The importance of parenting styles for the necessary fulfilment of the developmental needs of children and eventually improving their quality of life is frequently treated in the literature. Despite there being many studies that examined the relationship of parenting styles and academic performance, there is a lack of measurement of the relationship in the Romanian sample. This study analyzed the relationship between parenting styles and academic performance, along with cognitive test anxiety as a mediating variable. In order to identify how assessment anxiety influences the relationship between parenting styles and academic performance, we conducted a study on a sample of 231 students from rural and urban backgrounds. A questionnaire-based survey (to measure anxiety and parenting style) and assessment tests were used. The undertaken study highlighted the existence of a negative correlation between the level of assessment anxiety and the level of academic performance of students. At the same time, we found that poor supervision on behalf of parents negatively correlates with students’ performances in Romanian Language and Literature and in Mathematics. On the other hand, the results of the mediation analysis show that assessment anxiety partially mediates only the negative relationship between poor supervision and school performance.

Background: Promoting wellness as a predictor of sustainable development empowers schools to model healthy behavior. The multiple interactions in real and virtual environments that today's youth are subjected to force schools to explore effective educational strategies to provide a quality education for students and their families.Purpose: This study examines the relationship between academic procrastination, assessment anxiety, subjective wellbeing, and academic performance.Methods: A convenience sample of 322 undergraduate students () was used, and questionnaires were administered to students measuring academic procrastination, cognitive test anxiety, and subjective wellbeing. For the same target group, the level of academic performance was identified using personal reports. The questionnaires were administered between May and June 2023 in an online format. For the data analysis, we applied correlational analysis and path analysis using.Results: Both test anxiety and academic procrastination negatively correlate with performance and subjective wellbeing, leading to decreased performance and subjective wellbeing. Procrastination correlates positively with test anxiety. Cognitive test anxiety partially mediated the relationship between academic procrastination and subjective wellbeing and fully mediated the relationship between academic procrastination and academic performance. Thus, high procrastination leads to decreased performance and subjective wellbeing both directly and indirectly through increased test anxiety, leading to decreased performance and subjective wellbeing.Significance/discussions: As a result of theoretical and practical investigations, it emerges that joint action of educational actors is required in the generation of effective educational strategies for the prevention and control of procrastination and evaluation anxiety, given the fact that both a high level of procrastination as well as assessment anxiety led to the decrease of students' wellbeing, to the registration of low academic performances. In the long term, disruptive behavior (procrastination and anxious behavior) could generate low social and professional performance, which is a research question for a future longitudinal study.

Inclusive leadership has become a key paradigm in contemporary educational management, promoting equity, collaboration, and responsiveness to diversity. This study investigates how inclusive leadership is perceived and applied by educational leaders in the Romanian K-12 education system, while focusing on both operational leaders (teachers) and strategic leaders (principals and school inspectors). Based on a cross-sectional, non-probabilistic sample of 296 respondents, the research employed a quantitative methodology, including descriptive statistics, independent samples t-tests, multiple linear regression, and k-means cluster analysis. These methods were used to examine differences in perceptions, the influence of managerial experience and training, and the level of acceptance of inclusive leadership practices. The findings reveal significant perceptual gaps between teachers and strategic leaders, especially regarding the importance of concrete actions associated with inclusive leadership. While formal training and managerial seniority had no significant effect on acceptance levels, a critical relationship has been identified between awareness of implementation challenges and a reduced enthusiasm for the model. The study proposes a typology of three leadership profiles, specifically, practical, strategic, and adaptive, and emphasizes the need for differentiated professional development strategies tailored to each profile. These results contribute to a better understanding of how inclusive leadership can be more effectively embedded in diverse educational contexts through systemic support, reflective practice, and policy alignment.

Focusing on time management is essential to making student learning worthwhile. Rigorous time management allows students to discover more controlled than task and activities or activities or daily. Our study aims to investigate teachers' perceptions of managing students' learning time, both in and out of the classroom. Knowing that time management is based on three pillars, namely: planning, organization, and the results of the study highlight the need for students to learn time management with an emphasis on: learning to set priorities, self-monitoring/self-responsibility. management according to a set schedule, the daily distribution of learning times and free time according to one's own needs. At the same time, it is necessary to involve teachers in the formation of effective time management skills and abilities in their students, in order to avoid procrastination. At the same time, the counseling of parents by teachers on the proper management of their children's learning and leisure time is a necessity to make learning more efficient for school-age children.

The need to educate the young generation in the spirit of universal, moral-aesthetic and heritage values can sometimes seem in opposition to educating them on the dimensions of liberalism and decision-making independence both personally and socio-professionally. In contemporary society, accepting pluralism and diversity as forms of manifestation in all spheres of our life is a normality, which does not exclude the need for values education. The attachment to values such as: love, truth, respect, responsibility is formed over time as a result of their cultivation, the achievement of a healthy, sustainable education for the world and life. The study aims to investigate/identify the impact of cultural activities on quality moral, intellectual, aesthetic, intercultural education. Not infrequently, cultural practices are perceived as positive or negative, depending on the quality of the activities carried out and the target audience to which they are addressed. The results of the case study show us the responsible involvement of the leadership of the Culture institutions in Bistrița-Năsăud county, Romania, in the realization of quality cultural activities, with a direct impact on the young and adult population in terms of cultivating respect for Romanian cultural values in in general, Transylvanians in particular, of intellectual, moral and aesthetic education. The beneficial impact of the cultural activities carried out at the level of the three culture institutions investigated was due to the promoted cultural marketing and the management of knowledge and quality information.

Given the importance of outdoor educational practices for the psycho-physical development of young preschoolers, the question arises whether the interdisciplinary formative action would have other benefits, such as social inclusion, if it were carried out predominantly in free, open spaces. The present study investigates the perceptions of teachers on the dimension of outdoor education in an attempt to establish the benefits, the degree of efficiency in optimizing preschooler learning, as well as their holistic psycho-physical development. It is also of interest to identify constraints or disadvantages of this type of education, which has as its specificity the organization of the instructive-educational action outdoors. The interpretation of the data reveals the undeniable contribution that outdoor education has on the development of preschoolers as a whole. At the same time, difficulties in its implementation have been identified due to the unpredictability of the physical-geographical environment, resource management, especially on the child-child interrelational dimension. Thus, effective outdoor learning requires certain types of outdoor space, certain attitudes and practices on the part of adults, high levels of direct involvement of teachers in the work with children. Although effective pedagogy maintains a balance between structured games and unstructured activities, the current orientation is towards capitalizing on a dynamic interaction of children with their own learning experiences, including from the point of view of cognitive acquisitions.