Romanian Journal of Psychological Studies

6

Authors: MIHAI COVACI

Concerns about the harmonious and complementary development of the human being have been major objectives of various domains and sciences. Well-being has been and is the indirect objective of developing the resilience of today's students and young people. Resilience is often understood more intuitively than procedural. In some cases, it is understood as a resistance to stressors, and in other cases it is described as a means of returning from certain shocks or the ability to overcome unpleasant events and adaptation to change. For a better assessment of multiple concepts, a resilience check-up questionnaire was applied to students of the bachelors first year and masters of psychology faculty. From the scientific point of view, we are interested in the level of resilience of the two groups and the way they are reorganized for optimal operation in the context of changes imposed from the outside or inside. The purpose of these comparisons and checks was realized for better understanding of the mechanism defined as resilience and its level in bachelor students and master students.

6

Authors: MIHAI COVACI

Perspectives on education are changing and expanding beyond the classroom, to an augmented environment, where are facilitated processes such as information access, expert opinions on the same subject, detailed analyzes of certain aspects, etc. This extension implies in different ways both teachers and learners in relation to the variety of learning styles and types of intelligence presented by H. Gardner. In current learning offerings and information access opportunities, students can effectively use their natural inclinations (converted to styles) to exploit learning, analyze information that is uninfluenced by aspects of a particular group, develop collaborative personality traits, and these aspects may indirectly cause teachers to adapt the methods used for the class. The purpose of the research is to observe the possible correlations between learning styles that predominantly use rational area from Kolb and Honey-Mumford models and Gardner intelligence types. Observing these correlations teachers can be helped in better understanding of students' attitudes towards the educational process.

6

Authors: MIHAI VALENTIN CIOLACU; EMIL RAZVAN GATEJ

Today, in areas such as psychiatric, business, judiciary and even everyday life, may be noticed an increased attention to non-verbal communication. Emotion indicators (including facial expressions, microexpressions, facial mimicry and pantomime) help us to predict any masked intentions of our interlocutor. Given that verbal language is often used for deception, representing an effective way of manipulation, non-verbal language can reveal gaps between the words and the feelings of a person; those gaps are also known as lies. This paper will address microexpressions (extremely fast facial expressions which betrays one of the person's basic emotions (anger, sadness, disgust, fear, surprise, contempt, happiness) as microexpressions are one of the most studied indicators of concealed emotions. Although there is a varied, individual combinatorics of the seven basic emotions, microexpressions are almost universal. The ability of microexpressions recognition, as an interpersonal communication skill is an advantage for the ordinary individual and at the same time is a necessity in the domain of psychologists, clinicians, medicine practitioners and security. Today, testing and training packages in microexpressions recognition are available for the interested public because of the work of scientific researchers like Paul Ekman or David Mtsumoto that developed with their teams autotraining and self-testing tools METT Advanced at http://www.paulekman.com) and Micro Expression Recognition Tool available as MIX at www.humintell.com)

10

Authors: MIHAI COVACI

Human learning and developed based on them, have passed by several stages and varied approaches. Currently were created opportunities for information storage, synchronously or asynchronously transmission to any distance, and even teaching various interactions and participation in discussions avoiding physical presence in the same location. This framework requires some questions: learning styles have any influence on learning results? What are the specific learning styles of students from the faculty of psychology? How much influence sensory factor learning styles and internal processing based on performance information or teaching outcomes learning styles? There are correlations between sensory learning style and rational learning style? Current approach is trying to elucidate the possible answers to questions released by applying two questionnaires: VARK learning styles and Honey-Mumford learning styles. After results validation, it was verified potential association between variables by applying the coefficient of rank correlation (Spearman). So they could verify the assumptions made in research and also offered some indirect suggestions for a more efficient learning.