This study contributes to determining the relationship between parental emotional regulation, optimism, and parenting style. The responses collected from respondents with parental status were used in the research. The majority of respondents were female; in terms of the age of participants, they were predominantly in the category of 31–40 years, followed by those in the category 41–50 years. The data were analyzed statistically through operations such as correlations, regression, and analysis of variance. The results indicate that the authoritative parenting style is associated with the emotional regulation of parents (r = 0.25, p < 0.001), but also with their level of optimism (r = 0.29, p < 0.001). It has been demonstrated both through correlations and through confirmatory factor analysis that optimism and emotional regulation are two factors that contribute to the adoption of the authoritative parenting style. The analysis of variance indicated that the emotional regulation of the parents does not vary according to their age. Based on multiple linear regression, it was established that 5% of parents’ level of optimism is predicted by their level of emotional regulation. These new results reveal the contribution of emotional regulation and parental optimism in the process of raising and educating a child.

DOI: https://doi.org/10.26758/14.1.14 (1) (2) (3) University of Bucharest, Doctoral School of Psychology and Educational Sciences, Bucharest, Romania; e-mail:

DOI: https://doi.org/10.26758/14.1.1 (1) (2) University of Bucharest, Doctoral School of Psychology and Educational Sciences, Bucharest, Romania; e-mail: (1) an

Objectives. The study aimed to identify the impact of parental practices on the anxiety of young people and adults, and to examine how the anxiety associated as a with parental practices perceived during childhood varies depending on respondents’ current status, operationalized by whether they have or have not assumed parental roles. Material and methods. The method used was an indirect survey applied to 247 respondents, and the research instrument used was a questionnaire through which the three research variables were measured. Results. Perceptions of threats and punishments as parenting practices by youth and adults are not associated with prospective and inhibitory anxiety. Perceptions of guilt-inducing criticism as parenting practices by youth and adults are associated with prospective anxiety but are not related to inhibitory anxiety. Threats and punishments perceived from parents during childhood do not vary depending on the parent with whom the respondent established a close relationship. Conclusions. Negative parenting practices that included punishments and threats during childhood were not associated with prospective and inhibitory anxiety in adolescence or adulthood. Guilt-inducing criticisms, addressed by parents in early childhood, were associated with prospective anxiety in adolescence or adulthood. The results indicated that there was no link between young people’s and adults’ perception of parenting practices during childhood and the parents with whom they had a closer relationship. The statistical analyses showed that young people and adults who do not have parental status exhibited higher level of prospective and inhibitory anxiety compared to those who are parents. Keywords: harmful parenting practice; prospective anxiety; inhibitory anxiety; parental roles.

Articolul de față abordează necesitatea formării competenței reflexive a profesorului vazută ca una dintre competențele importante pentru perfecționarea, inovarea practicilor profesionale. În contextul dezvoltarii inteligenței artificiale, reflexivitatea este una dintre competențele specifice umane care poate genera alte comportamente/competențe valoroase, precum inovarea, perfecționarea. Profesorii viitorului vor trebui să fie modele de reflexivitate atât pentru a raspunde solicitărilor generațiilor de elevi, cât și pentru a deveni modele de reflexivitate și autodezvoltare pentru elevi. În România, în profilul de competență a profesorului, Domeniul 5: Etică, reflexivitate și învățare continuă (prescurtat D5) vizează în mod explicit dezvoltarea capacității de autoreglare, adaptare, optimizare a propriilor practici pedagogice. Prin cercetarea de față am investigat modul în care studenții care se pregătesc să devină cadre didactice (de la specializarea pedagogia învățământului primar și preșcolar și modulul psihopedagogic) au găsit modele de profesori reflexivi, percep impactul conduitei profesorului asupra comportamentului studenților și necesitatea formării competenței reflexive a viitorilor profesori.

In a hectic, performance-centric world where comparison and competition have become ubiquitous, the human brain often finds dysfunctional self-defense mechanisms to cope with the multitude of stimuli acting upon it. Thus, we talk about self-sabotage and self-undermining, as concepts related to self-destructive behavior and thoughts that, most of the time, have negative effects in our lives. Self-sabotage involves deliberately preventing one’s success, this is associated with physical, mental, and emotional degradation (Wilson, 2021). Dobler, Emmermacher, et al. (2021) argue that self-undermining is a health-impairing behavior pattern, with individuals experiencing pressure to perform tasks and pushing themselves to higher and higher standards. raised. It is the fulfillment of a conceptual distinction between self-handicapping and self-handicapping behaviors. Both affect individual performance, but self-handicapping reserves a conscious strategy to protect self-esteem in the event of failure, while self-undermining involves reactive, unwanted behaviors, diminishing individuals’ optimal functioning, thus undermining development (Bakker & Wang, 2020). Individual capacities for self-evaluation, awareness, learning, and personal growth can contribute considerably to removing self-sabotage and self-undermining from personal and professional life, but perceived empathy is also found useful to provide support to people who are under the influence of the two behaviors.