This study explores the relationship between addictive behaviors, online behaviors, and adolescents’ ability to manage conflict. Effective conflict management is influenced by emotional self-regulation, empathy, and the digital environment. The literature suggests that deficits in these areas may exacerbate antisocial behavior and social adjustment difficulties. This study evaluates the influence of emotional intelligence, addictive behaviors, and online behaviors on conflict management. The hypotheses include adolescents with a high level of emotional adjustment who manage conflicts more effectively (H2) and that addictive and problematic online behaviors increase the risk of conflict escalation (H1, H3). The research involved 403 adolescents, selected through non-probabilistic methods using structured questionnaires. Statistical analysis included normality tests, Spearman’s correlations, and Mann-Whitney U tests to identify group differences. Adolescents with high emotional adjustment obtained significantly higher scores in conflict management and emotional self-regulation. Addictive and problematic online behaviors are associated with more significant difficulties in conflict management. Adolescents involved in minor crimes demonstrate deficits in emotion and conflict management. The results confirm the essential role of emotional intelligence in conflict management and the negative impact of addictive and problematic online behavior. Educational interventions promoting emotional intelligence development and responsible use of technology can reduce antisocial behaviors and improve adolescents’ social adjustment.

This research examines the impact of parental communication and education on the aggressive behavior of adolescents and their attitudes toward morality, from an interdisciplinary perspective. The study aims to investigate the relationship between parental attitudes towards aggressive behaviors, the disciplinary styles used, and the school adaptation of adolescents. The central hypothesis is that a parenting style based on open communication reduces aggressive behavior and improves moral attitudes. Methods. The method involved a cross-sectional study on a sample of 403 adolescents, using structured questionnaires to assess parental communication, attitudes towards aggression, school experience, and aggressive behaviors. The findings revealed a significant positive association between parental tolerance of aggression and adolescents’ aggressive behaviors (r = 0.280, p < 0.001). In contrast, open parental communication was positively related to school adaptation (r = 0.348, p < 0.001). Moreover, negative school attitudes were strong predictors of aggressive manifestations (r = −0.374, p < 0.001). The conclusions emphasize the importance of parental intervention programs that promote effective communication and reduce tolerance of aggressive behaviors, thereby fostering the development of prosocial behaviors and healthy moral attitudes in adolescents.

At the current stage, the knowledge and use of Romanian literature through literary texts becomes a mandatory desideratum of modern society. A major change in the field of teaching and learning in the primary cycle in Romania is the transition from grades to qualifiers. Extending the process from product verification and appreciation, such as literary text, to the teaching-learning process, is a fundamental change in the way we understand and practice the learning of literary text in education. In recent decades, learning the literary text has certainly been a field of polarized research, especially with the adoption of the teaching-learning-evaluation process of the literary text based on competences in the school curriculum, which involves a centering on the student through his interest in methodological valorization of the literary text, primarily at what he learns and how he learns it, rather than what he is taught. In the context of productive formative education we are concerned about the student and his attitude towards the immanent values of Romanian literature. There is a need to use the literary text as a basis for knowledge of the linguistic environment, taking into account the category of literary text in functional aspect. Learning literature in the primary cycle becomes a current theme for contemporary education. Exploration of the literary text in practice must conform to the intellectual and aesthetic needs of students and contribute to the harmonious development of their personality. Learning literature involves the ability to produce, to elaborate oral and written literary messages in various communication situations, to discuss on the basis of readings, to express opinions, to express opinions, thoughts and feelings. In this context, the methodological valorization of the literary text within the learning of the Romanian literature aims to form in pupils a perfectly shaped communicative and literary culture.

This study investigates cultural attitudes and values across respondents from the United States and Romania. Drawing on cross-cultural psychology, modernization theory, and comparative survey methods, the research applies descriptive statistics, chi-square tests, and Likert-scale analyses to identify areas of convergence and divergence between the two societies. The sample included 315 participants, of which 164 American and 151 Romanian students, attending master's programs in the fields of social work and psychology. In this research, we aimed to identify the main sets of values, principles, or attitudes acquired through university educational programs, which prepare graduates to practice their profession internationally. Results indicate both similarities in broad cultural orientations and significant differences in value priorities, with implications for theories of cultural persistence, modernization, and democratic development. The findings contribute to the growing literature on cross-national survey research and highlight methodological considerations for comparative studies.a

Forming motivation for learning literary language in primary school students is a complex process that involves an integrated approach between innovative teaching methods, attractive content and emotional involvement of the child. The motivation of students in the primary cycle for acquiring literary language is an essential aspect of the development of linguistic and cultural competences. Studies in the field of psycho-pedagogy and educational linguistics emphasize the multiple dimensions of motivation and the strategies through which it can be stimulated in the school context. We aim to analyse effective teaching technologies in developing motivation and interest in literary language, highlighting the essential role of the teacher, the educational context and the literature for children in primary education, to synthesise the theoretical foundations of this process, with explicit references to the importance of forming intrinsic and extrinsic motivation for learning literary language. My personal conclusion is that the emphasis is on interactive didactic strategies, adapted to the age and level of cognitive, affective and linguistic development of children. Through an integrated approach to literary content, the aim is to stimulate students’ interest in reading and artistic expression. In my opinion, the formation of motivation for the acquisition of literary language is an essential component of the cultural and linguistic formation of the student.In primary education the development of motivation for its appropriation has a crucial role in shaping the skills of expression and reception of aesthetic messages. The teacher is the main key in facilitating contact with the literary text through methods that cultivate not only understanding, but also appreciation of artistic value. My opinion is that the formation of motivation for the appropriation of literary language in the primary cycle cannot be achieved without a diversified methodological approach centered on the student.