Maria-Magdalena Dimitriu, A. A. Colomeischi, D. Duca
This paper intends to determine the extent to which well-being, resilience, emotional intelligence and experiencing difficult situations interact with each other in the school population and whether experiencing each one of the thirteen difficult situations analyzed (e.g., death of a parent, divorce of parents, domestic violence, violence by colleagues) causes significant differences in terms of resilience and well-being between children who had been exposed to it and children who had not. The present study was quantitative research that included a sample of 845 children from primary to high school (55 % girls and 45% boys) aged between 8 and 18 years (M=13.5). Results of correlation analysis show that there is a positive relationship between emotional intelligence, well-being and resilience, and a negative correlation between experiencing difficult situations, students' well-being, and the level of resilience they reported. Furthermore, the T-test was used to do a hierarchy of difficult situations depending on the effect that their experience has on well-being and resilience. In terms of well-being, this was most influenced by family violence, violence from colleagues and parental divorce. On the other hand, for resilience, the effect was strongest in the case of family violence, followed by famine and violence from colleagues.
{"title":"The effects of Adverse Childhood Experiences on Students' Well-being and Resilience","authors":"Maria-Magdalena Dimitriu, A. A. Colomeischi, D. Duca","doi":"10.18662/rrem/15.2/722","DOIUrl":"https://doi.org/10.18662/rrem/15.2/722","url":null,"abstract":"This paper intends to determine the extent to which well-being, resilience, emotional intelligence and experiencing difficult situations interact with each other in the school population and whether experiencing each one of the thirteen difficult situations analyzed (e.g., death of a parent, divorce of parents, domestic violence, violence by colleagues) causes significant differences in terms of resilience and well-being between children who had been exposed to it and children who had not. The present study was quantitative research that included a sample of 845 children from primary to high school (55 % girls and 45% boys) aged between 8 and 18 years (M=13.5). Results of correlation analysis show that there is a positive relationship between emotional intelligence, well-being and resilience, and a negative correlation between experiencing difficult situations, students' well-being, and the level of resilience they reported. Furthermore, the T-test was used to do a hierarchy of difficult situations depending on the effect that their experience has on well-being and resilience. In terms of well-being, this was most influenced by family violence, violence from colleagues and parental divorce. On the other hand, for resilience, the effect was strongest in the case of family violence, followed by famine and violence from colleagues.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41837669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Can Dysfunctional Negative Emotions Explain Students' Level of Academic Motivation in Online Learning at University?","authors":"","doi":"10.18662/rrem/15.2/720","DOIUrl":"https://doi.org/10.18662/rrem/15.2/720","url":null,"abstract":"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.\u0000The 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.\u0000However, 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.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research shows that emotions and emotion regulation strategies are important variables for family functioning. The aim of the present article was to review the literature on the role of emotions and emotion regulation in couple relationships and parent-child interaction. The paper presents the most important theoretical models on emotions and family functioning and provides an overview of research investigating the association of positive emotions, negative emotions and emotion regulation with family relationships outcomes. First, we provided an overview on the functionality and social function of positive and negative emotions. Second, we investigated the role of positive and negative emotions in couple relationship and parent-child interaction. Third, we emphasized the role of specific intrapersonal and interpersonal emotion regulation strategies in couple relationships. Finally, we outlined the role of parents in child’s emotional development. The conclusions of our review support the importance of including emotions and emotion regulation strategies in counselling programs for couples and families.
