• Research Publications

    How Can We Use Self-Determination Theory to Engage More Z Generation Students During Onsite Classes for Learning Achievement?

    November 10, 2025

    This post presents an educational psychology study exploring how principles of Self-Determination Theory (SDT) can help re-engage Generation Z students in face-to-face learning after the COVID-19 pandemic. Conducted by Dr. Geta Mitrea from “Ștefan cel Mare” University of Suceava, Romania, the research highlights the motivational factors that influence digital-age students’ participation, attention, and learning performance during in-person classes.

    Author:
    Geta Mitrea – “Ștefan cel Mare” University of Suceava, Romania (RO)

    Introduction: The Challenge of Reconnecting Generation Z to In-Person Learning

    After years of online education during the COVID-19 pandemic, many students from Generation Z — born between the late 1990s and early 2010s — have found it difficult to re-engage with traditional, onsite university learning.

    Characterized by digital nativity, fast information processing, and constant smartphone connectivity, these students often exhibit low attention spans, reduced classroom participation, and fragmented motivation when returning to physical classrooms.

    This study seeks to identify how teachers can apply Self-Determination Theory (SDT) — focusing on autonomy, competence, and relatedness — to increase engagement and intrinsic motivation among Generation Z learners.

    Research Objective

    To determine whether fostering autonomy, competence, and relatedness within classroom activities enhances engagement, participation, and learning outcomes for Generation Z students — even when separated from their smartphones.

    Methodology

    The study employed mixed research methods, including:

    • Participatory observation – direct involvement in classroom dynamics;
    • Sociological exploratory experiment – controlled classroom settings with varied motivational interventions;
    • Self-administered questionnaire – collecting students’ perceptions and experiences.

    The research analyzed a three-year cohort of university students, comparing levels of motivation and smartphone dependence across 1st, 2nd, and 3rd years of study.

    Key Findings

    1. Smartphone Detachment and Anxiety
      Contrary to the initial hypothesis, students did not experience significant anxiety when separated from their smartphones — as long as they were granted autonomy, competence, and relatedness in class participation.
      However, they still reported latent anxiety and expectation — the feeling that “something important might happen” on their phones during class, reflecting a subconscious digital dependency.
    2. Motivational Differences by Year of Study
      • 1st-year students: showed higher motivation and rule compliance, likely due to the desire to integrate into university life;
      • 2nd-year students: demonstrated a more balanced, less dependent attitude toward smartphone use;
      • 3rd-year students: also exhibited strong intrinsic motivation, having internalized learning goals and autonomy over time.
    3. Role of Self-Determination Theory in Re-Engagement
      When the classroom environment satisfied SDT’s three psychological needs —
      • Autonomy (choice, self-direction),
      • Competence (sense of mastery and effectiveness),
      • Relatedness (connection with peers and instructors) —
        students became more attentive, cooperative, and self-motivated, showing improved learning achievement.

    Interpretation and Implications

    The findings suggest that smartphone dependence among Generation Z may be less about addiction and more about unmet psychological needs in traditional learning environments.

    Teachers can leverage Self-Determination Theory to design learning experiences that:

    • Encourage active participation and personal choice;
    • Provide constructive feedback to enhance feelings of competence;
    • Build social connection and classroom belonging.

    By meeting these needs, educators can transform passive attendance into active engagement, reducing distractions without enforcing disconnection.

    Conclusion

    This study highlights that motivation, not restriction, is key to re-engaging Generation Z students in onsite learning.
    When teachers cultivate autonomy, competence, and relatedness, students can detach from their digital devices naturally and focus on meaningful, self-directed learning.

    The Self-Determination Theory framework thus provides a powerful, evidence-based model for restoring attention, curiosity, and achievement in post-pandemic education.

    See full paper here: https://brain.edusoft.ro/index.php/brain/article/view/1400.

  • Research Publications

    Emotional Intelligence of Schoolchildren in the Educational Process

    June 2, 2025

    This post discusses recent research on how emotional intelligence (EI) manifests and develops among Ukrainian schoolchildren, based on teacher observations and analysis. The study highlights that EI can be effectively diagnosed within educational settings without relying solely on psychometric testing, emphasizing the role of teachers’ perceptions, classroom observation, and emotional development markers.

    Authors:
    Olha Babiak – Mykola Yarmachenko Institute of Special Education and Psychology of the NAES of Ukraine (UA)
    Svitlana Sytnik – South Ukrainian National Pedagogical University named after K. D. Ushynsky, Ukraine (UA)
    Olena Zharovska – Vinnytsia Academy of Continuing Education, Ukraine (UA)
    Iryna Kondratieva – South Ukrainian National Pedagogical University named after K. D. Ushynsky, Ukraine (UA)
    Liudmyla Smokova – Odessa I.I. Mechnikov National University, Ukraine (UA)
    Uliana Varnava – Odessa I.I. Mechnikov National University, Ukraine (UA)

    Understanding Emotional Intelligence in Education

    Emotional intelligence (EI) refers to the ability to recognize, understand, and manage one’s own emotions as well as those of others. In the educational context, EI plays a crucial role in social interaction, learning motivation, conflict resolution, and psychological well-being.

    The article “Emotional Intelligence of Schoolchildren in the Educational Process” explores how teachers can identify and nurture these emotional abilities through everyday observation — without the need for formal psychometric instruments.

    Study Overview

    The research is based on a questionnaire survey of 120 Ukrainian primary school teachers, most with significant classroom experience. Data were collected both electronically and in person.

