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Universitatea "Alexandru Ioan Cuza" din Iasi 360.uaic.ro - Noutati la UAIC ALUMNI - Fundatia absolventilor UAIC
Ministerul Educatiei, Cercetarii, Tineretului si Sportului Colegiul Psihologilor din Romania Despre orasul Iasi

Analele Științifice ale Universității "Alexandru Ioan Cuza" - Secț. Științele Educației
vol. XX/2016

Cuprins / Contents

TEACHING, LEARNING AND DIDACTICS
5 Georgeta Diac, Daniela Muntele Hendreș, Versavia Curelaru – Students' Perceived Classroom Assessment Environment and Some of Its Cognitive and Emotional Correlates. Results for Three Different School Stages
21 Ana-Maria Țepordei, Elena-Alexandra Panga – Children's Emotional Intelligence, Perceptions on Interparental Conflicts and Bullying Roles
39 Ana-Maria Hojbotă – Thinking Outside the Box with a Fixed Mindset? All You Need Is to Believe in Yourself. The Moderating Role of Creative Self-Efficacy on the Relationship Between Implicit Theories of Creativity and Creative Behavior
53 Camelia Onu – Coaching and Education
61 Camelia Onu – The Role of Coaching in the Educational Environment
INTERCULTURAL EDUCATION
71 Andrei Marian – Cultural Humility in Multicultural Educational Context
EDUCATIONAL COUNSELLING
81 Cristina-Elena Stărică, Adina-Nicoleta Karner-Huțuleac, Magdalena Iorga – Narrative Vocational Counselling
EDUCATION POLICY AND MANAGEMENT
93 Roxana Ghiațău – Financial Incentives for Teachers - An Open Problem
103 Carmen-Valeria Chervase, Delia Chervase – School Management and Leadership. Perceptions of Romanian School Directors

 

STUDENTS' PERCEIVED CLASSROOM ASSESSMENT ENVIRONMENT AND SOME OF ITS COGNITIVE AND EMOTIONAL CORRELATES. RESULTS FOR THREE DIFFERENT SCHOOL STAGES

GEORGETA DIAC - "Alexandru Ioan Cuza" University of Iași, Romania, Faculty of Psychology and Educational Sciences, E-mail: getad@uaic.ro
DANIELA MUNTELE HENDREȘ
VERSAVIA CURELARU

Abstract
The purpose of the present study is to analyze the perceived classroom assessment environment in relation to some student’s learning self-efficacy, depressive symptoms and fear of negative evaluation. The theoretical frame of S.M. Brookhart (1997) indicate that the classroom assessment environment refers to the student’s perception, as a subjective reality resulting from the interaction between teacher’s practices and  community and individual learning experiences.


Following the Alkarushi (2007) methodology, we evaluated two types of perceived classrooms assessment environment, namely learning-oriented and public-oriented assessment environment, for two particular subjects (Romanian Language and Mathematics) and in three school stages (4, 8 and 12). Learning self-efficacy, depressive symptoms and fear of negative evaluation were measured with self-report scales.


The results show that the classroom assessment environment tends to be perceived in a similar way, with positive correlation between Romanian Language and Mathematic on the values for the perceived assessment environment of each type, learning and respectively public.


As expected, the correlation between the two types of classroom assessment environment is significant and negative at every school subject. Overall, the perceived learning oriented assessment correlated positively and significantly with learning self-efficacy, while public oriented assessment does not correlates. Perception of a learning centered assessment environment is negatively associated with depressive symptoms of the students in stages 4 and 8. In the stage 4, significant and positive correlations were found between depressive symptoms and public oriented assessment environment both for the Romanian language and Mathematic.
Keywords: perceived classroom assessment environment, student self-efficacy, depression symptoms, fear of negative evaluation.

