This study focuses on differences between attitudes toward school, procrastination and academic performance among traditional and distance learning university students. The study sample consists of 162 participants, students of the Babes Bolyai University, Faculty of Psychology and Educational Sciences. The participants were asked to provide demographical data and completed two questionnaires (Attitude Towards School Scale, Scale of Active and Passive Procrastination). Results suggest that there are weak to medium associations between some aspects of procrastination and the academic attitudes of students. The students from both types of educational form show lower levels of academic results when they procrastinate more passively.

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According to the just-world hypothesis (Lerner, 1980), people have an inherent need to believe that the world is a just place, where people generally get wha t they deserve. One of the benefits of holding this conviction is that it can promote investing in long-term goals. Acts of secondary victimization, such as blaming or derogating the victim can also be explained by just-world beliefs. This study looked at the effect of perceiving an innocent victim (a supposed threat to the belief in a just world) and long-term focus on the activation of the justice motive. We measured participants’ reaction times for justice-related and other stimuli with the help of the modified Stroop task (N=66). A significant difference between justice-related and neutral words has been found after being confronted with the threat to the belief in a just world, indicating that it indeed activated participants’ justice motive. Long-term focus did not have any significant effect. Higher levels of belief in a random world have been associated with greater victim-blaming tendencies.

Organizational commitment has been in researchers’ focus for a long period and it is very important for organizational practice. The aim of this study is to investigate the role of situational and personal factors in organizational commitment. 531 job applicants completed the Blau and a demographic questionnaire from different Romanian and Hungarian organizations. The study sample included employees and leaders as well. Differentiated effect and relations, professional and organizational commitment, job involvement and work value were investigated. Results indicate significant differences in level of organizational and occupational commitment based on participants’ educational level. Moreover, the status in organization had significant effect on all four commitment dimensions. The cultural effect was not demonstrated. Findings can be useful in practice to keep up proper labor.