The rise of Digital Detox: addressing the psychological impacts of technology overuse

Cristian Vasile
Petroleum-Gas University of Ploiesti, Bd. Bucuresti, nr, 39, Ploiesti, 100680, Romania

Introduction
As digital devices have become integral to everyday life, concerns over their psychological impact have grown. Overuse of technology has been linked to mental health issues such as anxiety, depression, cognitive overload, and sleep disturbances. The concept of a "digital detox," which involves temporarily disengaging from digital devices to improve psychological well-being, has gained traction as a potential remedy. This editorial explores the psychological consequences of technology overuse, the emergence of the digital detox movement, its benefits and challenges, and implications for psychological practice.

Modesty and academic achievement in state and private school students

Teodor Gergov, Miroslava Uzunova
South-West University "Neofit Rilski", Faculty of Philosophy, Blagoevgrad, Bulgaria

Abstract
Modesty is a relatively understudied psychological phenomenon, which motivated its further investigation among upper school-aged students. There are divergent opinions about this - to what extent this personality quality is valued in the modern world. Some of them define modesty as a manifestation of weakness, insecurity and indecisiveness, believing that it could be an obstacle to achieving success and realizing life goals. Others see it as a virtue and a value. In turn, academic achievement appears to be an important prerequisite for the development of a positive and stable adolescent self-image. The present study provides information on whether there is a relationship between the two variables and how they are influenced by school type, age and gender. The differences found are of scientific interest.
Keywords: modesty; academic performance; type of school; age; gender

Analysis of reflective learning practices of beginner teachers in an innovative induction programme

Mihaela Neacșu, Alina Mag, Letiția Muntean-Trif, Adina Glava
National University of Science and Technology Politehnica Bucharest, Pitești University Center, Faculty of Educational Sciences, Social Sciences and Psychology, Pitesti, Romania
“Lucian Blaga” University of Sibiu, Faculty of Social and Human Sciences, Sibiu, Romania
“1 December 1918” University, Department for Teaching Staff Training, Alba Iulia, Romania
“Babeș-Bolyai” University Cluj-Napoca, Faculty of Psychology and Educational Sciences, Cluj-Napoca, Romania
Abstract
The article addresses the topic of induction mentoring, which is conducted online and specifically aimed at providing support to beginner teachers in their first year of teaching. A total of twenty-four teachers from three counties in Romania (Argeș, Sibiu, and Alba) participated in this programme for a period of six months. The present study provides an overview of the findings from a qualitative analysis that examined the participants' perspectives on the induction programme provided. The obtained results align with the data identified in the specialised literature and present new opportunities for restructuring the induction mentoring programme. Additionally, they serve to clearly define the roles and responsibilities of the individuals involved and enhance the motivation and commitment of beginner teachers to the teaching profession. The findings of the research validate the innovative nature and positive impact of the induction programme by effectively addressing certain critical requirements at the beginning of the teaching career.
Keywords: induction mentoring; reflective learning; beginner teachers; prefessional development

Experimental study on the impact of educational resources on learning effectiveness in STEM subjects

Anca Baciu, Irina Ioniță, Mihaela Suditu, Georgeta Nan, Liviu Ioniță
Petroleum-Gas University of Ploiesti, Bd. Bucuresti, nr, 39, Ploiesti, 100680, Romania
Abstract
The present study aims to capture how the use of multiple and experiential educational resources in STEM learning activities contributes to children's receptiveness in approaching and understanding abstract and technical content, recognizing that the sustainability of learning outcomes depends on the direct interaction between the intellectual, social, emotional environment in the context of active, collaborative learning. In this regard, we advocate for teaching strategies tailored to STEM disciplines, in which the settings/design of didactic scenarios encourage the provision of appropriate experimental contexts in which students communicate, work collaboratively in groups, practice problem-solving skills, train positive, critical, analytical, deductive, inductive thinking, etc. Such teaching strategies, can also resonate with students' learning styles as absolutely necessary prerequisites for successful learning. The experimental study involves the re-creation of classical/traditional didactic scenarios - on topics included in the school curriculum and in the Science textbook - in the university physics laboratories, and their presentation as experiments, with the active involvement of the students. The research instruments - the Job Satisfaction Questionnaire as well as the Psychological Well-Being Scale - subsequently applied to the students - highlight, through statistical correlation, the association between openness to the learning content, the level of good understanding of the content, the level of positivity in relationships with others and psychological well-being in STEM-specific learning.
Keywords: experiential strategies in learning; STEM subjects; well-being; job satisfaction

