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Deviance is a complex phenomenon that influences aspects both at the macro and micro levels, extensively studied by social scientists The main objective of this article was to conduct a systematic literature review for clustering the topics on adolescent deviance and online deviance. Grounded in Pickering's and Byrne's guidelines and PRISMA protocol, we identified the most recurrent themes, theories and predictors in the 61 most-cited articles related to the concept of deviance from the database of Web of Science, as well as in 488 abstracts of representative papers. The results emphasized four main clusters of topics, namely, predictors of deviance, online deviance, socio-constructivist theories, and research based theories of deviant behavior. The findings highlighted that researchers frequently use strain theory, social learning, self-control, and social control theories in their studies. Our systematic literature review revealed also the most encountered predictors of deviance, which we have classified into five main categories: family patterns, socio-demographic aspects, socialization, victimization, and school and individual factors. For online deviance, family patterns, socio-demographic aspects, victimization, school and individual factors, and Internet and computer use have been determined to be the main groups of predictors. The present systematic literature review makes an important contribution to the understanding of deviance by presenting an overview of the phenomenon.

The article draws on the results of a survey conducted in schools from Bihor county in 2018-2019. The study analyses the answers of 4,261 8th grade pupils regarding generosity and its predictors. The actual research is an extension of our article from 2016 which analysed similar data collected in 2011. Our first results showed a significant correlation between generosity and socioeconomic background and between generosity and gender. Considering the results of our previous research, we conducted the present research using new data and adding new hypotheses such as the influence of religiosity. As expected, based on the literature, our new results indicate that religiosity explains generosity variation among 8th grade Romanian pupils from Bihor county. It seems that general trust, school results, living environment (rural vs. urban) have no influence, aspect which can be explained, at least partially, by the specificity of the Romanian culture. Religious girls with a better financial position are most generous. Our research also proves a similarity between the generosity level in schools. We consider that the results of our research can contribute significantly to a better understanding of generosity and its specificity in our country, and be exploited by further studies or programs run by non-profit organizations, fundraising campaigns.

Studies on the determinants of school results have shown that they depend largely on the context of learning. Concerning the pandemic, teachers have been forced to find online teaching methods, which leads us to the central issue of this study of whether the effectiveness of online education depends on teachers’ digital skills. Therefore, in this study, we analyzed the perceived digital competences of Romanian pre-tertiary cycle teachers about their professional status, school location, gender, age, taught field, and prior participation in training for online teaching. Using data from 3,419 self-completed questionnaires in an online survey of teachers performed at the beginning of the global lockdown in March 2020, we have built two reliable measures of perceived digital skills, namely the Self-Assessed Multimedia and Online Skills Score (SMOS) and the Self-Assessed Digital Office Skills Score (SDOS), which were the dependent variables in our study. Hierarchical linear regressions were used to test the hypotheses regarding the variations of dependent variables, measuring the two concepts of self-assessed digital skills (SMOS and SDOS). These concepts underlined that both decrease with age and are positively affected by prior attendance at training sessions for online teaching skills and by having ICT and informatics as a taught subject field. However, teachers of all specialties are relatively significantly less skilled in this field. The most important results concern the impact of gender and professional status on the teachers’ self-assessed digital competences. In summary, it appears that self-assessed office digital skills are a specialism demonstrated mainly by female teachers, while multimedia and online skills are perceived by teachers to be a “male” domain. Simultaneously, net of the other variables, a higher status within the teaching profession correlates positively with perceived office digital skills. Lastly, implications for future research, as well as for educational interventions and policies, are discussed.

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