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This research examines the impact of parental communication and education on the aggressive behavior of adolescents and their attitudes toward morality, from an interdisciplinary perspective. The study aims to investigate the relationship between parental attitudes towards aggressive behaviors, the disciplinary styles used, and the school adaptation of adolescents. The central hypothesis is that a parenting style based on open communication reduces aggressive behavior and improves moral attitudes. Methods. The method involved a cross-sectional study on a sample of 403 adolescents, using structured questionnaires to assess parental communication, attitudes towards aggression, school experience, and aggressive behaviors. The findings revealed a significant positive association between parental tolerance of aggression and adolescents’ aggressive behaviors (r = 0.280, p < 0.001). In contrast, open parental communication was positively related to school adaptation (r = 0.348, p < 0.001). Moreover, negative school attitudes were strong predictors of aggressive manifestations (r = −0.374, p < 0.001). The conclusions emphasize the importance of parental intervention programs that promote effective communication and reduce tolerance of aggressive behaviors, thereby fostering the development of prosocial behaviors and healthy moral attitudes in adolescents.

Assessment practices in Romanian primary education remain largely recall-based, despite curriculum expectations that prioritize reasoning, metacognition, and inclusive learning processes. This conceptual–analytical study examines the structural misalignments between curriculum goals, classroom assessment cultures, and national evaluation systems, highlighting their impact on learning equity and cognitive development. Drawing on international frameworks (OECD, UNESCO), national assessment data, and Romanian pedagogical literature, the analysis identifies three systemic gaps: curriculum–assessment misalignment, assessment–instruction misalignment, and a mismatch between equity-oriented policies and classroom practice. To address these challenges, the article proposes the ECEI Framework, an integrated developmental model that combines principles of cognitive education, metacognitive strategy development, inclusive pedagogy, and formative assessment. The framework introduces four categories of indicators—cognitive, metacognitive, inclusive, and assessment—designed to support teachers in observing and evaluating learning processes more effectively in diverse classrooms. Discipline-based illustrations in mathematics, reading, and science demonstrate how innovative assessment practices can make students’ thinking visible through authentic tasks, learning progressions, and multimodal response pathways. The findings suggest that developmental and inclusive assessment is essential for improving learning outcomes and reducing socio-economic disparities in primary education. Implementing the ECEI Framework requires targeted teacher training, coherent curriculum–assessment alignment, and system-level support to ensure sustainable changes in instructional practice.

This study explores the relationship between addictive behaviors, online behaviors, and adolescents’ ability to manage conflict. Effective conflict management is influenced by emotional self-regulation, empathy, and the digital environment. The literature suggests that deficits in these areas may exacerbate antisocial behavior and social adjustment difficulties. This study evaluates the influence of emotional intelligence, addictive behaviors, and online behaviors on conflict management. The hypotheses include adolescents with a high level of emotional adjustment who manage conflicts more effectively (H2) and that addictive and problematic online behaviors increase the risk of conflict escalation (H1, H3). The research involved 403 adolescents, selected through non-probabilistic methods using structured questionnaires. Statistical analysis included normality tests, Spearman’s correlations, and Mann-Whitney U tests to identify group differences. Adolescents with high emotional adjustment obtained significantly higher scores in conflict management and emotional self-regulation. Addictive and problematic online behaviors are associated with more significant difficulties in conflict management. Adolescents involved in minor crimes demonstrate deficits in emotion and conflict management. The results confirm the essential role of emotional intelligence in conflict management and the negative impact of addictive and problematic online behavior. Educational interventions promoting emotional intelligence development and responsible use of technology can reduce antisocial behaviors and improve adolescents’ social adjustment.