Learning and evaluation in the context of the coronavirus pandemic - short and long - term ethical implications. Case study: Primary education in Romania

Emil Stan, Cristina Georgiana Safta
Petroleum - Gas University of Ploiesti, 39, Bdv. București, Romania
Abstract
This study is based on the premise that closing down schools, due to the Covid 19 pandemic, significantly affects the educational process, both with regard to learning and with regard to assessment and its affective implications; if we refer to primary school pupils, the effects will be felt not only in the short term, but also in the long term, given that this is the age at which fundamental learning skills are acquired. The situation is aggravated in Romania by the absence of an effective digital infrastructure and its specific practices. Our study targets 3rd and 4th grade students in Ploiesti, a large Romanian city (about 250 000 inhabitants);the sample included two ‘city-centre’ schools (schools appreciated and sought after by parents, with a very good public image and adequate digital resources), two ‘neighbourhood’ schools (with rather average material and digital resources), and two rural schools; the sample includes 194 pupils, of which 149 attend urban schools and 45 attend rural schools; of the 149 pupils attending urban schools, 90 are enrolled in ‘neighbourhood’ schools and 59 in schools considered elite; pupils completed a questionnaire in the presence of the class teacher, after the teacher had been trained by the study authors.
Keywords: learning; evaluation; digital education; pandemic; ethical implication

Inclusion of students with specific learning disorders in higher education: a systematic literature review

Cristina Dumitru, Maria Koulianou, Konstantinos Mastrothanasis
Department of Education, The National University of Science and Technology POLITEHNICA Bucharest, Pitești University Centre, Pitești, Romania
Department of Psychology, Panteion University, Athens, Greece
School of Medicine, National and Kapodistrian University of Athens, Greece
Abstract
The prevalence of students with specific learning disorders in higher education, although still disproportionately low, is increasing rapidly. Given this transformation, students with specific learning disorders remain vulnerable, as the lack of inclusion of their learning disability impedes the learning required at university level and has a negative impact on their academic performance. A systematic literature review was conducted to investigate via VOSviewer software the status of teaching integration of students with specific learning disabilities in universities. There is a large literature in the field of specific learning disabilities and research interest is expanding, however, research on specific learning disabilities in higher education is rather limited. Relevant data were revealed that should be adopted to reduce barriers to learning and create an inclusive environment in universities.
Keywords: accommodations; higher education; inclusive university; specific learning disorders; support services

Teachers’ attitudes toward inclusive education in Romania

Krisztina Szász, Réka Orbán, Roland H. Gergely
Applied Psychology Department, Faculty of Psychology and Educational Sciences, Bachelor’s in Special Education, Babeş-Bolyai University, Cluj-Napoca, Romania
Applied Psychology Department, Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
Clinical Psychologist in private practice – CIP Gergely Roland (28771/1CJ12440), Cluj-Napoca, Romania
Abstract
Teachers' attitudes are considered a key factor in implementing inclusive education. This study aimed to examine how teachers' intrinsic motivation and perceived self-efficacy predict their attitudes towards inclusive education for students with special educational needs. The study employed a correlational design with a sample of 121 Hungarian-speaking teachers in Romania. The findings suggest that higher levels of perceived self-efficacy and intrinsic motivation are associated with more positive attitudes toward inclusion. Furthermore, the results indicate that in-service training can enhance teachers' attitudes toward educating students with special educational needs.
Keywords: attitudes towards inclusion; intrinsic motivation; perceived teacher self-efficacy

A crisis in our classrooms: the urgent need to redefine specific learning disabilities

