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Existing research has shown the role of social media in facilitating general protest participation. However, there is a noticeable gap in understanding the dynamics related to explicitly unlawful behaviors during protests, which have become increasingly prominent in recent times. Drawing upon the communication mediation model (O-S-O-R model), this study proposes a moderated mediation model to delineate specific mechanisms under which social media use influences individuals' support for unlawful behaviors in protests.

A survey of 1,121 Hong Kong residents was conducted in the context of the 2019 Hong Kong Anti-Extradition Law Amendment Bill Movement to test the theoretical model.

Obtaining political information on social media has a dual effect on support for unlawful behaviors in protests. On one hand, social media use increases individuals' political knowledge, which is reinforced by frequent political discussions on social media. This enhanced political knowledge tends to reduce the likelihood of supporting unlawful behaviors in protests. On the other hand, acquiring political information on social media can also generate increased anger toward politics, potentially leading to a more supportive attitude toward unlawful behaviors in protests.

This study contributes to the expanding field of research on digital activism by revealing the intricate mechanisms by which social media usage shapes support for unlawful behaviors in protests. It also expands our understanding of explicit unlawful behaviors within protests as a distinct form of political behavior.

This essay contributes to the ongoing exposition of a project management-focused understanding of “public policy” implementation. Distinct from previous studies that take a predominantly administrative sciences perspective, the delivery and implementation of publicly funded infrastructure projects as an instrument of public policy is explored through the lens of legal frameworks.

We adopt the explanation-building review approach to provide descriptions and explanations of the relevant enablers and context necessary for the successful delivery and implementation of publicly funded infrastructure projects.

The ambiguity associated with public policy is more likely to hinder than facilitate the use of publicly funded infrastructure projects as preferred instruments of choice for implementing public policy.

Despite substantial interest among academics and practitioners in utilising projects as tools for public policy implementation, thorough discussions on the legal complexities inherent in these projects remain scarce.

Children are beginning to socialize as consumers earlier than ever, highlighting the importance of their saving behavior as an effective form of consumer protection. The paper explored the influence of parents, peers, attitudes, knowledge, past behavior, allowance and self-efficacy on saving intention.

With the aim to explore a range of determinants of adolescent saving and to specify the potential mechanisms through which different determinants operate, we adopted a multitheoretical approach based on theories of planned behavior, consumer and financial socialization, and self-efficacy. The paper investigates the formation of the saving intentions on a sample of 1,476 children 10–15 years old in Croatia.

The results indicate strong importance of parental influence and self-efficacy, implying that saving intention among tweens requires a supportive family structure as well as beliefs in the tweens themselves that they are able to save money and face difficulties.

This paper investigates the very nature of saving intention formation at a crucial developmental stage; it investigates the interplay of mechanisms through which determinants of savings operate at that developmental stage; and it explores the age-variance of the mechanism and the interplay of relevant variables, shedding light on the nature of the mechanism of development.

Researchers from different disciplines have advocated for the incorporation of Systems Thinking in higher education in various fields such as environmental studies, engineering, economics and management. Nevertheless, educational experiences that seek to integrate the systems approach and citizenship education are not numerous and have not been sufficiently documented. This research paper presents classroom research aimed at understanding how Systems Thinking and citizenship education are articulated within a general education course.

The research was designed using Grounded Theory within an exploratory-descriptive approach. To collect data, the following techniques were used: participant observation, focus group and documentary analysis. The data analysis was carried out through the constant comparative method in its open, axial, selective and theoretical contrast coding phases.

The data analysis highlights the potential of Systems Thinking within the context of Citizenship Education as a comprehensive set of cognitive, affective and methodological tools. Moreover, it sheds light on the pedagogical practices, the teaching strategies and the type of socioemotional interactions in the classroom that are key elements in promoting citizenship attitudes, ideas and behaviors.

The research underscores the importance of a systemic vision of education that explicitly incorporates social-emotional learning and experiences of citizen participation beyond the classroom where students can build new knowledge from first-hand interactions with processes of social transformation.