Publications

Keywords:

Multidimensional perfectionism; Adolescent coping and emotion regulation; Parent–adolescent relationship quality; Academic achievement and educational tracking; Digital identity exploration; Job identity development.

• Bunea, I. M., Damian-Ilea, L. E., & Benga, O. (2026). Perfectionism and relationship quality in parent-adolescent dyads. European Journal of Personality, 40(3), 635–651. https://doi.org/10.1177/08902070251403879
• Dodan, D., & Negru-Subtirica, O. (2026). TikTok as an identity-building microsystem: A thematic analysis in adolescence. Social Sciences, 15(6), 342. https://doi.org/10.3390/socsci15060342
• Dodan, D., Negru-Subtirica, O., & Szekely-Copîndean, R. D. (2026). The role of educational tracking and school prestige in shaping adolescents’ achievement trajectories and results at high-stakes national exams. Studies in Educational Evaluation, 89, 101617. https://doi.org/10.1016/j.stueduc.2026.101617
• Florea, A., Negru-Subtirica, O., Dodan, D., & Oyserman, D. (2026). The longitudinal interplay of academic achievement, ease and difficulty mindsets, and effort beliefs in a grade-driven academic system. [Manuscript accepted in Journal of Educational Psychology]
• Hatano, K., Hihara, S., Sugimura, K., Nakahara, J., Ikeda, M., Tanaka, S., & Negru-Subtirica, O. (2026). The Big Five, life satisfaction, and job identity development: A longitudinal study on the school-to-work transition. Journal of Adolescence, 98(2), 521–534. https://doi.org/10.1002/jad.70079
• Negru-Subtirica, O. (2026). Identity exploration in digital spaces. In C. Fullwood, D. Branley-Bell, L. Orchard, M. Limniou, & V. Stefanova (Eds.), The Palgrave encyclopedia of cyberpsychology. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-52643-5_72-1
• Vois, D., Damian-Ilea, L., & Negru-Subtirica, O. (2026). A short prospective study on multidimensional perfectionism and coping in adolescents. Cognition, Brain, Behavior: An Interdisciplinary Journal, 30(1). https://doi.org/10.24193/cbb.2026.30.02
• Vois, D., Damian-Ilea, L., & Negru-Subtirica, O. (2026). Perfectionism and emotion regulation over time: A three-wave study of reciprocal associations in adolescents. Journal of Personality. https://doi.org/10.1111/jopy.70077

Keywords:

Self-concept clarity and digital stress; Educational identity and motivation; Perfectionistic self-presentation; School dropout intentions; Civic engagement and meaning in life; Financial identity and well-being.

• Bunea, A. I. M., Damian-Ilea, L. E., & Benga, O. (2025). Perfectionism’s role in shaping adolescents’ perception of support from friends. Studia Universitatis Babeş-Bolyai, Psychologia-Paedagogia, LXX(1), 103–119. https://doi.org/10.24193/subbpsyped.2025.1.05
• Dodan, D., & Negru-Subtirica, O. (2025). Is using TikTok stressful? Exploring the longitudinal relationships between adolescents’ self-concept clarity and digital stress. Journal of Research on Adolescence, 35(1), e70011. https://doi.org/10.1111/jora.70011
• Florea, A., & Negru-Subtirica, O. (2025). Longitudinal measurement invariance of four Patterns of Adaptive Learning Scales in Romanian adolescents. Cognition, Brain, Behavior, 29(1), 31–52. https://doi.org/10.24193/cbb.2025.29.02
• Florea, A., & Negru-Subtirica, O. (2025). Strengthening educational identity: Linking an identity-based motivation intervention to educational identity processes. Identity: An International Journal of Theory and Research, 25(2), 262–276. https://doi.org/10.1080/15283488.2024.2387600
• Găzdac, C. S., & Damian-Ilea, L. (2025). Psychological factors associated with school dropout intention of secondary school students. Educatia 21 Journal, 32. https://doi.org/10.24193/ed21.2025.32.05
• Marinica, B. V., & Negru-Subtirica, O. (2025). Online and offline civic engagement profiles: Relations with co-rumination about the war in Ukraine and meaning in life. Psicologia Sociale: Social Psychology Theory & Research, 20(1), 49–71. https://www.rivisteweb.it/doi/10.1482/116524
• Piotrowski, K., Janowicz, K., Damian-Ilea, L., & Negru-Subtirica, O. (2025). Does perfectionism affect parental identity development? A one-year longitudinal study. Journal of Personality, 93(6), 1315–1331. https://doi.org/10.1111/jopy.13010
• Piotrowski, K., Naudé, L., & Negru-Subtirica, O. (2025). Crafting an identity for identity interventions. Identity, 25(2), 153–166. https://doi.org/10.1080/15283488.2025.2477490
• Sorgente, A., Lanz, M., Bhatia, S., Crespo, C., Dunai, J., Gabriela Fonseca, G., Lep, Ž., Martos, T., Negru-Subtirica, O., Portugal, A., Ranta, M., Relvas, P. A., Sallay, V., Singh, S., Sirsch, U., Vosylis, R., Zupančič, M., Shim, S., & Serido, J. (2025). Financial identity scale: Testing the international validity of its variable-centered and person-centered models. Journal of Family and Economic Issues. https://doi.org/10.1007/s10834-025-10054-8
• Vois, D., Damian-Ilea, L., & Negru-Subtirica, O. (2025). Is there too much school engagement? A longitudinal study on the bidirectional relations between school engagement and perfectionistic self-presentation in adolescents. Educational Psychology: An International Journal of Experimental Educational Psychology. https://doi.org/10.1080/01443410.2025.2551150
• Vosylis, R., & Negru-Subtirica, O. (2025). Navigating financial self-sufficiency: The role of parental financial support in emerging adults’ financial and general well-being and development. In A. B. LeBaron-Black, H. Kelley, & A. Sorgente (Eds.), Flourishing and floundering financially in emerging adulthood (pp. 163–178). Oxford University Press. https://doi.org/10.1093/9780197699157.003.0012

