Review of Psychopedagogy

Role and interdependence between suggestibility–anxiety, and intellectual level in the structure of personality

2025-12-28T07:31:32+00:00

The present study aims, on the one hand, to demonstrate the relationship of dependence between the level of intellectual development and the degree of suggestibility and anxiety, and, on the other hand, to elucidate the position and functional complexity of suggestibility and anxiety within personality structures. In order to validate or refute the initial assumptions, we administered assessment instruments to two groups of participants: primary and lower secondary school students with typical intellectual functioning and students with intellectual disability. The analysis was also conducted from the perspective of the participants’ gender. The results obtained were analyzed both separately for the two groups and comparatively.

Gender differences in the personality traits of children with mild intellectual disability- educational and psychological implications

2025-12-28T07:31:31+00:00

The organization of the personality of children with intellectual disabilities and the identification of the ways in which this determines gender differences in behavior, in general, and in educational behavior, led the research approach. 66 children at puberty aged between 11-14 years old and diagnosed with mild intellectual disability participated in the study, being gender differentiated in two equal research groups. The results indicated significant differences according to gender regarding the traits - Succorance (need for help), Deviation (deviant behavior, behavior problems) and Neuroticism. The results of the research guide the educational interventions at the family and school level, but also the psychotherapeutic interventions regarding the decrease of the personality decompensation risk in the case of the child with mild intellectual disability.

Exploring the Prevalence and Structure of Language Disorders in Children with Intellectual Disability in Romania

2025-12-28T07:31:31+00:00

The study presents a quantitative analysis of language disorders in children with intellectual disabilities, based on data obtained through speech–language assessments administered to a sample of 92 participants (21 preschoolers and 71 school-age children). The results highlight a heterogeneous developmental profile, with a predominance of boys and a wide age range among the school-age group. The speech–language diagnoses indicate a high prevalence of pronunciation/articulation disorders and nonverbalism, followed by severe delays in language development. The analysis of affected phonemes reveals that the sounds /r/ and /ʒ/ are most frequently impaired, followed by /ʃ/ and /z/, confirming the articulatory and phonological difficulties of the evaluated children. The typology of articulatory errors reveals phoneme substitution as the dominant pattern, followed by omission and, to a lesser extent, distortion. These findings support the hypothesis of a complex deficit that includes both phonetic–articulatory components and phonological processes, underscoring the need for differentiated speech–language interventions adapted to the child’s cognitive level.

Attitudes toward mental disorders, humor styles, and quality of life in adolescents involved in the “Mind the Mind” project

2025-12-28T07:31:30+00:00

The present study investigated the relationships between students’ attitudes toward individuals with mental disorders, humor styles used as coping mechanisms, and quality of life.
A correlational-comparative quantitative design was applied to a sample of 293 students aged 15 to 17 from two high schools in Brașov. The instruments used were the CAMI Scale for assessing attitudes toward individuals with mental disorders (Taylor & Dear, 1981), the HSQ Scale for humor styles (Martin et al., 2003), and a self-developed scale for quality of life. Exploratory factor analyses confirmed the structure of the three scales, and Cronbach’s Alpha coefficients indicated adequate internal consistency (α ranging from .52 to .78).
Results showed that affiliative humor was positively correlated with quality of life, whereas aggressive and self-defeating humor were negative predictors. Social restrictiveness and authoritarianism were significant predictors of aggressive humor, which in turn was negatively associated with benevolence. Gender differences analysis revealed that males scored higher on authoritarianism, social restrictiveness, and aggressive and self-defeating humor, while females scored higher on benevolence. Differences between school profiles indicated higher benevolence scores among students from Science College compared to those from Technical College.
The study supports the hypothesis that humor styles and attitudes toward individuals with mental disorders are interconnected and influence students’ quality of life. Affiliative humor emerges as a protective factor for psychological well-being, while aggressive and self-defeating humor represent risk factors associated with authoritarian and restrictive attitudes and lower benevolence. The findings highlight the importance of educational and socio-emotional interventions that promote positive humor styles and prosocial attitudes to reduce stigmatization and increase the social inclusion of individuals with mental disorders.