{"title":"Emotions and Emotion Regulation in Family Relationships","authors":"D. Duca, A. Ursu, Ionela-Maria Bogdan, P. Rusu","doi":"10.18662/rrem/15.2/724","DOIUrl":"https://doi.org/10.18662/rrem/15.2/724","url":null,"abstract":"Research shows that emotions and emotion regulation strategies are important variables for family functioning. The aim of the present article was to review the literature on the role of emotions and emotion regulation in couple relationships and parent-child interaction. The paper presents the most important theoretical models on emotions and family functioning and provides an overview of research investigating the association of positive emotions, negative emotions and emotion regulation with family relationships outcomes. First, we provided an overview on the functionality and social function of positive and negative emotions. Second, we investigated the role of positive and negative emotions in couple relationship and parent-child interaction. Third, we emphasized the role of specific intrapersonal and interpersonal emotion regulation strategies in couple relationships. Finally, we outlined the role of parents in child’s emotional development. The conclusions of our review support the importance of including emotions and emotion regulation strategies in counselling programs for couples and families.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluates the effectiveness of a systemic SEL intervention – acSELerate on development of student Social and Emotional Learning (SEL) competencies. A non-equivalent randomized design was used to conduct the study in the Kasturba Gandhi Balika Vidyalaya (henceforth KGBV) of Vikarabad district, Telangana, India. KGBV schools provide educational facilities for girls (from grade 6-10) belonging to backward classes, minorities and to families that are considered below the poverty line in the blocks that are considered backward in educational aspects. The teachers of these schools were provided SEL capacity building through the ‘Lead Well’ program for their own well-being and to equip them in implementation of the SEL curriculum in their respective classrooms. This curriculum was implemented by the teachers for the duration of one academic year. The schools where teachers implemented the curriculum became part of the intervention group (Intervention group refers to the schools which delivered the SEL curriculum to students & comparison group refers to schools which did not deliver the curriculum). Following the completion of the intervention, an end-line assessment was administered to both the comparison and intervention groups. Analysis of the data showed a significant improvement in levels of all students’ SEL competencies namely, self-awareness, self-management, social awareness, relationship skills & responsible decision making) in intervention group. The study concluded that the acSELerate program is effective in enhancing the SEL competencies of students.
{"title":"Efficacy of Systemic SEL Intervention ‘acSELerate’ on Students’ SEL Development: Evidence from a Field Study","authors":"Asha B S Aradhya, S. Parameswaran","doi":"10.18662/rrem/15.2/717","DOIUrl":"https://doi.org/10.18662/rrem/15.2/717","url":null,"abstract":"This study evaluates the effectiveness of a systemic SEL intervention – acSELerate on development of student Social and Emotional Learning (SEL) competencies. A non-equivalent randomized design was used to conduct the study in the Kasturba Gandhi Balika Vidyalaya (henceforth KGBV) of Vikarabad district, Telangana, India. KGBV schools provide educational facilities for girls (from grade 6-10) belonging to backward classes, minorities and to families that are considered below the poverty line in the blocks that are considered backward in educational aspects. The teachers of these schools were provided SEL capacity building through the ‘Lead Well’ program for their own well-being and to equip them in implementation of the SEL curriculum in their respective classrooms. This curriculum was implemented by the teachers for the duration of one academic year. The schools where teachers implemented the curriculum became part of the intervention group (Intervention group refers to the schools which delivered the SEL curriculum to students & comparison group refers to schools which did not deliver the curriculum). Following the completion of the intervention, an end-line assessment was administered to both the comparison and intervention groups. Analysis of the data showed a significant improvement in levels of all students’ SEL competencies namely, self-awareness, self-management, social awareness, relationship skills & responsible decision making) in intervention group. The study concluded that the acSELerate program is effective in enhancing the SEL competencies of students.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49118339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper focuses on translating advertising texts as an indispensable tool for future translators’ training. It elaborates on a semiotic approach to English advertising slogans translation into Ukrainian. From this perspective, it is possible to capitalize on language to decode the concepts encapsulated in advertising texts and devise ways of affecting mass consciousness. The present research gives a comprehensive account of translation strategies involved in deciphering the subtlety of meanings actualized in the advertising context. A comprehensive translator’s preparation should include training in various translation strategies, as they are essential for producing high-quality translations that meet the needs of both the client and the target audience. By using appropriate translation strategies, translators can ensure that their translations are accurate, efficient, and culturally appropriate while preserving the original text’s style, tone, and impact. Commercial, social, and political advertising slogans have been subjected to a comparative analysis. The study results prove that lexical-semantic, grammatical, and stylistic transformations are used in rendering advertising slogans into Ukrainian. However, the translation process is often complicated due to discrepancies in the syntactic structures of English and Ukrainian languages. The latter affect either separate untranslatable elements or the whole target language text. Therefore, translating advertising texts is a helpful tool for future translators’ training, as it allows them to develop a range of skills and strategies essential for success in the translation industry while also meeting the needs of clients who require high-quality translations of their advertising materials.
