In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.

No abstract

Problem Statementextracurricular activity that generates stress and the intensity of this stress is positively and high correlated with the frequency of somatic symptoms generated by stress. Purpose and objectives of the studyThis study was focused on the stress which generated somatic symptoms at Romanian teachers from kindergarten and primary schools, studying its connection with the stress generated by one of the extracurricul ar activities. There were compared two types of motivations for work and their effect on the relation between stress and somatic symptoms. Methodology 60 (M=42): 501 teachers were from kindergarten and 668 from the primary school. Somatic complaints, stress related to curricular and extracurricular activities, and intrinsic-extrinsic motivations are measured with Likert 6 point scales. Findings and conclusionIntrinsic-extrinsic motivation, stress related to extracurricular activities and somatic complaints are evaluated. The associations between the stress generated by the imposed extracurricular activities and somatic complaints (a) headaches, (b) inability to concentrate, (c) colds, (d)sore throats, and (e)dizziness) are described. As expected, their relations are stronger when the motivation for the extracurricular activities is extrinsic then when these are intrinsic. As main result there was found that the frequenc

Starting from the basic idea that identifying predictive family factors for children's well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers' achievement goal orientations and parental self-efficacy on their children's academic well-being, considering children's own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; M age = 10.44, SD = 0.49), in the 8th grade (n = 62; M age = 14.45, SD = 0.53), and in the 12th grade (n = 28; M age = 18.39, SD = 0.62). The results indicated that mothers' motivational orientations had a strong effect on their children's corresponding motivational orientations. Mothers' achievement goal orientations and parental self-efficacy had significant effects on children's well-being, mediated by children's goal orientations. Children's well-being was positively predicted by mothers' mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children's corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents' level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.Sustainability 2020, 12, 1785 2 of 24 development of children and adolescents (e.g., [6][7][8][9][10][11]). On the basis of the existing parenting models in the literature, three characteristics of parents influencing the development of children were identified: the parents' beliefs (values and goals in socializing their children); the parenting practices they employ; and the parenting style as a more global configuration of different parenting practices reflecting the parents ' beliefs, attitudes, or values [12]. In the scientific literature, parental socialization was captured as a function of two dimensions: responsiveness, viewed as involvement, warmth, or parental sensitivity to the child's states and needs, and demandingness, viewed as claims parents make of the child, strictness, supervision, or disciplinary effort [12][13][14]. Thus, in the research field, different parental beliefs, practices, and styles capturing one of the two aforementioned dimensions or a combination of the two were investigated in order to identify the best parenting practices.However, psychologists in the area of parenting paid special attention to studying parental practices and styles, but they paid scant attention to parents' beliefs [12], which were also related to the child's competences and adjustment in different socialization domains, such as academic achievement.In the present study, in the framework of social-cognitive theory [15], we set o...

"Achievement emotions constitute an important individual variable in the complex process of self-regulated learning, through its effects not only on student's well-being, but also on academic performance. Exploring the individual and contextual correlates of this type of emotions experienced by students in the educational environment is important for both improving the learning climate and developing an optimal self-regulation. In this study, the analysis of data obtained from a number of 365 participants showed that students' perceived classroom assessment environment in the Romanian Language and Literature subject matter in high school is a significant predictor of the emotions experienced by students during learning this subject for baccalaureate exam, beyond the effect of autonomous motivation and previous academic performance. The results showed that perceived learning-oriented assessment environment was positively correlated with students' autonomous motivation. Moreover, it proved to be a positive predictor for the enjoyment in learning, and a negative one for anger and hopelessness, while its correlation with anxiety or boredom was not significant. In contrast, the perceived performance-oriented assessment environment was uncorrelated with students' autonomous motivation and enjoyment, but was confirmed as a positive predictor of anxiety and boredom experienced during individual learning. Finally, the results and some educational implications are discussed."