For many, declining biodiversity represents an emotionally and psychologically distant ‘cost’ – similar to how a number of people perceive climate change. Using an expectancy-value theory framework, we showed participants photographs that visibly illustrated the threat of biodiversity loss. Specifically, we tested a combination of preregistered and exploratory hypotheses through an online experiment (n = 843) to understand whether viewing photographs of plants and animals (with and without captions) bolstered people’s valuing of biodiversity and willingness to donate to a nature-focused charity relative to a control group. Participants who viewed photographs (without captions) valued biodiversity more and donated more to the nature-focused charity; those who viewed photographs with captions showed similar though more muted (non-statistically significant) effects. Follow-up mediation analyses on the photographs-only participants suggested that the photographs may have catalysed negative emotions that increased valuing of biodiversity and, in turn, increased donations. This study provides preregistered evidence that thoughtfully selected photographs boost people’s valuing of biodiversity and exploratory evidence that the pathway through which that might occur is more likely via negative emotions than through reduced psychological distance. Educators, conservationists, journalists and others may find these results informative as they develop strategies for addressing the acute problem of biodiversity loss.

This research aims to gain a better understanding of the attachment of teachers to their workplace by identifying the areas to which they become attached and which give meaning to their work. Based on the belief that place attachment is an affective bond between a person and his or her environment (Bonnes & Secchiaroli, 1995), its aim is to identify the attachment of secondary school teachers to their workplace, which is viewed as a whole but also as a combination of specific places, and to show that the places that predict overall workplace attachment are also those that give meaning to work. A Workplace Attachment Scale was completed by 158 teachers in a secondary school in the Paris region (France). This questionnaire contained items evaluating attachment to each specific place of work and others adapted from the meaning-of-work scale evaluating the meaning given to each of these places. The results show that all the teachers were more closely attached to places that provide opportunities for informal communication than to those directly related to teaching. The main workplace attachment predictors also concern places constituting the essence of the profession and/or places where teachers can manage their organizational stress.