{"title":"Training of Future Translators through Advertising Slogans Translation","authors":"","doi":"10.18662/rrem/15.2/742","DOIUrl":"https://doi.org/10.18662/rrem/15.2/742","url":null,"abstract":"The paper focuses on translating advertising texts as an indispensable tool for future translators’ training. It elaborates on a semiotic approach to English advertising slogans translation into Ukrainian. From this perspective, it is possible to capitalize on language to decode the concepts encapsulated in advertising texts and devise ways of affecting mass consciousness. The present research gives a comprehensive account of translation strategies involved in deciphering the subtlety of meanings actualized in the advertising context. A comprehensive translator’s preparation should include training in various translation strategies, as they are essential for producing high-quality translations that meet the needs of both the client and the target audience. By using appropriate translation strategies, translators can ensure that their translations are accurate, efficient, and culturally appropriate while preserving the original text’s style, tone, and impact. Commercial, social, and political advertising slogans have been subjected to a comparative analysis. The study results prove that lexical-semantic, grammatical, and stylistic transformations are used in rendering advertising slogans into Ukrainian. However, the translation process is often complicated due to discrepancies in the syntactic structures of English and Ukrainian languages. The latter affect either separate untranslatable elements or the whole target language text. Therefore, translating advertising texts is a helpful tool for future translators’ training, as it allows them to develop a range of skills and strategies essential for success in the translation industry while also meeting the needs of clients who require high-quality translations of their advertising materials.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46511234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In this article the concept of appreciative intelligence is analyzed, the relationship between this concept and appreciative inquiry is highlighted, syntheses are made regarding the connection of appreciative intelligence with other types of intelligence, such as emotional intelligence and adaptive intelligence. In the educational field, the appreciative intelligence of the teacher consists of essential components of different approaches: appreciative inquiry (research), appreciative advising, and appreciative analytical mindset. Appreciative inquiry represents the process of optimizing success within the educational institution, through appreciative methods. Appreciative advising provides a framework of improvement of communication process between students and teacher and supporting students in order to achieve the desired results. Appreciative analytical mindset defined as a thinking system focused on searching for the best aspects of a person. The article describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. Appreciative intelligence is the ability to see the generative potential in any situation and actualize it. Teachers with high appreciative intelligence are able to visualize and create small sequential steps that build on each other, creating momentum for changing the behavior of students, which results in positive outcomes. Appreciation is defined as a self-explanatory behavioral construct of goodwill that brings positive influences over time in the teaching-learning-assessment process.
