Purpose: This study investigates the mediating effect of Environmental Attachment (EA) among consumers in an emerging market, concentrating on the impact of two key factors: Green Environmental Awareness (GEA) and Sense of Responsibility (SOR) on Sustainable Product Consumption (SPC). Design/methodology/approach: A thorough online survey was carried out with Google Docs and distributed to 304 Pakistani consumers who now use or are considering purchasing sustainable or green products. Structural Equation Modeling (SEM) was used to rigorously test the suggested model utilizing a non-probability sampling technique, specifically the stratified purposive sampling approach. Findings: Green environmental awareness (GEA) and a sense of responsibility (SOR) have been shown to have a substantial impact on creating environmental attachment (EA) in both existing and potential customers of sustainable products. The findings of this study also revealed that environmental attachment (EA) plays an important role as a mediator in the links between green environmental awareness (GEA) and the consumption of sustainable goods (SPC), as well as between a sense of responsibility (SOR) and SPC. Despite this, it is crucial to note that the projected direct effect of GEA on SPC was shown to be statistically insignificant. This conclusion implies that additional factors outside the scope of this study may influence the relationship between GEA and SPC. Research limitations/implications: It is vital to highlight that the focus of this study is on an online sample of consumers near Punjab, Pakistan. Future studies should look at other parts of Pakistan to acquire a more complete picture of sustainable consumption trends. Furthermore, our findings suggest that characteristics impacting sustainable consumption, such as Green Environmental Awareness (GEA) and Sense of Responsibility (SOR), may differ among countries. As a result, performing a comparison analysis involving two or more countries could provide valuable insights into projecting sustainable product consumption among current and potential sustainable product customers. Originality/Value: This study contributes to the literature by investigating the factors of sustainable consumption using the lens of the Norm Activation Model theory (NAM), notably Green Environmental Awareness (GEA) and Sense of Responsibility (SOR), to predict sustainable product consumption. The findings are important for promoting long-term goals in Pakistan and provide a framework that can be applied in other emerging markets.

Relying on the D-Vine copula model, this paper delves into the hedging capabilities of Brent crude oil against the exchange rate of oil-exporting and oil-importing nations. The results affirm Brent crude oil’s role as a safeguard and a refuge against the fluctuations of major currencies. Furthermore, we reaffirm that oil retains its robust hedging and safe-haven attributes during times of crisis, with currency co-movements across all countries exhibiting greater correlation than during the entire dataset. Additionally, our empirical findings highlight an unusually positive correlation between Brent crude oil and the Russian exchange rate during the Russia-Ukraine conflict, demonstrating that oil functions as a less effective hedge and a less dependable refuge for the Russian exchange rate in such geopolitical turbulence.

This study explores the intricate relationship between family functioning, emotional bonding, parent-child contact, and academic success among students through a serial mediation analysis. The research, conducted on a sample of 200 participants, sheds light on the indirect pathways through which family dynamics influence academic achievements, emphasizing the significance of emotional connections and parent-child interactions. The findings affirm the positive association between family functioning and academic achievement, in alignment with prior research. Additionally, the study identifies parent-child bonds and contact as partial mediators in this relationship, reinforcing previous findings. A noteworthy discovery is the full complementary sequential mediation effect, revealing that family functioning’s influence on academic success becomes substantial when emotional bonds foster increased parent-child contact. In conclusion, this research underscores the importance of emotional bonds and parent-child contact as sequential mediators, emphasizing their role in translating family dynamics into academic achievements among students. While providing valuable insights, the study acknowledges limitations such as sample size, potential sampling bias, self-reported measures, and a cross-sectional design. Addressing these limitations and expanding the scope of outcomes in future research will contribute to a more comprehensive understanding of the complex dynamics within family and educational institutions relationships and their profound impacts on students’ academic success.

The present study, developed under a quantitative approach, explanatory scope and causal correlational design, aims to determine the influence of invisible learning on the research competence of high school students in two private schools in the city of Lima, Peru, whose educational models seek to develop autonomous learning and research through discovery learning and experimentation. Two questionnaires were applied to 120 students of the VII cycle of basic education, one to measure the perception regarding invisible learning with 20 items and the other to measure investigative competencies with 21 items; both instruments underwent the corresponding validity and reliability tests before their application. Among the main findings, descriptive results were obtained at a medium level for both variables, the correlations found were significant and moderate, and as for influence, the coefficient of determination R² yielded a value of 0.13, suggesting that 13% of investigative competence is predicted by invisible learning. These results show that autonomy, the use of digital technologies, metacognition and other aspects that are part of invisible learning prepare students to solve problems of varying complexity, allowing them to face the challenges of contemporary knowledge in an innovative and effective manner.