Cipriana Barone, Alina Narcisa Crișan
University of Maryland, College Park, MD 20742, USA
University of Agricultural Sciences and Veterinary Medicine Cluj- Napoca, Romania
Abstract
The identification of Specific Learning Disabilities (SLD) has remained a controversial and deeply flawed process for decades. Even though the federal definition of SLD has not changed since 1968, the methods used to identify students with SLD have evolved, often in ways that introduce confusion, inequity, and inefficiency. The disconnect between theory and practice has led to the misidentification of millions of students, robbing them of the chance for timely and appropriate interventions. For the 2.3 million students currently identified with SLD under the Individuals with Disabilities Education Act (IDEA), the system is failing, with many experiencing academic struggles, higher dropout rates, and alarming levels of unemployment compared to their nondisabled peers (Team, 2022). This is not just a policy issue; it’s an issue of justice and opportunity.
Keywords: specific learning disabilities (SLD); response-to-intervention (RTI); multi-tiered system of support (MTSS)

Assessment and visually impaired prospective teachers: an exploratory study

Sangita Samal, Pinkal Chaudhari
Ph. D Scholar, Department of Education, University of Delhi, India
Assistent Professor, Department of Education, University of Delhi, India
Abstract
Pre-service teacher education programmes play vital role in shaping the professional careers of prospective teachers. It also nurtures prospective teachers with a theoretical understanding of assessment for learning. Teacher education curriculum should cater to the needs of visually impaired teachers in terms of assessments. Pre-service teacher training is also required to make assessment practices more meaningful for visually impaired prospective teachers to address challenges in 21st century classroom. The study primarily focuses on the fundamental understanding of assessment, issues, and challenges faced by visually impaired prospective teachers in India with special reference to assessment for learning. Thus, the teacher education curriculum in India can address the challenges faced by visually impaired teachers in assessment.
Keywords: visually imparired prospective teachers; assessment; challenges; teacher education programme

Ensuring the well-being of preschoolers during the pandemic and in the future. Perspectives and approaches of teachers

Mihaela Sabău, Simona Sava
Department of Educational Sciences, West University of Timișoara, Romania
MA, Teacher for preschool education, Secondary School No. 24, Timișoara, Romania
Professor; University Clinic for Therapies and Psycho-Pedagogic Counseling, West University of Timișoara, Romania.
Abstract
This research emphasizes educational strategies that promote children's well-being during the COVID-19 outbreak, with implications post-pandemic as well. The Romanian - Danish model RODAWEL is used to study strategies that foster well-being in four dimensions: positive interaction, autonomy, authentic learning environment, and inclusiveness. 149 Romanian pre-school educators participated in quantitative study. The Happiness Strategies for Children Scale (HSCPT) and RODAWELL Well-being Self-assessment Scale (IASB) used reveal a positive correlation between educators' perceptions and behaviors in assuring children's well-being. Although they utilize happiness strategies in online and physical activities, educators are more consistent in ensuring children's well-being in online or hybrid activities.
Keywords: well-being of kids; early childhood education; teachers' perspective; teachers' strategies; COVID-19; post-pandemic era

Assessment of information sources that influence high school students in choosing their study profile: an analysis through the bifactor ESEM model

Emil Frashëri, Elda Dollija
Department of Management, Faculty of Economics, Fan S. Noli University of Korça, Albania
Department of Economy and Business, Faculty of Technology and Business, Beder University College, Tirana, Albania
Abstract
This paper aims to investigate the main sources of information that high school students rely on, when choosing their future study profile. The statistical analysis was based on the data of high school students in Korça region (n = 857). From the comparison of five models, the Bifactor Exploratory Structural Equation Modeling model better fits the observed data of a 16-item measurement scale, for identifying, measuring, and assessing sources of information. The measurement instrument resulted in very good psychometric characteristics, properly evaluating the information, both quantitatively and qualitatively, according to its five sub-dimensions. Analysis of bifactor model-based indices showed an essential unidimensionality of the instrument. The information from the promoted university activities, physically or online had the greatest impact on their decision-making.
Keywords: university choice; information sources; Bifactor Exploratory Structural Equation Modeling; scale dimensionality

Is two better than one? Parental involvement in schoolchildren with one and two parents and their academic performance