{"title":"Theoretical Aspects of the Appreciative Intelligence of Teachers in Higher Education","authors":"","doi":"10.18662/rrem/15.2/725","DOIUrl":"https://doi.org/10.18662/rrem/15.2/725","url":null,"abstract":"Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In this article the concept of appreciative intelligence is analyzed, the relationship between this concept and appreciative inquiry is highlighted, syntheses are made regarding the connection of appreciative intelligence with other types of intelligence, such as emotional intelligence and adaptive intelligence. \u0000In the educational field, the appreciative intelligence of the teacher consists of essential components of different approaches: appreciative inquiry (research), appreciative advising, and appreciative analytical mindset. Appreciative inquiry represents the process of optimizing success within the educational institution, through appreciative methods. Appreciative advising provides a framework of improvement of communication process between students and teacher and supporting students in order to achieve the desired results. Appreciative analytical mindset defined as a thinking system focused on searching for the best aspects of a person. The article describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. Appreciative intelligence is the ability to see the generative potential in any situation and actualize it. Teachers with high appreciative intelligence are able to visualize and create small sequential steps that build on each other, creating momentum for changing the behavior of students, which results in positive outcomes. Appreciation is defined as a self-explanatory behavioral construct of goodwill that brings positive influences over time in the teaching-learning-assessment process.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44365674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is dedicated to the educational researchers and academia involved in the initial training of students. The educational process is based on a set of principles, and intrinsic consciousness in one of them. It guides personality development towards forming a self-concept and worldview. Furthermore, this principle stems from one of the four dimensions of spiritual intelligence, namely transcendental awareness, which focuses on developing consciousness and self-awareness. The principle of intrinsic consciousness entails engaging students in academic activities that demand complex cognitive processes, such as analysis, synthesis, reflection, imagination as well as other mental faculties based on intuition. In this context, training approaches and planning shall focus both on theoretical benchmarks, particularly on the model of spiritual intelligence and, more specifically, on transcendental awareness, and on methodological benchmarks, comprising the teaching strategies guiding the educational approach aimed at developing intrinsic consciousness. For this investigative approach, a strategy is a construct consisting of a harmonious combination of learning tasks and methods used in shaping the personality to be self-aware and conscious of the components of the relationship with the surrounding world. Moreover, academics can apply these strategies both in a formal context, in the planning of lectures and seminars on academic subjects, and in a non-formal context, as part of continuing education activities.
{"title":"Strategies for Stimulating Intrinsic Consciousness in the Training Process","authors":"N. Birnaz, Nadejda Butnari, Rodica Pascari","doi":"10.18662/rrem/15.2/723","DOIUrl":"https://doi.org/10.18662/rrem/15.2/723","url":null,"abstract":"This article is dedicated to the educational researchers and academia involved in the initial training of students. The educational process is based on a set of principles, and intrinsic consciousness in one of them. It guides personality development towards forming a self-concept and worldview. Furthermore, this principle stems from one of the four dimensions of spiritual intelligence, namely transcendental awareness, which focuses on developing consciousness and self-awareness. The principle of intrinsic consciousness entails engaging students in academic activities that demand complex cognitive processes, such as analysis, synthesis, reflection, imagination as well as other mental faculties based on intuition. In this context, training approaches and planning shall focus both on theoretical benchmarks, particularly on the model of spiritual intelligence and, more specifically, on transcendental awareness, and on methodological benchmarks, comprising the teaching strategies guiding the educational approach aimed at developing intrinsic consciousness. For this investigative approach, a strategy is a construct consisting of a harmonious combination of learning tasks and methods used in shaping the personality to be self-aware and conscious of the components of the relationship with the surrounding world. Moreover, academics can apply these strategies both in a formal context, in the planning of lectures and seminars on academic subjects, and in a non-formal context, as part of continuing education activities.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41568872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem of socialization of the younger generation in general and the development of assertiveness of the individual as a subject of communication, in particular, becomes especially relevant against the background of radical changes in social, political and economic life. The immaturity of the individual's ability to set and implement their own goals and aspirations leads to dissatisfaction with life, the emergence of social fear. Considering the development of assertiveness in neuropsychology, the emphasis is on working with the behavioral and motivational-value range of the individual, which indicates the difficulty of differentiating manifestations of self-confidence and aggressiveness. For the development of confident personality behavior, numerous psychological programs of active social psychological training offer trainings. The purpose is to theoretically identify and empirically investigate the neuropsychological features of the development of assertiveness of adolescents in a children's health institution and secondary school, diagnose neuropsychological factors and present the most pronounced individual psychological qualities of adolescents, which should be identified as psychological reasons that determine the development of assertiveness in adolescence. At different stages of the empirical study, a number of psychodiagnostic techniques were used: the questionnaire "Diagnosis of the assertiveness level"; methods of diagnostics of basic values; SOINT questionnaire; associative experiment with the following procedure of subjective scaling; colour test of relations, test-questionnaire "Emotional orientation"; level of subjective control; personal questionnaire of R. Kettell.
