Moldavian Journal for Education and Social Psychology <div id="journalDescription"> <p><strong>p-ISSN:</strong> 2559-7620 | e-<strong>ISSN: </strong>2668-0653 | <strong>DOI:</strong> 10.18662/mjesp | <strong>Frequency | </strong>1 issue per year with 1-2 possible supplementary issues</p> <p><strong>Abstracting &amp; Indexing </strong>| CrossRef; RePEc; CEEOL; KVK; WorldCat; Google Scholar; Index Copernicus ICI Journals Master List; EBSCO</p> </div> LUMEN Publishing en-US Moldavian Journal for Education and Social Psychology 2559-7620 <p>Authors who publish with this journal agree to the following terms:</p><ul><li>Authors retain copyright and grant <strong>the journal </strong>right of first publication, with the work simultaneously licensed under a <a title="Creative Commons" href="" target="_blank">Creative Commons Attribution License</a> that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in <strong>the journal.</strong></li><li>Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (<a title="The Effect of Open Access" href="" target="_blank">See The Effect of Open Access</a>).</li></ul><p><strong>The Journal has an Attribution-NonCommercial-NoDerivs<br />CC BY-NC-ND</strong></p><p><a href=""><img class="alignnone size-full wp-image-1601" src="" alt="CC_BY_NC_ND" width="88" height="31" /></a></p> Developing a Competency-Based Model in Relation to the Training Needs of Adult Learners <p>The aim of the paper is to develop an innovative model of learners ' skills from the perspective of adult education. Several categories of skills are involved, as a result of the current holistic approaches in the field of adult education, as well as in connection with the current requirements of society. At the core of the model are several categories of skills, such as communication, scientific, intercultural, entrepreneurial, social and digital. Each type of competence provides the adult learner with the knowledge, skills, values and behaviors to determine professional success. The novelty of the work results from the determination of the categories of skills in accordance with the training needs of adult learners, which ensures their optimal integration in the socio-professional level.</p> Iulian-Ciprian Bertea Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 38 54 10.18662/mjesp/5.1/31 Power-Hungry Characters in Serbian Comedy <p>Every literary work is a complex work of art that aspires to originality, authenticity and individuality. As a subtype of drama, comedy affects the process of shaping its actants with its attributes and conventions. Our research is based on a review of the comedies written by the Serbian writers and the unification of literary-theoretical hypothesis about power-hungry characters. The common theme of the analyzed comedies is power as the key to the transformation of comic characters and the reason for their abandonment of normal life. Power and authority lead characters to act immorally and unreasonably, and unsuccessful attempts to achieve their goal at any cost often bring their lives to the brink of meaninglessness, and make their actions tragicomic. As an outspoken opponent of bureaucrats and people who hide behind the authority and power for the sake of personal gain, Serbian writers found inspiration in the generally present human deformations. Therefore, it is completely normal and natural for the police to be corrupt and semi-literate in their comedies, just as it is completely natural and normal for voters to be bribed before the parliamentary elections, and for private and personal life to become an arena of political struggle for the sake of small goals. The reason for choosing their comedies was affected by the fact that the humor is alive, present, and popular even today as it was during their lifetime. Healthy and eternally young laughter, colorful characters, comic portrayal of human and social flaws (petty-bourgeois mentality, selfishness, love of power, false morals, flattery, snobbery) are the features of their literary works that make them contemporary at any time.</p> Nevena Jevtić Trifunović Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 55 61 10.18662/mjesp/5.1/32 The Importance of the Inclusion of Intercultural Diversity <p>The key issue is how to build an educational system that respects individual diversity while ensuring that diversity is included as much as possible in accordance with our conditions and capabilities. Searching for the structure of commitment, we wanted to diagnose the current state of variables that determine the current predictors that encourage and facilitate the inclusion of intercultural diversity of individuals as well as predictors that prevent equal approach for all cultures in the educational system. The interculturalism limited only on supporting or respecting diversity, will not yield significant results if it does not try to find the conditions for the development of this diversity. Social distance as a product of confrontation might have bad influence on the power of individual consciousness, an important prerequisite for intercultural identity, which is fundamentally built only by communication between two different parties - representatives of different cultural identities, who strive to become an intercultural community. This paper aims to present and point out the importance of the development of consciousness as a prerequisite for intercultural identity and inclusion of intercultural diversity, as well as to point out that it is necessary to communicate regardless of the differences among us, because here lies the beauty of an intercultural identity that is hidden in diversity.