An Analysis of the Process of Adopting Local Digital Currencies in Support of Sustainable Development

Local digital currencies (LDCs) can be defined as technological platforms in which transactions occur between users without the use of any form of official tender. Although there is empirical evidence with regard to the sustainable development-related benefits of this type of currency, its use is still highly marginal and incipient, with relatively short lifecycles. To understand why LDCs have not gained a firmer footing or implementation in society and subsequently gain the ability to define a series of actions making this possible, an integrated model has been developed. Based on a review of the available literature, this model permits an analysis of the perceptions, beliefs, and attitudinal factors impacting upon the process of adopting this kind of currency. Based on a sample of 1559 subjects, the results obtained from the structural equation modelling performed provide important conclusions in terms of both the theory and the management of LDC-based communities, whether this is for the creation of new communities or the attraction of new users, or to consolidate existing communities or the participation of users once they have registered with them. Perceptions (attitude, subjective regulation, and perceived control), beliefs (compatibility, perceived utility, interpersonal influences, self-efficacy, and enabling conditions) and previous experience have a significant influence on the intention to be part of a community based on a local digital currency, with all that this implies for the defining of strategies to promote the use of LDCs.

Retrospective Reports of Childhood Misfortune Are Associated With Positive and Negative Affect in Adulthood

Childhood misfortune refers to nonnormative experiences individuals encounter at younger ages that affect development across the life span. This study examined whether retrospectively reported childhood misfortune was associated with negative and positive affect in adulthood. In addition, we explored whether perceived control beliefs would moderate these associations. We used archival data from 6,067 adults ( Mage = 46.86; range = 20–75) from the Midlife Development in the United States study. Higher levels of misfortune were associated with higher levels of negative affect and lower levels of positive affect in adulthood. However, control beliefs moderated this association such that the combination of higher perceived control and misfortune resulted in less of a decrease in positive affect and less of an increase in negative affect. Overall, early life events were associated with later life emotional health, and control beliefs were an important psychological resource that buffered the negative effects of childhood misfortune.

A comparison of perceived control beliefs between Chinese and American students

This study examines the developmental patterns of perceived control beliefs among a total of 1720 urban Chinese, rural Chinese, and American students in second through sixth grade. Children’s perceived control beliefs were measured with the Revised Control, Agency, and Means-end Interview (CAMI). The results show that the latent structures of perceived control beliefs were comparable among the three groups of students. The increase in grade level was more important than cultural differences in the development of agency and global control expectancy beliefs. However, there was no evidence that the increase in grade level was more important than cultural differences in the development of means-end beliefs. The developmental patterns of global control expectancy and agency beliefs were similar between Chinese and American students across the elementary school years. The correlations between global control expectancy and the dimensions of agency beliefs and school performance were stronger than those between the dimensions of means-end beliefs and school performance among the three groups of students. Also, the relationships between the dimensions of perceived control beliefs and performance were stronger in language arts than in math. The unique features of the perceptions of “luck”, “ability”, and “effort” among Chinese students were also discussed in terms of the alternative bases of philosophy and religion, the nature of school feedback, and the likelihood of quality experiences in parent–child mediated interactions.

Cognitive Self-efficacy in Relation to Personal Mastery and Goal Setting across the Life Span

This article is an integrative review of empirical studies of cognitive self-efficacy from childhood through old age. Issues of definition and measurement are addressed and the relation of self-efficacy to personal mastery is evaluated. Research on academic achievement in children and adolescents, complex decision-making in young adults, and memory and intellectual functioning in older adults supports a variety of theoretically driven hypotheses regarding the sources and effects of self-efficacy. Percepts of self-efficacy are based on a variety of sources of information, including personal mastery and perceived control beliefs. Self-efficacy has predictable effects on a variety of task engagement variables (e.g. persistence, effort, goal setting, strategy usage, chioce) that mediate the relationship between self-efficacy and performance. Generalisations regarding the applicability of self-efficacy to understanding cognitive development across the life span are discussed in terms of age-relevant domains and it is argued that a life span treatment of self-efficacy development is particularly compelling because both life span theory and self-efficacy theory emphasise domain specificity.