Cognitive Reappraisal, a Mediating Variable in the Relation between Personality and Wellbeing

Abstract: The mediating variable quality of cognitive reappraisal (CR) within the predictive relationship between personality and wellbeing was tested using the method of bootstrapping in mediation models, on a group of 516 subjects, aged between 14 and 34 (M = 18.62; SD = 3.32). This model was constructed according to the independent variables studied- personality dimensions and dependent variable- wellbeing. Wellbeing was operationalized by: positive affects, negative affects, emotional distres and life satisfaction.  The test results provide support to the mediating role of CR in the relationship between personality and positive affects. Extraversion, conscientiousness and emotional stability are partially mediated by RC in relation to positive affects

Does the Road from Web to Native Really Worth? Academic Timetable Case Study

Abstract: One of the main implicit goal of Information revolution is to transfer knowledge from natural language, familiar for humans, to a language appropriate for computers. Every software application represents a tiny step forward in this complex process. However, although remarkable progress in terms of portability, we are still in the position to write the same application on and on if we want maximum performance and user friendly interface. In this article we analyze two applications for visualization of the academic schedule – web and native (Android) – taking into consideration portability, performance, offered features, and usability. Both applications use the same data and they can be accessed for free in order to interact with academic timetable of “Ștefan cel Mare” University of Suceava. The experimental results address both an objective part (performance and portability) and a subjective part (usability and importance of additional features). These results offer interesting clues regarding what it is important for end user when they interact with an interface application

A Study on Teachers’ Attitude towards Efficient Educational Communication

Abstract: There are several trends in nowadays society that has a negative impact on the ability to communicate, on the one hand, and on the means of communication, on the other. Technological progress, the violence exhibited by modern society, and the inappropriate disciplinary techniques used by parents and teachers are just some variables that influence the children communication ability. Given the context, the current research aims at capturing the attitude of teachers and parents towards efficient communication in the children’s education. The study is based on a questionnaire survey conducted to determine the measure in which certain factors (the status of the adult: parent or teacher, the age of the child, the area of residence, the level of education of the parent or teacher) impact on the process of communication, seen from the standpoint of its main three dimensions: cognitive, affective, respectively behavioural. The results of our inquiry highlights the relation between these three attitudinal dimensions and the level of knowledge of efficient communication techniques of the teachers and the parents involved in the children’s educational process

Parental Support of Friendship Development in Children

Making friends is an important human need and a crucial social skill. Friendship development implies effort and time and children need to be able to initiate, develop and maintain friendship ties with peers or adults. The aim of the present research is to review the existing literature on friendship development in children and to high lighten parents’ role in supporting it. Making friends is generally considered a learned skill and parents have the most important role, especially in the earlier years in a child’s life, owing to the durable and close parent-child relationship. Empirical literature indicates that parents can teach skills by modeling, or direct involvement, they can become emotionally available, and manage child disclosure calmly and rewardingly for children, or they can use family arrangements strategies to set up the stage for meetings between children. The article also treats the subject of counterproductive parental practices which estrange parents from children and blocks communication and friendship development

Forming Self- Control into Adolescents: Parental Impulsivity, Family Deviance and Adolescents’ Perception their Parents’ Self-Control

Self-control is an important construct in the development of the individual, which is reflected in the behavior of the adolescent, and later in their professional and social development. The General Theory of Crime of Gottfredson and Hirschi, showed that forming self-control in adolescents is the reflection of factors from the familial environment, which includes parental impulsivity, familial deviance and perceived parental self-control. The empirical researches show that the parental impulsivity and familial deviance negatively influence the forming of self-control in adolescents. Impulsivity reflects a tendency of rapid reaction, which leads to an interiorizing behavior. Moreover, recent research has shown that the level of self-control in adolescents is associated with being engaged in deviant behaviors, while adolescents that had a positive attitude towards delinquent behaviors, will have a lower level of self-control and a higher level of manifesting delinquent behavior. The purpose of this study is to present a brief summary of the literature concerning the relationship between parental behavior and the formation of self-control in adolescents, taking into consideration the parental impulsivity, familial deviance and the perceived self-control of the parental skills