    Using methods of analysis, generalization, ranking, and frequency statistics, the authors sought to systematize teacher observations of emotional behaviors, interpersonal skills, and adaptive responses among students.

    Although the study focuses on a single central region of Ukraine, the authors note that its findings offer a representative perspective and can serve as a basis for broader future research.

    Main Findings

    The authors identified several core components of emotional intelligence and described their relationships with other psychological traits. Through the teachers’ responses, they classified observable markers of EI that can be used in everyday school practice.

    Key findings include:

    • EI can be effectively assessed through observation rather than formal testing, particularly in the classroom environment where children’s emotional behaviors naturally manifest.
    • Markers of emotional development—such as empathy, self-control, cooperation, and resilience—can be monitored over time to evaluate a child’s emotional growth.
    • Correlation between EI and learning outcomes indicates that students with higher emotional awareness often demonstrate better adaptability and academic engagement.

    Theoretical and Practical Implications

    The article adopts a theoretical and analytical approach, drawing on both sociological data and psychological theory. It emphasizes that teachers play a diagnostic and developmental role in fostering emotional intelligence.

    By recognizing early indicators of emotional maturity or imbalance, educators can:

    • Design interventions to support emotional learning;
    • Build emotionally supportive classrooms;
    • Enhance communication between students, teachers, and parents;
    • Encourage reflective and empathetic classroom cultures.

    Limitations and Future Research

    The authors acknowledge that the study’s geographical limitation — data collected from one region of Ukraine — constrains its generalizability. They suggest expanding the research across different regions and educational levels to confirm and enrich the findings.

    Conclusion

    The research confirms that emotional intelligence is observable, measurable, and developable within the natural educational process. Teachers, through mindful observation and reflective practice, can become powerful agents in nurturing EI — ultimately enhancing students’ social competence, self-regulation, and emotional well-being.

    Read the full article here: https://brain.edusoft.ro/index.php/brain/article/view/1355.

  • Research Publications

    Methodological Foundations of Psychological and Pedagogical Counseling

    May 7, 2025

    This post explores the theoretical and methodological principles behind psychological and pedagogical counseling in contemporary education. It focuses on how counseling integrates insights from neuropsychology, neuropedagogy, and inclusive education to support adaptive behavior, personal development, and professional competence among learners and educators.

    Authors:
    Yurii Kashpur – National Pedagogical Dragomanov University, Ukraine (UA)
    Liudmyla Lupiiko – National Pedagogical Dragomanov University, Ukraine (UA)
    Oleksii Liashenko – National Pedagogical Dragomanov University, Ukraine (UA)
    Vira Kuzmenko – National Pedagogical Dragomanov University, Ukraine (UA)
    Nataliia Huzii – National Pedagogical Dragomanov University, Ukraine (UA)
    Olena Tadeush – Boris Grinchenko Kyiv University, Ukraine (UA)

    Understanding Psychological and Pedagogical Counseling

    Psychological and pedagogical counseling represents a specialized field that bridges psychology and education, aiming to provide emotional, cognitive, and behavioral support to learners, educators, and families. It serves as a consultative process that helps individuals adapt to the challenges of the educational environment while promoting mental health, social integration, and personal growth.

    This article examines the methodological and theoretical underpinnings of counseling practices, emphasizing their interdisciplinary nature — particularly the connection to neuropsychology, neuropedagogy, and neurophysiology.

    Key Theoretical and Methodological Principles

    The authors propose that effective counseling must be grounded in both scientific theory and practical methodology, which together define how psychological assistance is provided in educational settings. The paper identifies several crucial foundations:

    • Theoretical and methodological principles — establishing the conceptual base for counseling as a structured process of professional interaction.
    • Psychological mechanisms — explaining how individuals process emotional and cognitive experiences during counseling sessions.
    • Ethical standards — ensuring that the counselor demonstrates empathy, confidentiality, and professional integrity.

    These elements shape the competence and effectiveness of counselors working in educational institutions.

    Psychological Approaches Applied in Counseling

    The research identifies three dominant approaches in current psychological and pedagogical counseling:

    1. Person-centered approach – focusing on empathy, unconditional positive regard, and the individual’s capacity for self-actualization (inspired by Carl Rogers).
    2. Problem-oriented approach – addressing specific challenges or difficulties the client faces, aiming to build coping strategies and adaptive skills.
    3. Professional-competence approach – emphasizing the counselor’s expertise, continuous self-development, and adherence to evidence-based practices.

    These approaches are often integrated to meet the diverse psychological and educational needs of today’s learners, particularly in inclusive education environments.

    Counseling in Inclusive and Neurodiverse Education

    The article underscores the importance of psychological and pedagogical counseling in inclusive education, where students with diverse learning and developmental needs are supported through tailored psychological assistance. The integration of neuropedagogical and neuropsychological knowledge helps educators better understand how brain functions relate to learning behaviors, enabling more effective strategies for children with special educational needs.

    Counseling in such contexts is not merely corrective — it becomes a transformative process, fostering adaptation, resilience, and emotional intelligence.

    Conclusion

    The study establishes that modern psychological and pedagogical counseling must rely on a person-centered, scientifically grounded, and ethically responsible methodology. By combining theoretical frameworks with applied psychological mechanisms and neurocognitive insights, counselors can better guide individuals toward achieving adaptive, balanced, and fulfilling participation in the educational process.

    Read the full article here: https://brain.edusoft.ro/index.php/brain/article/view/1354.