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.

Academic functioning in university students emerges from the interplay of motivational, self-regulatory, emotional, and contextual processes. The present study examined the network structure linking academic motivation, self-regulated learning, academic engagement, academic burnout, generalized anxiety, self-esteem, and students’ ratings of instruction. Participants were 530 university students from Western Romania (Mage = 28.86, SD = 9.75; 87.5% women). Data were collected through an online cross-sectional survey using validated self-report instruments. A Gaussian Graphical Model was estimated using the EBICglasso procedure to examine the unique associations among the study variables and their relative structural importance within the network. The results indicated a moderately dense psychological network, with academic burnout emerging as the most structurally central node. Intrinsic motivation toward achievement, identified regulation, and performance control were positioned within the adaptive core of the network, whereas burnout, anxiety, amotivation, and low self-esteem clustered within the maladaptive region. Academic engagement occupied an intermediary position linking motivational and self-regulatory processes. Overall, the findings support a systems-oriented interpretation of academic functioning, suggesting that burnout represents a key convergence point in students’ psychological functioning, while self-determined motivation and self-regulated learning may serve as protective processes. These results highlight the value of network analysis for identifying psychologically meaningful intervention targets in higher education.

The present study investigates the twofold effect of home–work spillover on life satisfaction through intrinsic work motivation and meaning derived from work, with family flexibility as a moderator. Based on Self-Determination Theory and the Work–Home Resources model, we test a moderated parallel mediation model whereby both positive and negative spillover from home affect life satisfaction through motivational and meaning pathways, depending on the level of family flexibility. 735 working adults completed validated measures of work-related flow, work meaning, home–work interaction (negative and positive), family flexibility, and life satisfaction. PROCESS macro (Model 59) via 5000 bootstrapped samples indicated that home negatively influencing work was associated with lower life satisfaction, mainly via reduced work meaning, particularly for individuals with low family flexibility. Conversely, positive work–home interaction was associated with higher work meaning and, indirectly, greater life satisfaction, with this effect being stronger when family flexibility was lower. Intrinsic motivation was associated with life satisfaction through mediation only when family flexibility was higher. These results indicate work meaning and family context compensatory and buffering effects on well-being. The research adds to integrative work–life interface models by delineating conditional psychological processes that enable employee flourishing.