 

CHILDREN'S EMOTIONAL INTELLIGENCE, PERCEPTIONS ON INTERPARENTAL CONFLICTS AND BULLYING ROLES

ANA-MARIA ȚEPORDEI - Lecturer, Ph.D., "Alexandru Ioan Cuza" University of Iasi, Romania, E-mail: ana.tepordei@uaic.ro
ELENA-ALEXANDRA PANGA - Mastery student, "Alexandru Ioan Cuza" University of Iasi, Romania, E-mail: alexa.ela94@yahoo.com

Abstract
The present study investigated the relationships among children’s global emotional intelligence, their perceptions on interparental conflicts (in terms of properties, perceived threat and self-blame), and their school bullying roles (i.e., aggressor, victim, and positive interactions). Data was collected from a sample of 120 Romanian middle school students (54% girls) attending the same school from a rural area, by self-reported measures for all variables considered. Results indicated significant negative correlations between emotional intelligence and each of the other variables except for positive interactions, as well as positive relations between all three dimensions of perceived marital conflicts and the bully role. Additionally, victim role and bully role were found to be significantly positively correlated. Further, properties of the perceived interparental conflicts were the only significant predictor of the bully role, whereas emotional intelligence was the only significant predictor of the victim role. Results are discussed and suggestions for future studies are made.
Keywords: school bullying, bullying roles, emotional intelligence, interparental conflicts.

 

THINKING OUTSIDE THE BOX WITH A FIXED MINDSET? ALL YOU NEED IS TO BELIEVE IN YOURSELF.
THE MODERATING ROLE OF CREATIVE SELF-EFFICACY ON THE RELATIONSHIP BETWEEN IMPLICIT THEORIES OF CREATIVITY AND CREATIVE BEHAVIOR

ANA-MARIA HOJBOTĂ - "Alexandru Ioan Cuza" University, Iași

Abstract
Past research documented an association between holding certain views about abilities and behavioral outcomes. However, results of studies trying to document this relationship in the creative domain have been mixed or complicated [Karwowski, 2014, Makel, 2008]. The present work aims to contribute on disentangling the links between implicit theories of creativity and creative outcomes, namely the performance in creative tasks and the intensity of self-reported creative behaviors. While failing to find direct associations between immutability beliefs and creative outcomes, we tested whether confidence in one’s own creative performance moderates this relationship. Confirming our expectations, data obtained on two different samples using self-report measure of creativity (Study 1, N=192) and a set of divergent thinking tasks (Study 2, N=198), suggests that the relationship is statistically significant only for lower levels of creative self-efficacy. In other words, moderate and high levels of creative self-efficacy could protect respondents from the negative effects of adopting a fixed mindset.
Keywords: creative self-efficacy, divergent thinking, implicit theories.

 

COACHING AND EDUCATION

CAMELIA ONU - Associate Lecturer, PhD, DPPD, Department of Psychology and Educational Sciences, Specialist in Coaching, ANC-Certified, e-mail: camelia.onu@uaic.ro

Abstract
The first part of this paper focuses mainly on identifying the context in which coaching has emerged and developed, on discussing the particularities of coaches, and it touches upon a coach’s qualifications and skills. These preliminary discussions are complemented by a description of the ‘special asymmetric’ client-coach relationship, by an outline of the impact of questions in coaching, as well as by emphasizing the art of applying them. The paper closes with a list of similarities and differences between coaching and education.
Keywords: coaching, coaching process, coaching questions, education.

 

THE ROLE OF COACHING IN THE EDUCATIONAL ENVIRONMENT

CAMELIA ONU - Associate Lecturer, PhD, DPPD, Department of Psychology and Educational Sciences, Specialist in Coaching, ANC-Certified, e-mail: camelia.onu@uaic.ro

Abstract
The use of coaching in education has been gaining momentum lately in many countries worldwide. Educators constantly seek to improve themselves, as well as their learners' and their own efficiency. This paper aims to address these issues and provide partial answers, leaving an open path towards the identification of individual solutions. At the same time, the paper tackles ways in which one can perform better in education.
Keywords: coaching, education, efficient teaching, educational achievements.

 

CULTURAL HUMILITY IN MULTICULTURAL EDUCATIONAL CONTEXT

ANDREI MARIAN - Lecturer PhD, Faculty of Psychology and Educational Sciences, "Alexandru Ioan Cuza" University of Iasi, E-mail: andrei.marian@uaic.ro.

Abstract
In recent years, the multicultural training had to cope with challenges brought by increasing diversity of the population and to aim effects consistent with these imperatives. The traditional concept of multicultural competence began to stop responding to all training needs, and alternatively, cultural humility was proposed as a better cultural objective suited to the current formative contexts. This paper intends to analyze the concept of cultural humility, defined as a lifelong commitment to self-evaluation and self-critique, and seen as a desirable effect of multicultural training, by contrast with other related concepts. Moreover, we want to emphasize dimensions of cultural humility and to highlight intellectual humility, as a component of cultural humility.
Keywords: cultural humility, cultural competence, diversity, formative.