The Dynamics of Group Relations – Internal and External Influences on Its Syntality

As socially active persons, we are inevitably part of various groups which facilitate the activities that we carry out daily. Our personal attitude within the group that we belong to can influence the group activities in a positive or in a negative way, or it is possible that our influence on the group be insignificant or negligible. This research project aims at investigating the manner in which the individual characteristics of a person influence the characteristics of the group he/she belongs to, as well as the connections established among the group members, in terms of group activity. The research group included 109 pupils from four distinct classes. The applied research methods were the questionnaire-based survey, and the structured interview. The result show that there are significant correlations between the individual characteristics of the person and the characteristics of the group he/she belongs to, and also the actions of the formal leader of the group (i.e. primary class teacher or class teacher) are related with the group psychological profile

The Influence of Teachers’ P erceived Leadership Styles and Students’ Learning Approaches on Academic Achievement

The aim of the present study was to analyze the influence of teachers’ perceived leadership styles (transformational/ transactional) and students’ learning approaches (deep/ surface) on academic achievement in Romanian language and Math, measured by both final grades and baccalaureate simulation grades. 243 students in 11th and 12th grade participated in our study. Results showed that, regardless the study field, academic achievement was positively influenced by the deep learning approach, and negatively by the surface learning approach. Our participants perceived their teachers being m ore transactional than transformational in their leadership style. Results also showed that the relation between the teachers’ perceived leadership styles and their students’ achievement depends on the study field , the correlation being significant and positive only in Math. Regression analyses revealed that the predictive power of the two leadership styles depends on how students’ academic performance is measured. The implications and limitation s of the present study are discussed

Attitude Towards Teaching Career - Initial Assessment of First Year Students

A career option requires for first year students a first evaluation of the proposed academic offer, and, therefore, a self-assessment. Such moment activate the adaptive resources by appealing spontaneous assessments of attitudes. The attitudes towards teaching career become now the teleological landmarks necessary for career decision. In this paper we present the results of an investigative i nquiry which aimed to reveal the first year students’ attitude towards the teaching career. We supposed that the attitudinal dimensions are related to independent variables as environment, gender, faculty and personality factors. The results showed that only gender and faculty determine significant differences in attitudinal dimensions

The Role of Teacher’s Communication, Involvement, Enthusiasm and Humor in the Behavior Control of Preschool Pupils

The present study aims at investigating how the teacher's capacity to manage the educational activity influences the perceived control of the pre-schoolers’ behaviour, taking into consideration variables such as: teacher’s communication, involvement and humour. We used self -reported data, based on questionnaires, from 82 preschool teachers, all women, from Romania. The results indica ted that teacher's characteristics are associated with teacher’s perception of pre-schoolers’ behaviour. The teacher's level of enthusiasm and humour plays a significant role regarding the perception of pre-schoolers’ behavioural. Nevertheless, the perception concerning the pre-schoolers’ behaviour is not influenced by the teacher's level of communication and involvement

Assessment of Textbooks . Comparative Analysis : Students vs. Teachers

The present study tries to determine the different attitude of students enrolled in the 1st, 2nd or 3rd year of study in the blended weekend classes programme (N=144) on the assessment of textbooks and face-to-face activities. The study also took into consideration the results of teachers (N=16) that self -assessed the textbook using an eight -indicator questionnaire. The results for the intergroup comparisons underline that the freshmen and the teachers have higher expectations on the informational design and on the contents of the textbook, but also on its units’ utility than the second year students or the sen iors (F=11,452, p<.001). There were similar results for the assessment of face -to-face activities; the teachers and the freshmen expressed higher de mands than the 2nd year students and the seniors (F=10,064, p<.001). The main concern for the teachers should be the needs of the freshmen because these have a higher degree of expectations for the academic course s performed by the teachers directly within face-to-face activities and/or indirectly through textbooks