Studia Doctoralia https://www.studiadoctoralia.ro/index.php/sdpsych <p>Studia Doctoralia Psychology and Educational Science is the official journal of The Doctoral School of Psychology and Educational Sciences, University of Bucharest, Romania, published by the&nbsp;<a href="https://doctorat.fpse.unibuc.ro/" target="_blank" rel="nofollow noopener" shape="rect">Doctoral Centre for Interdisciplinary Research, Innovation and Sustainable Development (CCIIDD)</a>.</p> <p>Studia Doctoralia is indexed&nbsp;by Google Scholar, ROAD (Directory of Open Access Scholarly Resources) and <a href="http://www.scipio.ro/about">SCIPIO</a>&nbsp;(Scientific Publishing &amp; Information Online; CNCSIS - UEFISCDI&nbsp;institution).</p> <p>Studia Doctoralia is also registered in <a href="https://journals.indexcopernicus.com/search/form">ICI World of Journals database</a> (Index Coperncius&nbsp;International).&nbsp;</p> <p>All articles will receive a DOI indexed by&nbsp;<a href="https://search.crossref.org/" target="_blank" rel="nofollow noopener" shape="rect">CrossRef</a>.</p> University of Bucharest, Faculty of Psychology and Education Sciences en-US Studia Doctoralia 2248-3896 Modeling the Covid-19 epidemic in Romania https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/102 Mihnea Cosmin Muraru Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 1 3 Social integration of children with and without ASD in their first school year https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/103 <table> <tbody> <tr> <td> <p>The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham &amp; Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer&amp; Skinner, 2003).&nbsp; Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.</p> </td> </tr> </tbody> </table> Alice Florentina Pruteanu Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 4 16 Job Satisfaction and Commitment at the Workplace. Perceived Organizational Support as a Moderator https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/104 <table> <tbody> <tr> <td> <p>This paper has as main purposes the examination of the moderating role of the perceived organizational support in the relation of job satisfaction with job commitment for all participants, respectively, for the group consists of intens and volunteers. Sample has 157 participants aged between 20 and 68 (M=30.52, SD=10.14), both men (28%) and women (72%). The moderating effect is statistically significant on the relationship mentioned above only for the group of interns and volunteers, but not at a global or vocational level. Also, a significant positive relationship is observed between satisfaction and commitment. In addition, there is a stronger link between job satisfaction and continued type for non-vocational jobs than vocational ones.</p> </td> </tr> </tbody> </table> Alia Ionita Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 17 23 The role of Emotion Regulation on the link between False Memory and Decision Making https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/105 <table> <tbody> <tr> <td> <p>Current research is based on an experimental two-stage condition. The main objective is to investigate how false memories influence the decision making process, but also the role of emotional regulation in the mentioned relationship. The experiment is based on the DRM paradigm. Participants were aged 18-50 and were divided into two experimental groups. The study investigates both everyday life decision making strategies and those involving taking risks, according to Prospect Theory. The results show that false memories influence decision making process, especially regarding risky ones, but did not support the moderating role of emotion regulation in decision making process under the condition of false memories. The implications of research highlight both the people’s suggestibility and the type of emotional state they should have in order to maintain their trust on false memories.</p> </td> </tr> </tbody> </table> Tiana Voicu Andrada Busuioc Alexandra Chirila Maria Nedelcu Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 24 33 The academic climate and student-teacher relationship as determinants of academic motivation https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/106 <p>In this study we focus on the university students and the factors that influence their academic motivation. The participants were 202 students from different universities and specializations, 167 females and 35 males, aged 18-31 years, M = 21.33, SD = 2.15. We used Perceived Academic Climate Scale (Felner, 1993), Teacher-Student Relationship Scale (Brinkworth et al., 2018), and Academic Motivation Scale (Vallerand et al., 1992). Our objective was to identify the relationship between academic climate, teacher-student relationship (TSR), and academic motivation in the university environment, and to investigate the influence of the career anxiety on the academic motivation of students. The results show that anxiety regarding future career can moderate the relationship between school climate and academic amotivation and also between TSR and academic motivation.</p> Ruxandra Toma Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 34 46 The role of Dark Triad of personality in the relashionship between attachment type and leadership style https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/107 <table> <tbody> <tr> <td> <p>Leaders can be found at any hierarchical level of the organization, representing a determinant factor in the global performance and their subordinates’ level of job satisfaction. The present study aims to investigate the relationship between the leader’s attachment type and his leadership style, but also try to understand how this relationship can be impacted by the presence of accentuated personality traits.&nbsp; In this regard, data was collected using a set of self-report instruments (N = 110) from a sample consisting of 72 women (65.5%) and 38 men (34.5%) which take part in NGOs, between the ages of 19 and 43 years old. Results showed that the anxious attachment type significantly and negatively predicts efficient leadership styles, as opposed to the avoidant type that doesn’t seem to share such effects. Moreover, neither of the two insecure attachment types could significantly predict the leader’s inefficacy. Regarding to the effect that accentuated personality traits may exhibit, results indicated that Machiavellianism is the only dark trait which has a moderating effect on the relationship between attachment type and leadership style, but only at a lower level of the trait and in a way that reduces the efficacy of the avoidant leader. These results are characterized by a considerable practical importance, mainly in the fields of psychologists and social workers’ activity, in organizational selection and training.</p> </td> </tr> </tbody> </table> Ecaterina-Bianca Dumitrascu Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 47 64 Effects of Negative Emotions on Cognitive Schemas https://www.studiadoctoralia.ro/index.php/sdpsych/article/view/108 <table> <tbody> <tr> <td> <p>The present study investigates the effect of negative emotions (focusing on disappointment, sadness and regret) on cognitive schemas. The sample consist in students from the University of&nbsp; Bucharest (convenience groups). A univariate unifactorial experimental design was used, as the current study had one independent variable, negative emotions, and a dependent variable, cognitive schemas, which was measured with the Core Beliefs Questionnaire instrument. We applied&nbsp; T test for independent samples, using SPSS. The t test was statistically significant, t (45) = 2.57, p &lt;0.05. The confidence interval (95%) for the difference between the averages is between 2.95 and 24.35. After applying the intervention, the evaluated sample (M = 43.17, SD = 29,074) showed a statistically significant difference compared to the control group (M = 29.52, SD = 11.257). The data collected support the main research hypothesis of the study, negative emotions can bring about changes in certain cognitive schemas by modifying, altering or disrupting them.</p> </td> </tr> </tbody> </table> Marius-Gabriel Amzulescu Andreea-Ionela Chiscop Diana-Nicol Marin Cristina Lare Andra-Maria Popescu Copyright (c) 2020 Studia Doctoralia http://creativecommons.org/licenses/by-nc/4.0 2020-05-31 2020-05-31 11 1 65 69