Albert C. Albina, Chandy Lane G. Cabajar, Arnel M. Yurfo, Jenny Aina T. Mangayao, Maricel T. Malbog
Department of Elementary Education, College of Teacher Education,
Negros Oriental State University Bayawan – Santa Catalina Campus, Philippines
Abstract
This study investigated whether schoolchildren having two parents outperform those with one parent in terms of academic performance. Specifically, it investigated parental involvement in the education of the fifth and sixth grade schoolchildren of an elementary school, and how parental involvement affected their academic performance. Seventy-two schoolchildren answered the Parental Involvement Scale (PIS), a survey questionnaire that was modified into two categories: (a) PIS-Mother and (b) PIS-Father. Findings revealed that regardless of whether the schoolchildren have two parents or one, it does not affect their academic performance. Parental involvement has a negative correlation with the academic performance of elementary schoolchildren.
Keywords: parental involvement; parental structure; academic performance; children’s education; elementary pupils

Resilience enhancement through digital narratives in wartime education

Mariya Leshchenko, Yuliana Lavrysh, Larysa Tymchuk, Valentyna Lukianenko
Jan Kocanowski University, Poland
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine
Taras Shevchenko National University of Kyiv, Kyiv, Ukraine
Abstract
The paper investigates the effectiveness of digital narratives in promoting resilience and coping skills among students in crisis situations, particularly in the context of wartime education in Ukraine. Employing a mixed-methods approach, the research includes a literature review and primary data collection through narrative analysis, reflective interviews, and the Brief COPE Inventory. The study involved 94 students from two national universities in Kyiv. Findings indicate that digital narratives promote active engagement in problem-focused coping strategies, increase emotional involvement, and enhance personal resilience. Students demonstrated clarity, relevance, emotional engagement, and effective multimedia use in their narratives. The study highlights the potential of digital narratives in educational settings for improving academic performance, emotional regulation, and interpersonal communication among students.
Keywords: digital narratives; coping strategies; resilience; war; education

Storytelling (Hakawati) as a pedagogical tool: a literature review of theoretical insights and practical applications

Amrendra Kumar Singh, Sahal R. Alshammari
Central University of Jharkhand, Ranchi, Jharkhand, India.
Northern Border University, Arar, Saudi Arabia.
Abstract
This paper explores the Hakawati tradition, a rich Middle Eastern storytelling method, as a valuable tool for language teaching. By blending cultural heritage with modern approaches like communicative competence and learner-centered methods, the Hakawati offers an interactive and emotionally engaging way to improve listening and speaking skills. From cognitive, emotional, and social perspectives, the narrative structure helps students retain information, enhance fluency, and develop critical thinking, cultural awareness, and empathy. The paper also explores the adaptation of the Hakawati method for varying proficiency levels, fostering an inclusive and culturally sensitive curriculum. By integrating educational theory with practical applications, this study demonstrates how the Hakawati can deepen students' connection to language, culture, and values, making language learning more meaningful and transformative.
Keywords: Hakawati; storytelling; language teaching; pedagogical tool; cultural heritage

Exploring AI integration in education: a sequential mediation analysis

Dana Rad, Alina Felicia Roman, Daniel Mara, Elena-Lucia Mara, Venera Cojocariu, Liliana Mâță, Ciprian Baciu, Mușata Bocoș, Zorica Triff, Dorin-Gheorghe Triff, Liana Tăușan-Crișan, Claudiu Langa, Mihaela Gabriela Neacșu
Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, Romania,
Faculty of Social Sciences and Humanities, Lucian Blaga University of Sibiu, Romania
Teacher Training Department, Vasile Alecsandri University of Bacau, Romania
Faculty of Psychology and Educational Sciences, Babes-Bolyai University of Cluj-Napoca, Romania
Faculty of Letters, Department of Educational Sciences, Technical University of Cluj-Napoca, North University Center of Baia Mare, Maramures, Romania
Faculty of Engineering, Technical University of Cluj-Napoca, North University Center of Baia Mare, Baia Mare, Romania
Department of Specialty with a Psycho-Pedagogical Profile, Technical University of Cluj-Napoca, Romania
Department of Educational Sciences, Faculty of Education Social Sciences and Psychology, University of Pitesti, Romania
Faculty of Educational Sciences, Social Sciences and Psychology, National University of Science and Tehnology Politehnica Bucharest, Center Faculty of Educational Sciences, Bucharest, Romania
Abstract
This study explores the psychological impact of AI technology on students' recognition of educational benefits from AI integration, mediated by variation of the psychological influence of AI technology, benefits of rapid feedback provided by AI in the learning process, and perception of AI involvement in career and education. Conducted across six Romanian universities with 675 valid responses, it investigates a sequential mediation model linking AI technology's psychological influence, feedback benefits, career perceptions, and Benefits of AI integration in education. Results reveal a positive influence chain from AI's psychological impact to perceived educational benefits, mediated by rapid feedback provided by AI in the learning process and career perceptions. By highlighting the significance of addressing psychological effects and mediating factors that contribute to effective educational AI integration among Romanian students, an understanding of these dimensions improves AI integration strategies in education.
Keywords: artificial intelligence; education; psychological influence; sequential mediation model; Romanian students

