Studia Doctoralia Psychology and Educational Science

Articles

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  Science and Pseudoscience in Psychology

  Cristina Adina Ene (Author)

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  Abstract

  Science encompasses various disciplines such as astronomy, biology, chemistry, and even psychology. While each field studies distinct subjects, their unity lies not in their content or tools but in their shared approach to understanding the natural world. Psychology fits into this scientific framework by examining human behavior through systematic observation and analysis (Breakwell et al., 2006; Price et al., 2017).

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  Job Performance Based on the Job Demands-Resources Model (JD-R): Differences in Physicians’ Performance Before and During COVID-19 Pandemics

  Andreea Raluca Adam, Florinda Golu (Author)

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  Abstract

  The present study aims to investigate the extent to which demands and resources at work affect the job performance of doctors and the extent to which there may be other variables such as family support and job crafting that may be associated to job performance. We also aim to observe the effects of the Covid-19 pandemic in the physicians' job performance. A numaber of 227 physicians from public clinics and hospitals completed a set of questionnaires measuring job performance, job crafting, and family support. Of these, 123 participated in the study during the Covid-19 pandemic, and the remaining 104 before the pandemic. The results show that the job demandsresources model predicts the physicians’ performance and job crafting is a significant mediator of this relationship.
  Contrary to our expectations, family support does not moderate the relationship between demands, resources and job performance. The comparison between groups showed higher levels of work pressure, emotional demands and constraints for the physicians assessed pre-pandemic and also for feedback, social support, feedback from supervisors, and development opportunities for the
  physicians assessed during the pandemic. Unsignificant differences were found in job performance and job crafting. This study brings a new perspective on the JD-R model by introducing a new moderator in the relationship between demands, resources, job crafting and job performance, providing additional understanding of the model by investigating differences between pre- and pandemic groups.

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  Between the Bully, the Victim, and the Witness: The Romanian Adaptation of the Bullying and Cyberbullying Questionnaire (the Short Form)

  Gabriela-Florentina Melinte, Florinda Golu, Adrian Gorbănescu (Author)

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  Abstract

  Bullying and cyberbullying behaviours can vary from physical and verbal bullying to behaviour like online sexting and cyberstalking that are easily perpetuated online. What is truly serious about this problem is the fact that most of the parents don’t even know about this type of behaviours or about the impact it has on their children, even if they are bullies, victims or witnesses to those behaviours. Thereby, this study aims to validate on a population of Romanian young people, aged between 18 and 30, the Bullying and Cyberbullying Behaviours Questionnaire (Short Form) in order to identify in a timely and adequate manner this type of behaviours. Furthermore, this study aims to investigate the relationship between bullying, cyberbullying and moral decisions while offering a deeper understanding on how to prevent this type of behaviours. For testing both convergent and divergent validities, variables such as belligerence and personality were added to the study. Albeit the models proposed in the confirmatory factor analysis didn’t show a
  good fit, the internal consistencies and the convergent and divergent validities indicated acceptable values. It is important to mention however that this study contributes to present literature by introducing a third way of view, more specifically the witness view, a fact that should be considered in the future when it comes to the validation and construction of bullying and cyberbullying scales.

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  Resilience and Meaning in the Relationship Between Life Adversities and Successful Aging – A Mediated Moderation

  Adrian Trică (Author)

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  Abstract

  This study aimed to investigate the moderating role of reappraisal of life experiences and resilience in the relationship between life course stressors and successful aging. The sample comprised 398 individuals, aged 45 – 91 years old. To address the research objective, a quantitative survey was administered, encompassing The Brief Resilience Scale, Successful Aging Inventory, The 
  Meaning-Making Scale, and Life Stressor Checklist – Revised. The findings revealed that moderating relationships were supported by the data, meaning that lifetime stressors and successful aging had negative associations only when participants reported a low level of reappraisal life experiences or low resilience. These findings are in line with existing literature, supporting that reappraisal of traumatic events is associated with fewer posttraumatic stress symptoms and higher levels of posttraumatic growth (Cromer & Smyth, 2010; Park & Ai, 2006). The results contribute to a better understanding of how interventions can be designed to promote subjective
  successful aging. By promoting positive reinterpretation of events and building resilience, elderly people are more likely to experience successful aging, thus extending their well-being throughout life. 

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  Academic Stress and Aggression. The Moderating Role of Social Support

  Irina Bratu (Author)

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  Abstract

  This study aimed to extend the results from the literature and investigate the moderating role of social support in the relationship between students’ academic stress and aggressive behavior. The participants were 149 students, the majority being female (83%), ranging in age from 18 to 47 years. The instruments used were The Academic Stress Questionnaire, The Aggression Questionnaire, and The Multidimensional Scale of Perceived Social Support. Regression analyses indicate that academic stress partially predicts student aggression. More specifically, academic stress determined by personal factors is significantly and positively associated with only two dimensions of aggression, namely anger and hostility, and academic stress related to other people is significantly and positively associated exclusively with hostility. Also, social support does not significantly moderate the relationship between academic stress and aggression. The explanations regarding this inconsistency with the results of previous research cover various aspects such as: the influence of the culture and socio-economic status of the participants' country of origin, the impact of the predominantly Orthodox religion, accommodation with an online learning model as a result of the Covid-19 pandemic, the autonomous choice of
  higher education studies, the educational specialization in the distinct field of social sciences, but also the high percentage of responses from women, most of whom are in the final year of their undegraduate studies. 

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  Emotional self-regulation in depression and anxiety. The moderating role of empathy

  Andreea Gemănaș, Alina Chiracu (Author)

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  Abstract

  The aim of thist study is to analyze the relationships between emotional self-regulation and the most prevalent psychological disorders at the moment, anxiety and depression. At the same time, we aim to investigate the moderating role of empathy in tjis relationship. The study was conducted on a sample of 145 participants aged between 20 and 46, M = 23.89, SD = 5.33. The instruments
  used were Emotion Regulation Questionnaire, Toronto Empathy Questionnaire, and Depression, Anxiety and Stress Scale (subscales for depression and anxiety). The results highlighted that ineffective emotional self-regulation is significantly and positevely associeted with anxiety. However, emotional ineffective self-regulation was not significantly associeted with depression. According to the results, empathy does not moderate the relationship between innefective emotional self-regulation and anxiety. The results of our study emphasise the necessity for giving a special attention to the factors involved in anxiety and depression, including emotional self-regulation and empathy.