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The present study examined the relationship between goal orientation, coping with school failure and school achievement. Two questionnaires, Goal Orientation (Niemivirta, 1996a) and The School Failure Coping Scale , were administered to 1057 high school students (aged from 15 to 17 years).The first goal of this study was to explore whether students can be classified in groups according to their goal orientation. The results identified four clusters of students with different achievement profiles: learning oriented, work-avoidance oriented, both performance and learning oriented and both performance and work-avoidance oriented group. Learning oriented group used emotion-focused coping the least frequently while students with combined performance and work avoidanc orientation used this kind of coping the most frequently.The second goal was to test the relationship between goal orientation patterns and the adoption of emotion-focused and problem-focused coping strategies, and academic achievement. It was hypothesized that goal orientation could predict school achievement directly and indirectly through coping strategies. Coping strategies were considered as mediators between goal orientation and school achievement. Path analysis demonstrated that direct effects of goal orientation on school achievement were not significant. The relationship between goal orientation and school achievement was mediated by coping strategies. IntroductionCurrent theoretical approaches to achievement motivation conceptualize motivation in social-cognitive terms. Research focuses on the role of thoughts, beliefs and perceptions in the

This study investigated how N ¼ 5,126 adolescents (mean age of 15 years) from 18 countries perceive and cope with future-and schoolrelated stress. The adolescents completed the Problem Questionnaire (PQ), which assesses stress, and the Coping Across Situations Questionnaire (CASQ), which assesses three coping styles (reflection/support-seeking, emotional outlet, and withdrawal/denial). Across countries, adolescents reported considerably higher levels of future-related stress than school-related stress. The adolescents actively coped with stressors in both domains and seldom relied on emotional outlet or withdrawal/denial. A clustering of the countries according to socioeconomic criteria and geographical proximity demonstrated that adolescents from the continental group of countries showed low stress and high coping. Adolescents in the east/Asia group showed medium stress and low coping and those in the south group showed high stress and low coping. Developmental context was more strongly associated with stress perception and coping, style than age or gender, a finding relevant for prevention approaches aiming to endorse positive orientation to the future and improve coping competence.

The present study focuses on romantic stress and coping styles in the context of identity and future-related stressors in 8,654 adolescents with a mean age of M = 15.3; SD = 1.84. The adolescents from 17 countries were grouped into seven regions, i.e., Mid-Europe, Northern Europe, Eastern Europe, Southern Europe, South Africa, South America, and the Middle East. Future-related stressors were perceived as being more stressful than romantic stressors by all adolescents, irrespective of the region in which they lived. Identity-related stressors were of greater concern to adolescents from South Africa, South America, and the Middle East. Romantic stress was much higher in adolescents from Mid-Europe and Southern Europe compared to adolescents from other regions. Roughly 80% of all adolescents employed adaptive coping styles in that they negotiated with the romantic partner, sought support from friends and others, and shared an overall positive outlook. Adolescents from Mid-, Northern, and Eastern Europe were the most active in negotiating and support-seeking when dealing with romantic stressors.

The aim of this paper is to provide guidelines for reflection and improvement of transversal competences of teachers in the field of self-regulation, education for sustainable development and inclusion in the context of their continuing professional development. Also, the moderatory effect of personality based on literature analysis and insight into empirical results will be demonstrated. Teachers' reputation determines the framework of their professional development and is strongly influenced by social challenges, globalization, integration, sustainability, technological development, etc. In addition, a strongly biologically determined teacher's personality significantly moderates the relationship of their professional development and transversal competences. Transversal competences are recognized as the teachers' important skills in their organization of the teaching and learning process and their professional development, as well as in the process of them teaching these competences to their students. "Learning to learn" is recognized as the key lifelong learning competence in the European policy documents and the environmental and sustainability issues are some of the most common transversal themes of the general education curricula. The focus on the transversal competences is relatively new in education policies and has emerged as a reaction to the increased professional demands for a response to current educational needs of all students in inclusive environments. Analysis of transversal competences in the aforementioned three fields and their connection to personality traits will contribute to new knowledge regarding the teachers' professional education. Therefore, this paper will present the theoretical frameworks of the complex relationship between the teachers' reputation, personality and transversal competences in the light of the contemporary educational contexts.