Growing sustainability (SDGs) in universities by service-learning projects activities - case study

Cristina Tripon, Ana-Maria Drăghici-Popa
Teacher Training and Social Sciences Department, National University of Science and Technology POLITEHNICA Bucharest, Romania
Abstract
The relationship between youth and the sustainability of rural areas is essential for the overall quality of life in these areas. By engaging youth in the sustainability of rural areas, we can ensure that the economic and social benefits of rural areas are shared across generations. Service learning (SL) is a powerful teaching practice because it allows students to learn and practice skills in a real-world setting. Service learning combines meaningful service with instruction, reflection, and student-initiated and directed inquiry into an issue or need. This type of learning fosters an environment of collaboration and problem solving, which can help students develop an understanding of their role in the world while helping them to build civic responsibility, employability skills, and leadership skills. This article presents successful educational practices from service-learning activities that can be developed in other learning communities to empower students and make learning easier, allowing students to observe and practice their skills in real-world situations. These SL projects foster reciprocal partnerships between universities and communities, ensuring mutual benefits and long-term societal impact. Service learning enhances students' skills in problem-solving, collaboration, and critical thinking, while cultivating civic responsibility and global citizenship. By integrating service learning into their curricula, universities can act as catalysts for sustainable development, bridging the gap between theoretical knowledge and practical applications. This approach not only prepares students to tackle pressing global challenges but also strengthens university-community partnerships, demonstrating the essential role of higher education in achieving the SDGs.
Keywords: sustainable development goals; service-learning; universities; teaching strategies; NEETs; communities.

The development of a systematic review on digital citizenship education for primary school students based on prisma method

Ștefana Opria, Mariana Momanu
Faculty of Psychology and Education Sciences, Iași Romania
Abstract
In this study we aimed to carry out a systematic review of publications on digital citizenship education at primary school level. The present study is complementary to a previous research started by the same authors, adding value by carrying out a rigorous structured analysis based on the PRISMA method (Liberati et al., 2009).
The aim is to analyse empirical studies for identifying how digital citizenship education is carried out in primary school from the perspective of teachers and students.
The study shows that digital citizenship education is carried out in primary education through coding and robotics activities, together with numerous digital tools and environments. The dimension of digital citizenship predominantly is digital literacy, with topics such as digital justice and digital ethics not addressed in educational practice.
Keywords: digital citizenship; education; primary school;

Adapting and validating the Wong and Law emotional intelligence scale among Romanian students

Beatrice Adriana Balgiu, Andrei Simionescu-Panait, Andrei Iulian Mărgărit
National University of Science and Technology Politehnica Bucharest, Department of Career and Educational Training, Bucureşti
National University of Science and Technology Politehnica Bucharest, PhD candidate, Faculty of Entrepreneurship, Engineering and Business Management, Bucureşti
Abstract
The study aims to examine the psychometric properties of the Wong and Law Emotional Intelligence Scale (WLEIS) in a sample of students (N=910; 510 males and 400 females) from various Romanian universities. The construct validity was investigated through the Confirmatory Factor Analysis (CFA) and the multigroup-CFA. The scale was associated with instruments that measure the psychological state of well-being (Short psychological well-being) and curiosity (Curiosity and Exploration Inventory-II). The WLEIS reliability was calculated by using McDonald’s omega and Cronbach’s alpha coefficients. The result supports the scale’s 4-factor structure in accordance to the original model. Configural, metric, scalar and strict gender invariance were achieved. Internal consistency coefficients proved to be excellent across all 4 subscales and for the emotional intelligence global index. The instrument showcases significant positive correlations with psychological well-being, curiosity, and all of the two variable’s dimensions. WLEIS illustrates robust psychometric properties capable of evaluating the students’ emotional intelligence.
Keywords: emotional intelligence; WLEIS; validation; reliability

