This article reports the results of the European 'DAFFODIL'' (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning) Project on the question of how functional and learning assessment systems facilitate or inhibit participation of children with developmental difficulties in inclusive education. Questionnaires were sent to medical, psychological, educational professionals, and parents in Sweden, Portugal, Hungary, Belgium, Romania, Norway, and the Virgin Islands. Interviews and focus groups were organized. Results (95%) showed that static standardized psychometric tests of intellectual, behavioural, and language functioning were mainly used, with the WISC-III being the most frequent test applied. Less than 5% of the 166 professionals in our sample used formative assessment and contextual observation to reveal learning or developmental potential in a process-oriented way. Experts were generally not satisfied with current assessment practices. Reported weaknesses included lack of time, human resources, materials, cooperation, and follow-up. Assessment practice was mainly used to determine whether a child should be placed in a special needs programme, a special school, or an institutional setting, depending on whether a country has inclusive education practice or not. Parents were satisfied with static functional assessment when its purpose was to obtain disability benefits (financial, special education resources, recognition), but were unhappy with the negative outlook of reports. The main complaint of teachers and parents was about the poverty of recommendations on how to work with the child. Our conclusion is that the current practice of standardized psychometric testing seems to contribute to barriers to learning if it is used in a deterministic or predictive way. In this regard, dynamic and functional assessment methods that are qualitatively oriented seem promising in addressing the issues of learning and development in a different way. The methods also contribute to an understanding of the child's needs in learning and development. However, interpretation and communication of assessment results in a way that emphasizes a more adequate and challenging educational intervention for the child seems to be central.

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.

No abstract

Vizsgálatunkban az egyes agresszivitásformák és a kisiskolások csoportban elfoglalt szociometriai státusza közötti összefüggéseket céloztuk meg, figyelembe véve ezen tényezők hatását az agresszív gyerekek társaikkal szemben megfogalmazott gondolatainak ellenséges voltára. Minta: 321 erdélyi kisiskolást (M = 10,25 év, SD = 0,71) vizsgáltunk, akik közül 61,4% román és 36,8% magyar etnikumú diák volt.Módszer: eszközeink segítségével az esetlegesen megjelenő agresszivitás formáját, a gyerekek osztályban elfoglalt szociometriai státuszát, illetve a társakkal szembeni ellenséges gondolatok minőségét mértük. Eredmények: a nemi különbségeknek és szociometriai státusznak hatása van az agresszív viselkedés típusára. Az eredmények a prevenció és intervenció területén alkalmazhatók.