IntroductionIn the coronavirus disease 2019 (COVID-19) pandemic, Romanian universities switched to emergency relocation and online education, with students experiencing a sense of isolation, which affected their well-being, pace and normal learning style, relationships with other colleagues, and Professors. Beyond the technological obstacles that have arisen in learning, the aim of this study is to highlight the psychological variables that are associated and that explain the self-perceived well-being of students, in university, in the pandemic. The psychological variables studied were the following: the level of openness and personal autonomy, as personality traits of students but also the mechanisms for regulating their academic motivation.MethodWe used a questionnaire-based survey, wherein all four research instruments had been validated and adapted to the investigated population. The subjects were BA and MA students at the University of Oradea, Romania (N = 150), the majority being females (95.5%) with the age range of 27 years old. Pearson Correlation and Multiple Linear Regression were used to test the two hypotheses.ResultsResearch data obtained in the correlation analysis, point out association relationships with moderate and high effects size, between positive attitude toward self, others and student life and: openness to learning, openness to aesthetics, behavioral autonomy, cognitive autonomy, intrinsic motivation, and identification motivation. Furthermore, in regression analysis, it was revealed that regarding the variance of results concerning students’ self-perceived well-being in university (positive attitude toward oneself, others, and student life), it contributes both of students’ personality traits (such as openness and personal autonomy) and their intrinsic motivation and identification motivation.ConclusionThe fundamental conclusion of the research is that, although the personality traits of students explain in a higher percentage the variability of results in students’ self-perceived well-being (in terms of positive attitude toward self, others, and student life), motivation regulation mechanisms play an important role, especially in the conditions of online activities. The results have direct implications for the work carried out in universities. The educational policies developed by specialists and government will have to emphasize the ways of forming resilient student communities in periods of sudden transition and adaptation to change which take place in education and society.
The problem of learning difficulties is new and old in the same time. It is a fact that in classrooms there are more and more pupils experiencing this problem. In the same time, the teachers have a problem to adapt the curricula for this type of children, to make the class accept them, and the parents of the other pupils be partners in their education. Every year, in every classroom are a lot of problems because of children with learning disabilities, or because they are not accepted by the others. In the same time we think that a lot of teachers are not prepared for managing the classes where these children are included. The purpose of this paper is to find solutions for the management of the classroom where there are children with learning difficulties. For that we used a questionnaire that was applied to 120 primary teachers in Oradea and Bihor county. The results show that the teacher has a big role in the successful integration of children with learning difficulties.
The study explores the mechanism by which unadapted causal attributions and the perception of social support stimulate revenge and reconciliation at the social and professional level in the context of the current pandemic. In particular, the purpose of the study is to investigate the relationship between the accused, the victim and offender status and the search for revenge or reconciliation following a personal offense. To test the suggested research model, we analyzed the data collected by 167 (m = 28.52; SD = 8.98) employees in different organizations using a multifactorial experimental design. The results support the influence of attributional predictions in forming revenge and reconciliation and show that they are involved in the decision to carry out revenge, but especially in the way the employee interprets the trigger situation. In conclusion, the revenge is based on a negative attributional mechanism that produces the greatest deficit of adaptation to the situation and a weakening of the perception of social support, while reconciliation seems to be based on a much more complex socio-occupational mechanism. Leaders should pay attention to organizational communication during a crisis as they could encourage hopelessness depression. Adjusting crisis communication is crucial to ensuring job satisfaction that could mitigate negative effects.
(1) Background: Sustainability is a crucial priority and a critical part of the modern world. Promoting pro-social values to the younger generation is an issue addressed throughout this paper. The present study aims to answer the question of whether generosity, as a positive attitude towards others, and sustainability, as a positive attitude towards the environment, are related. (2) Methods: The current research includes a sample of 4333 adolescents, ages 14 and 15, who attend schools in Bihor County, Romania. (3) Results: The regression analysis indicates a significant correlation between sustainable values, operationalized through adolescent involvement in environmental organisations, and generosity. (4) Conclusions: Sustainable behaviour can be considered a form of giving that contributes to the collective good. Our research outlines a significant need for a new set of competencies provided through a newly designed curriculum and/or through focused training, in order to cultivate generosity across cultures, ecologies, and generations; at the same time, we also highlight the significant role that the joint efforts of the school-family-library trifecta in supporting this goal.
The study highlights the association relationship between students’ academic motivation level (N=150) and the variables related to dysfunctional negative emotions and physical health. Simultaneously, we analyze whether negative dysfunctional emotions can explain the level of academic motivation, provided that physical health is controlled. The research method used was a questionnaire-based survey. The working tools were: The Questionnaire for measuring the types of motivation regulation in the academic field (Robu & Tufeanu, 2020), The state of physical health from the Inventory of self-perceived well-being Subscale (Roşeanu & Răşcanu, 2008); Dysfunctional-Negative Emotions Subscale, from The Emotion Measurement Scale (Trip, 2007). According to the research results, the level of academic motivation (more specifically, intrinsic motivation and identification) is inversely associated with the level of negative dysfunctional emotions and directly with the state of physical health, with an average effect size. However, in the multiple regression analysis, given that the level of health is kept constant, only the level of identification motivation can be explained by the level of dysfunctional negative emotions. In conclusion, we emphasize the role of collaboration in this topic between specialists in education and mental health.
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