Attitudes and perceptions of undergraduate science students towards university counselling services in selected West African countries

Ocansey Sylvia Kabumle, Ogegbo Ayodele Abosede
Department of Guidance and Counselling, University of Cape Coast, Ghana
Department of Science and Technology Education, University of Johannesburg, Johannesburg, South Africa
Abstract
Counselling services are valuable for higher education students, but undergraduate science students often neglect them despite needing counselling assistance. This results in wasted resources and unaddressed counselling concerns, ultimately hindering students' academic performance. This study aimed to examine the attitudes and perceptions of undergraduate science students regarding academic counselling services in West African higher education institutions. Using a survey research method, data were gathered through open-ended and closed-ended questionnaires from university students in Ghana and Nigeria. One hundred and four undergraduate science students from two public institutions participated in the research. Responses were analysed using thematic analysis and percentage distribution. The research showed that undergraduate science students generally showed a positive attitude towards seeking academic counselling services on their campuses. Students also acknowledged the potential benefits of seeking counselling, such as enhancing academic confidence and decision-making abilities, building practical time management skills, and addressing personal, social, and emotional issues. However, their perceptions of the institutional academic counselling services were unfavourable due to several barriers that hindered their full participation in the provided institutional assistive services. It is therefore recommended that institutional administrators consider establishing informed policies and methods that address students' attitudes and views towards counselling to boost the use of counselling services among science students on West African university campuses. This can be done by cooperating with academic counsellors and addressing science students' difficulties in using these services. By doing so, students' motivation to use counselling services can be increased, leading to better outcomes.
Keywords: academic counselling; attitudes; higher education; perceptions; science student; West Africa

The effect of parental training programs on enhancing parental self-efficacy and its impact on couple satisfaction and relationship satisfaction

Roxana Chiș, Sabin Chiș
Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, Romania
Faculty of Food Engineering, Tourism and Environmental Protection, Aurel Vlaicu University of Arad, Romania
Abstract
This study explores the effects of parental training programs on enhancing parental self-efficacy and its impact on couple and relationship satisfaction in Romania. A quasi-experimental design was employed with 41 parents who reported low satisfaction levels. Participants underwent a three-month intervention featuring structured parenting programs designed to boost confidence and effectiveness. Pre- and post-intervention measurements used scales like the General Self-Efficacy Scale adapted for parents, the Couple Satisfaction Index, and the Relationship Satisfaction scale. Results showed significant improvements in parental self-efficacy and relationship satisfaction in the experimental group compared to a control group. These findings highlight the role of parental self-efficacy in improving relationship quality and advocate for culturally tailored, targeted interventions to enhance family dynamics. The study suggests further research into the long-term effects of such interventions across diverse populations, underscoring their transformative potential.
Keywords: parental self-efficacy; couple satisfaction; relationship satisfaction; parental interventions;social support

Investigating learning environment preferences in students with trauma history

Siloh A. Werkmeister
Logan University, Doctor of Education in Health Professions Education, Missouri, USA
Abstract
This study explores how trauma impacts students' preferences for different learning environments (in-person, online, hybrid) and their subsequent educational outcomes. Using a mixed-methods design, 56 participants were assessed using the PTSD Checklist for DSM-5 (PCL-5) and the Social Avoidance and Distress Scale (SADS). Results indicate that higher trauma severity significantly predicts a preference for online and hybrid learning environments, while social anxiety shows weaker influence. Thematic analysis reveals a preference for flexible learning environments among trauma-affected students. These findings underscore the importance of trauma-informed educational practices that support the unique needs of these students.
Keywords: trauma-informed education; learning environment preferences; PTSD; social anxiety; online learning; hybrid learning; educational outcomes; mixed-methods research; higher education; student mental health

From self-awareness to success: nurturing intrapersonal intelligence and decision-making in Arabic-speaking secondary school students