{"title":"The Development of Assertiveness of the Individual as a Subject of Communication","authors":"","doi":"10.18662/rrem/15.2/730","DOIUrl":"https://doi.org/10.18662/rrem/15.2/730","url":null,"abstract":"The problem of socialization of the younger generation in general and the development of assertiveness of the individual as a subject of communication, in particular, becomes especially relevant against the background of radical changes in social, political and economic life. The immaturity of the individual's ability to set and implement their own goals and aspirations leads to dissatisfaction with life, the emergence of social fear. Considering the development of assertiveness in neuropsychology, the emphasis is on working with the behavioral and motivational-value range of the individual, which indicates the difficulty of differentiating manifestations of self-confidence and aggressiveness. For the development of confident personality behavior, numerous psychological programs of active social psychological training offer trainings. The purpose is to theoretically identify and empirically investigate the neuropsychological features of the development of assertiveness of adolescents in a children's health institution and secondary school, diagnose neuropsychological factors and present the most pronounced individual psychological qualities of adolescents, which should be identified as psychological reasons that determine the development of assertiveness in adolescence. At different stages of the empirical study, a number of psychodiagnostic techniques were used: the questionnaire \"Diagnosis of the assertiveness level\"; methods of diagnostics of basic values; SOINT questionnaire; associative experiment with the following procedure of subjective scaling; colour test of relations, test-questionnaire \"Emotional orientation\"; level of subjective control; personal questionnaire of R. Kettell.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.
{"title":"Methodological Foundations of Noosphere Education: Comprehension of Aggravated Relevance","authors":"","doi":"10.18662/rrem/15.2/737","DOIUrl":"https://doi.org/10.18662/rrem/15.2/737","url":null,"abstract":"This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41595047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Most theorists regard resilience as a process in which the risk factors and the protective factors interact and result in certain specific consequences. The child whose parents migrate for work is in the position of a potential risk factor. Our study refers to the triadic model of the protective factors for resilience developed by Edith Grotberg (1995). Thus, our investigation focuses on the students’ perceptions regarding the availability of some protective factors for resilience such as: - Individual factors (self-esteem, empathy, responsibility, optimism, hope); - Interpersonal skills (ability to communicate about their own problems and ask for help, self-efficacy and self-control, autonomy and problem solving); - A significant social, emotional, and educational support network. The methodology of the study involved the application of a 15-item questionnaire to a batch of 350 lower-secondary-school students, with an average age of 13.2 years. The study aims to identify whether there are significant differences between students in terms of the protective factors for resilience, depending on gender, residence environment, or family situation of having one or both parents working abroad.
{"title":"Protective Factors for Student Resilience","authors":" Elena Bujorean","doi":"10.18662/rrem/15.2/728","DOIUrl":"https://doi.org/10.18662/rrem/15.2/728","url":null,"abstract":"Most theorists regard resilience as a process in which the risk factors and the protective factors interact and result in certain specific consequences. The child whose parents migrate for work is in the position of a potential risk factor.\u0000Our study refers to the triadic model of the protective factors for resilience developed by Edith Grotberg (1995). Thus, our investigation focuses on the students’ perceptions regarding the availability of some protective factors for resilience such as:\u0000- Individual factors (self-esteem, empathy, responsibility, optimism, hope);\u0000- Interpersonal skills (ability to communicate about their own problems and ask for help, self-efficacy and self-control, autonomy and problem solving);\u0000- A significant social, emotional, and educational support network.\u0000The methodology of the study involved the application of a 15-item questionnaire to a batch of 350 lower-secondary-school students, with an average age of 13.2 years. The study aims to identify whether there are significant differences between students in terms of the protective factors for resilience, depending on gender, residence environment, or family situation of having one or both parents working abroad.","PeriodicalId":45328,"journal":{"name":"Revista Romaneasca Pentru Educatie Multidimensionala","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49051418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：