School size and location and their relationships with climate and students’ performances

In accordance with the cultural-ecological model, students' perception of the school climate is influenced by individual and contextual factors. This study aims to analyze the relationships between the school climate and the school performances in small and medium schools, located centrally or non-centrally. The tools, School Climate Questionnaire and the Socio-demographic Questionnaire are applied to 605 students, from eight schools, middle and high. The results show that some differences concerning the climate are in favor of small and non-central schools. These findings may be useful by school authorities in making administrative decisions and to focus more precisely the interventions to optimize the climate

Relationships between wellbeing, resilience and school climate

How happy students are at school is a relatively recent question in the public area. Using a sample included students enrolled in secondary education, our study aims to analyze the relationships between school climate, well being and resilience. The results show that the participants with higher well-being and resilience report a favorable school climate, and the boys report higher well being compared to girls, and girls more seek novelty. Cluster analysis indicates the following sets of the variables: Emotions, Openness and Learning support. The findings may be useful to school counselors in implementing interventions focused on positive consequences of the school climate on the students’ satisfaction with their school life

Academic self-handicapping and their correlates in adolescence

The self-handicapping has been examined as a self-protectivestrategy, used by adults and young, males and females, in different situations assessed as threatening for the positive self-esteem. The purpose of this study is to explore the relations between self-handicapping and some variables relevant in the academic field as learning motivation, academic results, selfesteem. Age and gender are the criteria of our analysis. The results suggestthe males and later adolescents (males and females) self-handicap more that the females and the young adolescents. Self-esteem and some components of learning motivation are the variables that influence self-handicapping at significant levels

The development of moral judgement during childhood and pre-adolescent in the Romanian setting

The moral development is a classical topic, but still insufficiently investigated in the recent studies in Romania. Our study aimed to compare the results obtained by Piaget regarding the child’s moral development with the child’s moral development corresponding to the recent cultural Romanian setting. The research method is mixed, qualitative and quantitative. The clinical interview and the short stories were designed after Piaget’s model. Our findings suggest the existence of the same clasical stages of moral development, but identify numerous mixed profiles that highlight the oscillations of the moral judgments for amoral children and submissive pre-adolescences