Career Discrepancy, Burnout, and Well-Being in Psychology and Educational Sciences Students: A Mediation Model

2025-12-28T07:31:29+00:00

The present study examined the associations between career discrepancy, burnout, and well-being among undergraduate students in psychology and educational sciences and tested whether burnout mediates the relationship between career discrepancy and well-being. The sample included 997 students (19% men, 81% women; M age = 21.37, SD = 3.71) enrolled at the University of Bucharest and the University of Craiova. Participants completed measures of career discrepancy, burnout, and well-being. Results showed that of the four discrepancy dimensions, only ability discrepancy showed a significant direct negative association with well-being. However, burnout significantly mediated the relationship between three of the four dimensions - achievement, standards, and ability discrepancy - and well-being, indicating that perceived misalignment between career expectations and current capabilities or progress contributes to reduced well-being primarily through increased burnout. Effort discrepancy did not demonstrate a mediating effect. These findings underscore the psychological impact of career-related misalignments in students preparing for highly regulated professional fields. The results highlight burnout as a key mechanism linking career discrepancy to diminished well-being and point to the need for targeted career counseling and institutional interventions aimed at expectation management, resilience building, and support during the university-to-work transition.

Universal Design for Learning (UDL) in Romanian Dual Education: The Role of Basic Psychological Needs and Self-Perception in Student Engagement

2025-12-28T07:31:27+00:00

This study examined the role of Universal Design for Learning (UDL) in shaping engagement among Romanian dual-education students. A sample of 433 adolescents (aged 15–19) completed measures of perceived UDL principles implementation, basic psychological need satisfaction, self-perception, and learning engagement/disengagement. Results showed that UDL implementation positively predicted student engagement, but also, unexpectedly, learning disengagement. UDL was strongly associated with satisfaction of autonomy, competence, and relatedness needs, as well as with students’ self-perception. Mediation analyses indicated that psychological need satisfaction, especially competence, explained the link between UDL and both engagement and disengagement, while self-perception mediated only the relation with disengagement. These findings suggest that UDL has meaningful motivational benefits in dual-education contexts, but inconsistent or unbalanced implementation may contribute to ambivalent outcomes. Strengthening coherent, autonomy-supportive, and competence-enhancing practices is essential for maximizing the positive impact of UDL on adolescent learners.

Aggressive behaviors and supportive interactions in the school environment

2025-12-28T07:31:26+00:00

The present study, a descriptive cross-sectional study, investigates students' perceptions of aggressive behaviors, bullying and supportive relationships in the school environment. The sample consisted of 124 middle school students, who completed a self-assessment questionnaire with 22 Likert-scaled items (1 = "never", 5 = "very often"). The descriptive analysis focused on item frequencies and means (M) and standard deviations (SD). The results show that 73% of students reported the absence or rarity of experiences of verbal, physical or relational aggression (M = 1.87, SD = 0.76). Only 15% admitted to frequent involvement in their own aggressive behaviors (M = 1.61, SD = 0.68). In contrast, 63% of students reported frequent experiences of peer support and friendship (M = 3.82, SD = 0.94). Also, 80% of participants did not face negative social pressures (M = 1.45, SD = 0.59). The study's conclusions emphasize the importance of developing educational programs to prevent bullying and strengthen peer relationships. The recommendations aim at implementing socio-emotional activities, awareness campaigns and the active involvement of teachers and parents, in order to maintain a safe, supportive and inclusive school environment.

