives within and among identity groups. This study illustrates the utility of social identity theory for explaining and influencing human-wildlife interactions.

La influencia de la identidad social sobre la actitud hacia la fauna Resumen La conservación de la fauna depende de condiciones de apoyo tanto sociales como biofísicas. La identidad social, como ser cazador o no, con frecuencia está asociada a las diferentes actitudes hacia la fauna. Sin embargo, no sabemos si las dinámicas dentro y entre estos grupos de identidad explican cómo las actitudes se forman y porqué son diferentes. Construimos un modelo de ecuación estructural con información de encuestas realizadas a 1,758 residentes de Montana (Estados Unidos) para conocer cómo la identidad social ayuda a formar la actitud relacionada con la fauna y las implicaciones que tiene para la conservación y políticas de fauna. El modelo analizó cómo la identidad social afecta la relación entre las experiencias con osos pardos (Ursus arctos horribilis) y la actitud hacia la especie. Los resultados del modelo (r2 = 0.51) demostraron que la identidad de cazador aumentaba el efecto negativo del daño indirecto a la propiedad sobre la actitud hacia los osos (ß=-0.381, 95% CI -0.584 a -0.178, p<0.001), lo cual en cambio tenía una gran influencia sobre la aceptación (ß=-0.571, 95% CI -0.611 a -0.531, p<0.001). Nuestros descubrimientos sugieren que la actitud de los cazadores hacia los osos probablemente se vuelve más negativa principalmente debido a las interacciones sociales del endogrupo en torno a las experiencias negativas; las dinámicas similares pueden llevar a los no cazadores a menospreciar las experiencias negativas que los miembros del exogrupo han tenido con los osos. Dada la influencia profunda que tiene la identidad social sobre la cognición humana y el comportamiento en una miríada de contextos, los patrones que observamos probablemente sean importantes en una variedad de situaciones de conservación de fauna. Para promover los resultados positivos de conservación y minimizar la polarización, las estrategias de manejo deberían considerar estas percepciones influenciadas por la identidad mientras se prioriza la prevención de conflictos y se promueven narrativas positivas de fauna dentro y entre los grupos de identidad. Este estudio demuestra la utilidad que tiene la teoría de identidad social para explicar e influenciar las interacciones humano-fauna.

Age, experience, social goals, and engagement with research scientists may promote innovation in ecological restoration.

Innovation in ecological restoration is necessary to achieve the ambitious targets established in United Nations conventions and other global restoration initiatives. Innovation is also crucial for navigating uncertainties in repairing and restoring ecosystems, and thus practitioners often develop innovations at project design and implementation stages. However, innovation in ecological restoration can be hindered by many factors (e.g., time and budget constraints, and project complexity). Theory and research on innovation has been formally applied in many fields, yet explicit study of innovation in ecological restoration remains nascent. To assess the use of innovation in restoration projects, including its drivers and inhibitors, we conducted a social survey of restoration practitioners in the United States. Specifically, we assessed relationships between project-based innovation and traits of the individual practitioner (including, for example, age, gender, experience); company (including, for example, company size and company's inclusion of social goals); project (including, for example, complexity and uncertainty); and project outcomes (such as completing the project on time/on budget and personal satisfaction with the work). We found positive relationships between project-based innovation and practitioner traits (age, gender, experience, engagement with research scientists), one company trait (company's inclusion of social goals in their portfolio), and project traits (project complexity and length). In contrast, two practitioner traits, risk aversion and the use of industry-specific information, were negatively related to project-based innovation. Satisfaction with project outcomes was positively correlated with project-based innovation. Collectively, the results provide insights into the drivers and inhibitors of innovation in restoration and suggest opportunities for research and application.

Correction: Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States.

[This corrects the article DOI: 10.1371/journal.pone.0245327.].

"Messy transitions": Students' perspectives on the impacts of the COVID-19 pandemic on higher education.

The COVID-19 pandemic affected every area of students' lives, especially their education. Limited research has explored students' experiences during the pandemic. This study documents how students across seven United States universities viewed the impact of the COVID-19 pandemic on their educational experiences and how these students reacted to these impacts. We present qualitative data from an online survey conducted between March and May 2020 that resulted in 1267 respondents with relevant data. Conventional content analysis with an inductive approach was used to analyze open-ended responses to the question, "We are interested in the ways that the coronavirus (COVID-19) pandemic has changed how you feel and behave. What are the first three ways that come to mind?" Six categories emerged from the data: changes in instruction delivery mode, changes in schedule and everyday life, increased technology use, decreased academic opportunities and resources, negative reaction to the changes in higher education, and positive reactions to changes in higher education. Among our recommendations for practice are personalized approaches to material delivery and evaluation, synchronous classes and opportunities to connect with professors and students, and convenient support services.

Greenspace and park use associated with less emotional distress among college students in the United States during the COVID-19 pandemic.

The COVID-19 pandemic has negatively affected many people's psychological health. Impacts may be particularly severe among socially vulnerable populations such as college students, a group predisposed to mental health problems. Outdoor recreation and visits to greenspaces such as parks offer promising pathways for addressing the mental health challenges associated with COVID-19. During the early stages of the pandemic (March-May 2020), we surveyed 1280 college students at four large public universities across the United States (U.S.) to assess how, and why, outdoor recreation and park use changed since the emergence of COVID-19. We also measured students' self-reported levels of emotional distress (a proxy for psychological health) and assessed potential demographic and contextual correlates of distress, including county-level per capita park area and greenness, using generalized linear models. We found that 67% of students reported limiting outdoor activities and 54% reported reducing park use during the pandemic. Students who reduced their use of outdoor spaces cited structural reasons (e.g., lockdowns), concerns about viral transmission, and negative emotions that obstructed active lifestyles. Students who maintained pre-pandemic park use levels expressed a desire to be outdoors in nature, often with the explicit goal of improving mental and physical health. Emotional distress among students was widespread. Models showed higher levels of emotional distress were associated with reducing park use during the pandemic and residing in counties with a smaller area of parks per capita. This study of U.S. college students supports the value of park-based recreation as a health promotion strategy for diverse populations of young adults during a time of crisis.

Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States.

BACKGROUND: University students are increasingly recognized as a vulnerable population, suffering from higher levels of anxiety, depression, substance abuse, and disordered eating compared to the general population. Therefore, when the nature of their educational experience radically changes-such as sheltering in place during the COVID-19 pandemic-the burden on the mental health of this vulnerable population is amplified. The objectives of this study are to 1) identify the array of psychological impacts COVID-19 has on students, 2) develop profiles to characterize students' anticipated levels of psychological impact during the pandemic, and 3) evaluate potential sociodemographic, lifestyle-related, and awareness of people infected with COVID-19 risk factors that could make students more likely to experience these impacts. METHODS: Cross-sectional data were collected through web-based questionnaires from seven U.S. universities. Representative and convenience sampling was used to invite students to complete the questionnaires in mid-March to early-May 2020, when most coronavirus-related sheltering in place orders were in effect. We received 2,534 completed responses, of which 61% were from women, 79% from non-Hispanic Whites, and 20% from graduate students. RESULTS: Exploratory factor analysis on close-ended responses resulted in two latent constructs, which we used to identify profiles of students with latent profile analysis, including high (45% of sample), moderate (40%), and low (14%) levels of psychological impact. Bivariate associations showed students who were women, were non-Hispanic Asian, in fair/poor health, of below-average relative family income, or who knew someone infected with COVID-19 experienced higher levels of psychological impact. Students who were non-Hispanic White, above-average social class, spent at least two hours outside, or less than eight hours on electronic screens were likely to experience lower levels of psychological impact. Multivariate modeling (mixed-effects logistic regression) showed that being a woman, having fair/poor general health status, being 18 to 24 years old, spending 8 or more hours on screens daily, and knowing someone infected predicted higher levels of psychological impact when risk factors were considered simultaneously. CONCLUSION: Inadequate efforts to recognize and address college students' mental health challenges, especially during a pandemic, could have long-term consequences on their health and education.

Merging elaboration and the theory of planned behavior to understand bear spray behavior of day hikers in Yellowstone National Park.

This research empirically merges together two related theories: the elaboration likelihood model and the theory of planned behavior. A structural equation modeling approach is used to evaluate the relationship between the two theories and their collective impacts on behavioral intentions. The results suggest elaboration predicts the components of the theory of planned behavior (attitudes, subjective norms, and perceived behavior control), which in turn all predicted behavior intentions. Furthermore, results showed that the components of the theory of planned behavior partially meditated the relationship between elaboration and behavioral intentions, indicating that elaboration works mostly through the components of the theory of planned behavior to impact behavioral intentions. This study represents an improved understanding of the influence of communication techniques on visitor behaviors in sustainable tourism settings. Additionally, the discussion exemplifies how these techniques can be used to improve communications and evaluate communication strategies.

A social-ecological systems approach for environmental management.

Urgent environmental issues are testing the limits of current management approaches and pushing demand for innovative approaches that integrate across traditional disciplinary boundaries. Practitioners, scholars, and policy-makers alike call for increased integration of natural and social sciences to develop new approaches that address the range of ecological and societal impacts of modern environmental issues. From a theoretical perspective, social-ecological systems (SES) science offers a compelling approach for improved environmental management through the application of transdisciplinary and resilience concepts. A framework for translating SES theory into practice, however, is lacking. In this paper, we define the key components of an SES-based environmental management approach. We offer recommendations for integrating an SES approach into existing environmental management practices. Results presented are useful for management professionals that seek to employ an SES environmental management approach and scholars aiming to advance the theoretical foundations of SES science for practical application.

Using Spatial, Economic, and Ecological Opinion Data to Inform Gray Wolf Conservation.

Public opinion can be an influential factor in wildlife management decisions. Evaluating public opinions can help legitimize, or delegitimize, management and facilitate long-term conservation goals. This is especially true for the controversial issues surrounding the management of predators. We surveyed Montana, USA, residents during summer of 2013 to measure public opinion regarding economic and ecological impacts of the gray wolf (Canis lupus), and current management of this species. Although opinions were polarized in some areas, a greater percentage of Montanans think that wolves negatively affect the economy, but impact tourism (which contributes to the economy) positively. These differences may reflect the belief that rancher economic losses from wolf predation of cattle is greater than overall tourism gains related to wolves (e.g., wolf-watching), in addition to the perception of wolves negatively affecting big game (e.g., elk [Cervus canadensis]). Results also show that a slightly greater percentage of Montanans feel that wolves positively rather than negatively affect the ecosystem. Regarding specific practices, more Montanans than not have a positive opinion of maintaining wolves on the landscape and also support hunting of wolves. More Montanans hold negative rather than positive opinions, however, regarding wolf trapping. This result was most evident in western Montana as assessed by a spatial distribution of opinions by county and has implications for current wolf management and nontarget species. Results of ordinal regression analyses revealed that big game hunters, males, and those who held negative opinions of the effect of wolves on the Montana ecosystem and economy were significantly more likely to support both hunting and trapping practices. Living in western Montana predicted positive opinions of hunting, but alternatively, negative opinions of trapping. These results provide an understanding of public opinion of wolf management by county as well as statistical inferences that can be useful for informing more regionally oriented management practices.