 

NARRATIVE VOCATIONAL COUNSELLING

CRISTINA-ELENA STĂRICĂ - Ph.D. Lecturer, Faculty of Psychology and Educational Sciences, "Petre Andrei University", Iași, Romania, E-mail: cristina.starica@gmail.com.
ADINA-NICOLETA KARNER-HUȚULEAC - Ph.D. Assoc. Prof., Education Sciences Department, Faculty of Psychology and Educational Sciences "Alexandru Ioan Cuza" University, Iași, Romania, E-mail: adinakarner@yahoo.com.
MAGDALENA IORGA - Ph.D. Lecturer, University of Medicine and Pharmacy "Gr.T. Popa", Iași, Romania, E-mail: magdaiorga@yahoo.com.

Abstract
This study presents a view of the new constructivist approach to career counselling by specifically addressing a predominant form of that approach— narrative career counselling. The paper describes features of narrative career counselling and presents prototypical examples of practice.
Narrative career counselling facilitates individuals’ self-reflection and elaboration of self-concepts toward an enhanced self-understanding and personal meaning. This approach highlights the essentially meaning-oriented work of career counselling. Narrative career counselling can be conceived of as a counselling process in which the client is supported in creating a personal story (or stories) that holistically accounts for his or her life and career, and enables the person to make meaningfully informed career-decisions and actions.
Keywords: vocational counselling, social-constructionism, narrative approach, career identity, personal narrative.

 

FINANCIAL INCENTIVES FOR TEACHERS - AN OPEN PROBLEM

ROXANA GHIAȚĂU - PhD, Lecturer, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iasi, Romania, E-mail: roxanag@uaic.ro

Abstract
Teaching is an occupation with little visible rewards. Rarely are teachers appropriately repaid for their work, exceptional results and creativity. The debate on teachers’ wages is striking by the variety of recommendations and strong claims about the consequences of action or inaction. The objectives of this theoretical study are three: 1. Analysis of the international context regarding merit pay for teachers; 2. Investigation of the pros and cons of granting merit pay; 3. Outlining recommendations on giving financial incentives for teachers. The research findings are: 1. Empirical research on teacher pay and its impact on children's performance is relatively limited and contradictory; 2. The arguments in favour of giving performance-related teacher compensations focus more on the importance of rewarding individual educators whereas the arguments against it focus on the occurrence of opportunistic behaviours and destruction of collegiality. 3. The success of a merit pay scheme depends on careful and cooperative planning, involving all the parties affected, so that the plan may be affordable, acceptable by teachers and adaptable to school needs. In an era marked by the widespread belief that improving schools depends on the performance of teachers, financial incentives remain an essential political challenge for school reformers.
Keywords: teaching profession, merit pay.

 

SCHOOL MANAGEMENT AND LEADERSHIP. PERCEPTIONS OF ROMANIAN SCHOOL DIRECTORS

CARMEN-VALERIA CHERVASE - Ph.D. Assistant Professor, Department of Foreign Languages, Police Academy, Bucharest, E-mail: cchervase@yahoo.co.uk
DELIA CHERVASE - Communication & Image Counselor, University of Agronomic Sciences and Veterinary Medicine, Bucharest, E-mail: delia.chervase@gmail.com

Abstract
There has always been a debate among specialists on this topic: what are the boundaries between the two concepts and what are their particularities in order to make the difference, what are the particularities of the manager’s behavior and personality which turn a manager into a leader, how can we mix the features of the two types in order to build up the ideal profile of the modern leader?

It is said that the manager is the person officially in charge with the organization of activities, administration of resources, and coordination of people on scientific principles. His main role is to put all the functional structures together and coordinate the members of the organization in order to reach the goals. He has a previous training to do that and during his managerial experience he learns how to become a good manager.

According to specialists, the leader brings something new to the first concept, such as his own personality, personal example which can motivate and stimulate the others, the courage to take decisions in complex situations irrespective of other opinions or personal interests, a high risk in solving difficult situations. It’s what is called “the style”.

Keywords: organizational analysis of the school, school climate, school culture, school management, management and leadership, leader vs. chief (commander).


Adăugat: 17 mai 2017
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