Specific elements of self-esteem in blind adults who practice martial arts

2025-12-28T07:31:25+00:00

The aim of the present study is to analyze the level of self-esteem among blind adults who practice martial arts (ju-jitsu), by examining the relationships between self-esteem and self-perception as interconnected aspects. Additionally, the study investigated the relationship between the participants martial arts rank (belt level) and their self-perception. The study included 10 adult participants aged between 19 and 65 years (M = 43.70, SD = 14.39), consisting of 5 men (50%) and 5 women (50%). The research employed a cross-sectional, descriptive, and correlational design, representing a micro-study. The instruments used were the Rosenberg Self-Esteem Scale and the Self-Perception Profile for Adolescents. The results indicated a positive association between self-esteem and self-perception, particularly in the dimensions of social competence and romantic appeal. Moreover, the martial arts rank was positively correlated with the level of self-perception. The implications of these findings were discussed in relation to the promotion of martial arts as a means of supporting the personal and social development of individuals with visual impairments, as well as possible intervention directions for specialists and practitioners in the field of special education and rehabilitation.

Predictive factors of the attitude of private and special education specialists towards the integration of educational software in speech therapy

2025-12-28T07:31:24+00:00

Artificial intelligence has been used increasingly over the past decade in therapy programs for children with neurodevelopmental disorders such as intellectual disabilities and language disorders. In the present study, we propose to investigate the views of specialists in the field of special psychopedagogy regarding the integration of AI/educational software in speech therapy. To achieve this goal, we created a questionnaire, then identified potential predictors of these attitudes. The results revealed a positive attitude towards the integration of educational software in speech therapy among specialists with more than 10 years of experience.

The indirect effect of spiritual well-being on the relationship between interaction with persons with disabilities and negative attitudes in a Romanian sample

2025-12-28T07:31:23+00:00

The present study aimed to examine the potential indirect effect of spiritual well-being on the relationship between interaction with persons with disabilities and negative attitudes toward individuals with disabilities. The research was conducted on a sample of 352 participants from Romania, aged between 18 and 70 years (M = 27.51, SD = 8.90). Participants completed psychological instruments assessing the main constructs of interest, along with a series of socio-demographic measures. The findings indicated significant associations between the key variables and further revealed that spiritual well-being had a significant indirect effect on the relationship between interaction with individuals with disabilities and negative attitudes toward them. The results are discussed in relation to existing theoretical frameworks, and both theoretical and practical implications are outlined.

Inquiry-based learning in science classes: challenges and benefits

2025-12-28T07:31:22+00:00

This article aims to investigate the way sciences are taught in Romanian schools and to find out whether inquiry-based learning is frequently used. For this purpose, TIMSS data collected in 2019 has been used. The participants were 610 science teachers, from 194 schools, situated in different regions of the country. The research demonstrated that most teachers (422 respondents) involve their students in scientific experiments occasionally. Considering such findings, we also conducted a qualitative research in our attempt to identify the possible reasons why teachers are reluctant to use the investigative method. This interview-based study was held at a school where students are annually involved in inquiry-based science projects. The participants were science and primary school teachers who implemented such learning activities. The aim was to identify the perceived challenges teachers deal with in inquiry-based science activities and the way such activities benefit their students. The main challenge teachers face is that inquiry-based learning is time consuming. The lack of practical skills and the students’ inability to identify laboratory equipment also prove problematic. Teachers also refer to issues related to the unpredictability of learning through inquiry and class management challenges associated with this type of learning.

Adaptive and Social Communication Skills of Children Diagnosed with ASD from the Perspective of Parents and Teachers

2025-12-28T07:31:21+00:00

Improving social communication is a common goal of autism-related services. However, it remains unclear whether existing approaches to social communication align with the perspectives and priorities of parents and teachers. The perspectives of parents and teachers regarding the characteristics and priorities of social communication in children with autism were gathered in our study through questionnaires focusing on the adaptive skills of children aged 6 to 10 diagnosed with ASD, as well as their social communication abilities. Our results illustrated differences in perspective between the two groups regarding the general characteristics relevant to diagnosis (e.g., social skills p<0.001, self-regulation p<0.001, overall adaptive functioning level GAC p<0.001). A possible explanation for these results is that parents of children with ASD tend to overprotect them, which prevents children from experiencing many things. Consequently, these children tend to develop a preference for solitary play, limited interaction with peers, and reduced eye contact. Therefore, a mentoring program for parents and teachers should be implemented, aimed at establishing an objective perspective on the symptomatology and social competence development of children with ASD. This highlights the practical value of our study.

