This article underlines the educational aspects that are the most relevant for the emotional development of preschoolers. The emotional and social wellbeing of a preschooler refers to the way that a child thinks of itself and of others, and of the way he feels about other people and himself. Positive emotional experiences that occur between the child and the teacher represent the foundation for the social and emotional development. This concept also includes a child's individual characteristics, but also it includes characteristics of the environment, family and community.

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training and development of social and emotional skills (DeCo-S.E.). Eighteen teachers, involved in the research, were divided into two samples: the experimental group (EG) consisting of 10 preschool teachers who were trained to take up the DeCo-S.E. program, and the control group (GC) including eight preschool teachers who applied the classic educational strategies. The DeCo–S.E. program is aimed at developing social and emotional skills (emotion identification, frustration tolerance), reducing behavior problems, and solving problems with peers as part of the training process. The study also included 142 children in their last year at kindergarten, aged X ± SD 5.87 ± 2.87 years old, divided into two groups: the EG consisting of 74 children to whom the experimental program was implemented and the GC comprising 72 children who did not take part in the training program. In the present study, we applied only the Preschool and Kindergarten Behavior Scales for Teachers (PKBS-2) questionnaire to children in the pre- and post-experimental phases. The results were processed with the statistical software SPSS 22. The analysis of the scores of the questionnaire applied to the children highlighted a significant improvement in EG on both scales. The study reveals the effectiveness of the Development of social and emotional skills programs in preschool children has proven its effectiveness by reducing undesirable/maladaptive behaviours and positively developing socio-emotional skills in preschool children.

Background/Objectives: Academic engagement plays a central role in students’ learning outcomes and persistence in higher education. However, the mechanisms through which amotivation influences engagement remain insufficiently understood, particularly within conditional self-regulation frameworks. The present study examined a conditional self-regulation model in which amotivation predicts academic engagement through forethought and self-reflection under different levels of perceived performance control. Methods: Data were collected from 530 university students from Western Romania. A moderated parallel mediation model (PROCESS Model 59) was estimated to test whether forethought and self-reflection mediate the relationship between amotivation and academic engagement and whether perceived performance control moderates these pathways. Results: The results indicated that amotivation maintained a robust direct association with academic engagement across levels of performance control. Perceived performance control moderated the amotivation–forethought pathway, while self-reflection showed conditional indirect effects depending on control levels. Conclusions: These findings suggest that motivational deficits operate within a context-sensitive regulatory architecture in which control beliefs shape the activation of self-regulatory processes. The results contribute to understanding academic adaptation under motivational constraints and highlight the role of perceived performance control in students’ self-regulation systems.

Background: Children’s resilience is a dynamic, multisystemic process shaped by cultural context, supportive relationships, and family values. In Romania, research on children’s resilience and the role of parental values remains limited. Objective: This study examined the relationship between children’s resilience, socio-demographic factors (parental educational level, economic status, family structure, religious affiliation, and ethnicity), and parental values based on Schwartz’s value model. We hypothesized that socially oriented values (security, conformity, tradition, universalism, and benevolence) would be associated with higher resilience. Method: A cross-sectional correlational study was conducted with 245 children aged 8–15 years (M = 10.58, SD = 1.95) and one parent per child. Children’s resilience was assessed using the Child and Youth Resilience Measure (CYRM-28), parental values using the Short Schwartz’s Value Survey (SSVS), and socio-demographic data through a parental questionnaire. Results: Higher resilience was associated with higher parental educational level and with parental values reflecting conservation and self-transcendence. In the regression model, parental educational level, conservation values, Orthodox religious affiliation, and intact family structure were independently associated with resilience and jointly accounted for 22.6% of the variance. Younger children had higher resilience, but age was not a significant predictor in regression analysis. Conclusions: The findings support the socio-ecological perspective on resilience and provide among the first empirical evidence from Romania that parental values, together with family and cultural resources, are associated with children’s resilience.