This article analyzes the impact of socio-cultural integration on migrants' intention to return to their country of origin. It distinguishes between the potential effects of inter-ethnic relations, language proficiency and perception of discrimination as components of integration. It uses individual-level data collected through an original survey among Romanian migrants in January 2018. It aims to test the effects of socio-cultural integration against those of alternative explanations provided in the literature. The findings indicate that the perception of discrimination, assessment of public institutions' performance and belonging feelings are important predictors for return intentions.
The COVID-19 pandemic brought many challenges in higher education. All teaching and learning activities were moved online. Universities had to provide adapted solutions to facilitate learning and maintain students’ engagement. Online education implies creating new learning environments with the help of digital technologies. Beyond the process of acquisition of knowledge, teachers needed to facilitate cooperative learning, build positive relations, and reduce negative emotions. We provide some expert insights based on empirical observations on teaching and assessment practices connected with psychology models applied in education. The aim of the paper is to formulate specific learning design recommendations for developing effective didactic strategies and addressing the current worldwide critical issue: dealing with digitization of higher education in the immediate future. We propose a model of university classes aimed at bringing together our experience as teachers of psychology and didactics with evidence-based cognitive-educational theories and practices. The result is an example of an instructional work-model based on the complex dynamic between cognitive, emotional-motivational, and social aspects of learning in online settings. The effectiveness of university teaching in the post-digital era is strongly connected with the ability to create cognitive-transferable learning experiences, emotionally safe learning environments, while promoting an active autonomy-focused approach for self-regulated learning.
The main purpose of this article is to describe and validate/test a set of hypothetical traits of the theology students from two important Romanian universities regarding their migration attitudes after graduation. The study is based on a consistent questionnaire survey, both in terms of architecture of variables and number of complete responses. After cleaning, processing and doing all the required derivations on the original data, statistical analysis methods have been applied. The results have brought solid arguments to validate all the hypotheses that marked the starting point of this study. They finally proved the importance of specific personal motivations and personality traits as key enablers of the decision to emigrate in the Western Europe.
Nowadays, the process of building the career of emerging adults is embedded in the need for meaningful paths, connection, creativity and autonomy. Thus, the support services universities offer for students should incorporate subjective aspects of individual experiences such as targeting relevant goals, building meaningful learning experiences, promoting personal resources of adaptability. One of the most effective mechanism for positively influencing students’ career paths is mentoring, by helping them to successfully face the academic and life challenges and to build meaningful careers. The current study aims to investigate perceptions and experiences of seven undergraduate students, in order to understand the mentoring role in the development of a calling orientation in their career trajectory. Data was collected through one-to-one semi-structured interviews and thematic analysis was conducted. The findings revealed a mentoring approach that includes a career construction theory and calling-infused elements has positive effects on self-reflection, self-knowledge, proactive experiences and behaviours that maintain and strengthens the perception of the presence of calling. In other words, the support of a mentor facilitates the activation of personal resources and values the self-directed career oriented towards individualized results in the context of an uncertain and dynamic work environment.
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