This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies. Methods: 300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers’ questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers’ behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16. Results: (1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network. Conclusion: Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers’ intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.

Domestic chores are a topic of great interest for couple relationships since they are a source of conflict between intimate partners. The purpose of the present research is to investigate offering and asking for help with domestic chores and the respondents’ tendency to be intuitive or verbal or to do chores alone. A vignette applied to children and married adults. The respondents were 116 boys and 116 girls and 110 male partners and 300 female partners, who completed individual questionnaires, online using Google Forms, regarding helping behaviour. Research findings indicate that men are more verbal and women are more intuitive when offering help, but when asking for help with domestic chores, men and women are statistically similar. The present research raises questions about the role of gender differences in couple relationships, and about educational solutions for couples and provides opportunities for future research.

We address in this work the relationship between the perceived demands of the teaching profession as they are conceptualized by job demands-resources model and the teachers coping strategies activated in on-site and online teaching. The participants (N=127) were a convenience sample of Romanian teachers. Specifically, we found that the teaching demands are perceived as being more challenging in online environment when teaching involves interacting with talented children, with children with behavioural problems or with abandoned children. Teachers from rural areas perceive the online teaching of talented children more demanding compared to teachers from urban areas and there are correlations between the teachers' seniority and the teaching demands. The obtained results also showed that some teaching demands in online situation correlate significantly with certain coping strategies (e.g. the positive reappraisal coping strategy is activated by teachers who perceive the different levels of children's development as being challenging in online situation, and the acceptance strategy is used by teachers who resent an increase in teaching workload due to children who disturb the activity in the classroom). These findings are discussed in order to develop strategies to enhance the quality of teaching practices.

We address in this work the role touch interfaces could play in reducing the inequalities motor disabled students confront with. To this end, we conduct a between subjects experiment, involving students with motor disability and able bodied participants, investigating both the attitude and the self-efficacy with respect to the utilisation of touch technology in the everyday life. We rely on the well-established relationship between attitude, self-efficacy, and actual performance in order to explore strategies for increasing the actual performances through psychological means. The statistical analysis indicates significant differences between subjects with motor impairments and able bodied participants in the case of both attitude and self-efficacy. We connect these outcomes with strategies for reducing the inequalities for the students with motor disabilities in the context of educational activities.

Empathy plays a pivotal role in fostering harmonious development among children. The present study aimed to explore the relationships among empathy, friendliness, and group inclusion in third and fourth-grade students, as well as to identify factors influencing students' inclusion or exclusion within peer groups. The study involved 78 students from third and fourth grades in two counties in Romania. Data were collected through self-reported questionnaire measuring empathy and friendliness, and a sociometric test to assess group inclusion. The questionnaires were completed under the supervision of a teacher. Quantitative data analysis was processed to validate the relationship between variables. The factors influencing students' inclusion or exclusion within peer groups were identified through qualitative analysis of the recorded responses from the sociometric test. Results revealed positive correlations between cognitive empathy and friendly demeanour, as well as between the level of comfort intention (one dimension of empathy) and inclusion in group activities. Personality traits (such as friendliness, humour, kindness, cheerfulness, creativity) emerged from the qualitative analysis as primary criteria used by children for group inclusion or exclusion. These findings not only inform classroom practice but also contribute to theoretical understanding, with quantitative results confirming findings from previous research. Teachers are encouraged to use these scientifically validated results to address group management issues. Based on these findings, researchers can focus on future investigation of these variables.