</p> Bisera Jevtić Danijela Milošević Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 62 69 10.18662/mjesp/5.1/33 Self-Efficacy and Optimism as Mediators of Perceived Stress in Adolescence <p>The perceived stress of the adolescents in their daily lives gives valuable information regarding their attitude when encountering difficulties. Similarly, it provides insights on their level of contentment with their own lives. In this particular context, an array of resources which would allow them to cope with new situations that are inevitably caused by their development, becomes crucial.</p> <p>This current research analyses the extent to which attitudes of self-efficacy and optimism influence teenagers’ thoughts and coping methods with the unpredicted and stressful events that life can bring to their daily routine (Jerusalem &amp; Mittag, 1995).</p> <p>In order to get an understanding in depth of the research topic, a sample of 525 Romanian students including 186 boys (35,4%) and 339 girls (64,6%) aged between 15 to 18 years old (average age = 16; SD = 1,04) were selected for the purpose of this study. The researcher’s hypothesis was based on the assumption that participants who demonstrate high levels of self-efficacy and optimism tend to evaluate problems as being less stressful while compared to those who scored lower percentages on these two attitudes. A quantitative methodology has been chosen to collect the data through the use of questionnaires including: the Problem Questionnaire (PQ), developed by Inge Seiffge-Krenke, the General Self- Efficacy Scale (GSE) by Jerusalem and Schwartzer (1992) and the Life Orientation Test-Revised developed by Carver and Scheier.</p> <p>The results show that self-efficacy, the optimism level and resilience have a positive impact on how tasks are dealt with. Teenagers with strong attitudes of self-efficacy perceive themselves as being more capable of overcoming difficulties. They have a more optimistic perspective of situations, and they also tend to interpret life obstacles as challenges rather than threats, therefore focusing more on opportunities. On the other side, teenagers who scored low percentages on the self-efficacy and optimism analysis, seem to worry more and feel less proficient and capable when facing various tasks or stressful situations.</p> Maria Belea Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 01 11 10.18662/mjesp/5.1/28 A Finding Study of Teachers Perspectives about Self-Education <p>Self-education is defined as a conscious, intentional activity that an individual carries out for the formation or completion of his own person. The aims of self-education are set by the individual himself, and are in accordance with the requirements of society. As the individual progresses in age, self-education occupies an increasingly important place in his training process. In the case of teachers, self-education is the subject of education, but also its object.</p> <p>We developed this finding study to identify the degree of concern of 72 teachers in the pre-university education system regarding their own training, their participation in forms of lifelong learning organized by education systems, respectively the technique by which the self-education process is performed. In this regard, we completed a three-section questionnaire that was applied through the Google form. As a temporary reference space, these data were collected by reference to the last 3 years of teaching activity. Preliminary results of the study highlighted the fact that teachers agree more to asynchronous training courses.</p> Editha-Margareta Coșarbă Camelia-Nadia Bran Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 12 20 10.18662/mjesp/5.1/29 Cross-Curricular Topics of Contemporary Curricula in the Lower Grades of Primary School in the Republic of Croatia <p>Cross-curricular topics are topics that will instil in students from an early age universal values ​​and competencies for action in modern society. There are seven cross-curricular topics in the Republic of Croatia: personal and social development, learning how to learn, civic education, health, entrepreneurship, the use of information and communication technology and sustainable development. The fundamental meaning of introducing cross-curricular topics into the teaching process is the adoption of topics of general human values ​​and competencies for a dignified life in the 21st century. The methodology consists of analysis matrix of different cross-curriculum topics and outcomes that students in individual classes should achieve. The aim of this paper is to raise awareness of the importance of education for active and independent action within the community. Outcomes of interdisciplinary topics are realized in the teaching hours of all subjects. Regardless of the importance they carry within themselves, modern teachers often neglect cross-curricular topics, depriving students of knowledge and skills that would be useful to them in everyday life, in relation to themselves, their work and others.</p> Luka Pongračić Ana Maria Marinac Copyright (c) 2022 The Authors & LUMEN Publishing House 2022-08-26 2022-08-26 5 1 21 37 10.18662/mjesp/5.1/30