Mona Saleh Alanazi
Northern Border University, Arar, Saudi Arabia
Abstract
The purpose of this study is to investigate the level of intrapersonal intelligence possessed by higher secondary school students as well as the relationship between this intelligence and their capacity to make sound decisions. The quantitative approach, which was used in the study, was based on surveys. The sample consists of N = 148 students with learning disability from secondary schools in Saudi Arabia. One questionnaire was used to measure intrapersonal intelligence, and the other was used to measure decision-making ability. According to the findings, gender is the factor that have a substantial impact on the degree to which students in secondary schools have developed their intrapersonal intelligence. There is a statistically significant and positive correlation between decision-making ability and intrapersonal intelligence in this study. According to the findings, the ability of students in secondary schools to make sound decisions is significantly improved across all five components of intrapersonal intelligence.
Keywords: intrapersonal intelligence; decisions-making; secondary school; Saudi Arabia; learning disability.

Instrumental vs. stimulating risk: the dual psychological nature of risk-taking behavior in combat sports

Radu Predoiu, Maurizio Bertollo, Alexandra Predoiu, Rareș Stănescu, Faten Hamdi, Dorina Nijloveanu, Germina Cosma
University of Craiova, Doctoral School of Social Sciences and Humanities, Craiova, Romania
University “G. d’Annunzio” of Chieti-Pescara, School of Medicine and Health Sciences, Department of Medicine and Aging Sciences, Chieti, Italy
National University of Physical Education and Sport, Faculty of Physical Education and Sport, Bucharest, Romania;
University of Jendouba, High Institute of Sport and Psysical Education, Tunisia
University of Bucharest, Faculty of Psychology and Educational Sciences,
Bucharest, Romania
University of Craiova, Faculty of Physical Education and Sport, Craiova, Romania
Abstract
To win in competition, athletes are inevitably in a position to display certain risky behaviors. The current research examines risk-taking behavior (instrumental risk and stimulating risk) in combat sport athletes, according to gender and sports performances. Also, it aims to verify the role that competitive experience has on athletes’ risk-taking behavior. In combat sports, athletes that take calculated and deliberate risks in order to accomplish a certain objective, like winning a competition or obtaining an advantage over rival, are engaging in instrumental risk-taking behaviors, while stimulating risk-taking behavior is impulsive, uncontrollable and short-term oriented. Seventy-one athletes were enrolled in the study, aged between 19 and 35 (Mage = 24.4). The Romanian adaptation of the Makarowski’s Stimulating and Instrumental Risk Questionnaire for martial artists was used. Analysis of Variance showed that experts/elite athletes registered significantly higher scores for instrumental risk, compared to novices. No gender-related differences in terms of risk-taking behavior were emphasized. Moreover, using linear regression analysis, competitive experience was found to predict combat sport athletes’ level of instrumental risk, but not stimulating risk. Furthermore, athletes having more competitive experience take more calculated risks, rational processes and the ability to analyze situations dominating.
Keywords: risk-taking behavior; combat sports; instrumental risk; sports performance

Self harm in adolescents and young adults

Lavinia Duică, Elisabeta Antonescu, Maria Totan, Ionela Maniu, Gabriela Boța, Irina Antonescu, Sînziana Călina Silișteanu
Lucian Blaga University, Faculty of Medicine, Sibiu, Romania
„Doctor Gheorghe Preda” Clinical Psychiatric Hospital, Sibiu, Romania
County Clinical Emergency Hospital, Sibiu, Romania
Children’s Hospital, Sibiu, Romania
“Ștefan cel Mare” University, Faculty of Medicine and Biological Sciences, Suceava, Romania
Abstract
Acts of self harm are important risk factors for suicide, regardless of whether there is intent to die.
Adolescents (15-19 years old, n=131) and young adults (20-24 years old, n=91) were assessed between 2009-2018. There is a statistically significant association between aged 20-24 years old patients and depressive episode, respectively, patients aged 15-19 years old, and personality disorder (p=0.000).
There was no statistical significance between the two groups, regarding the method of self harm. The most cases of patients aged 20-24 years were hospitalized, probably due to the severe psychiatric symptomatology at these patients. Youth stage is a time when self harm is the most common way of coping when confronting with negative feelings.
Keywords: self harm, suicide attempts, depression, adolescents, young adults;