Longitudinal Analysis of Sandplay Therapy Outcomes in Children with ASD and ADHD

2025-12-28T07:31:20+00:00

This study investigates the outcomes of Sandplay Therapy in children diagnosed with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). Using a longitudinal design with five case studies, the research examined how the creative use of sand and miniatures enhances emotional expression, social engagement, and cognitive flexibility. Findings show consistent progress in emotional self-regulation, attention span, social interaction, and expressive language. Over time, children’s symbolic constructions became more coherent and meaningful, reflecting improved emotional integration and a stronger sense of self. Parents observed decreased anxiety and impulsivity, in agreement with therapeutic observations. The study underlines the value of Sandplay Therapy as an inclusive psycho-pedagogical approach that nurtures creativity, balance, and personal growth in children with developmental challenges.

Factors Influencing the Development of Expressive Language in Children with Autism Spectrum Disorder: A Descriptive Study

2025-12-28T07:31:19+00:00

The study aimed to identify the relationships between cognitive functioning, receptive–expressive language, and communication level in children with Autism Spectrum Disorder (ASD). The research involved a homogeneous sample of 60 children aged 5–6 years, with a mean diagnostic age of 3.6 years. Standardized cognitive-verbal and language assessment tools were used. Nonparametric analyses were applied due to non-normal data distributions. Findings revealed a global developmental delay (cognitive-verbal age ≈ 27 months) and a receptive profile superior to expressive. Strong positive correlations were found between IQ and communication (ρ = .934), confirming cognition as a key predictor of adaptive language. All girls exhibited severe forms, while 25% of participants showed developmental regression. Overall, results support the cognitive–linguistic unity hypothesis and highlight the need for structured speech therapy focused first on receptive comprehension, followed by expressive language expansion and the use of augmentative and alternative communication (AAC) systems.

Exploratory survey on academic motivation and career intentions among Students in Special Psychopedagogy

2025-12-28T07:31:16+00:00

The purpose of the present survey is to examine the extent to which students at the University of Bucharest (UB), Faculty of Psychology and Educational Sciences (FPES), enrolled in the Special Psychopedagogy (SPP) program, genuinely intended to pursue this major and to what degree their chosen specialization aligns with their professional aspirations. The first objective is to determine whether the interviewed students had initially chosen this specialization, or they were redirected to it through the redistribution process. The second objective is to identify their professional and career options, as well as to determine how many of the students intend to continue their academic journey and to what level. A total of 71 students took part in the research, aged between 19 and 51 y.o., 95.8% of whom were female and 4.2% male. All participants are students of the FPES, SPP program, University of Bucharest. The main findings indicate that although less than half of the respondents have selected SPP as their first option upon admission, over 85% of them expressed a desire to work in the field of Special Psychopedagogy. A better understanding of how students choose their specialization and how this correlates with their career intentions can help to improve several aspects such as the quality of teaching, the relevance of practical activities, opportunities to work with people with disabilities, and the sense of belonging to a real professional community.

Argumentation of the use of educational software in the mediation of language disorders in students with intellectual disability

2025-12-28T07:31:15+00:00

Communication is produced through language, language being also an instrument of thought. The correction of speech and language disorders, in general, stimulates the psychic development of the individual, his integration in activity and life, leads to the affirmation of the personality on a social and cultural level. Speech therapists are increasingly challenged in offering and performing high-quality speech therapy for the correction of people with language disorders. The computer can be an excellent game partner and a good "educator" and its intervention, depending on the variety of programs used and the involvement of psychopedagogical factors, will be reflected in the shaping of the child's personality. Our results illustrated significantly higher performance in language development at all levels for the group that received the Logopedix software-based intervention compared to the control group. These results can be used in the development of new psychopedagogical intervention programs involving multiple specialists.