The 2024 publications examined how digital platforms reshaped intergenerational family relationships, including connectedness and conflict. They investigated vocational identity profiles in relation to volunteering and personal values, civic participation during the COVID-19 pandemic, and the influence of educational systems on adolescents’ identity trajectories. Further contributions addressed role models in STEM motivation and the cross-cultural validity of financial well-being measures.

Keywords:

Platformised family relationality; Vocational identity profiles and personal values; Crisis-related community engagement; Educational identity trajectories; Cross-cultural financial well-being assessment; STEM motivation and role models.

• Erstad, O., Hegna, K., Livingstone, S., Negru-Subtirica, O., & Stoilova, M. (2024). How digital technologies become embedded in family life across generations: Scoping the agenda for researching ‘platformised relationality’. Families, Relationships and Societies, 13(2), 164–180. https://doi.org/10.1332/20467435Y2024D000000023
• Marinica, B. V., & Negru-Subtirica, O. (2024). Approaching graduation: Vocational identity profiles of last-year university students and their links with volunteering and personal values. Identity, 24(3), 213–226. https://doi.org/10.1080/15283488.2024.2318334
• Marinica, B. V., & Negru-Subtirica, O. (2024). Civic engagement in times of crisis: How did Romanian emerging adults engage? Studia Universitatis Babes-Bolyai – Psychologia-Paedagogia, 69(2), 25–48. https://studiapsypaed.com/wp-content/uploads/2024/12/2-2024-2.pdf
• Negru-Subtirica, O. (2024). Educational identity processes in adolescence: An analysis of longitudinal evidence and the role of educational systems. Child Development Perspectives, 18(2), 97–103. https://doi.org/10.1111/cdep.12504
• Sorgente, A., Atay, B., Aubrey, M., Bhatia, S., Crespo, C., Fonseca, G., Güneri, O. Y., Lep, Z., Lessard, D., Negru-Subtirica, O., Portugal, A., Ranta, M., Relvas, A. P., Singh, N., Sirsch, U., Zupančič, M., & Lanz, L. (2024). One (financial well-being) model fits all? Testing the Multidimensional Subjective Financial Well-Being Scale across nine countries. Journal of Happiness Studies, 25(13). https://doi.org/10.1007/s10902-024-00708-z
• Thomson, M. M., Pop-Pacurar, I., & Negru-Subtirica, O. (2024). Developing students’ motivation for science and STEM via role models: An interdisciplinary program intervention. In M. M. Thomson (Ed.), Motivation and engagement in various learning environments: Interdisciplinary perspectives (pp. 1–18). Information Age Publishing. ISBN 979-8-88730-538-7

The 2023 publications investigated the longitudinal relations between educational identity, academic achievement, and distinct dimensions of perfectionism, alongside the role of parental socioeconomic status and career-related behaviors in adolescents’ educational trajectories. They also examined motivations for civic participation following the war in Ukraine, identifying perceived similarity and humanitarian concern as key factors. Further contributions addressed the use of digital tools to foster students’ interest in science, STEM-related identity exploration, and learning engagement.

Keywords:

Crisis-related prosocial motivations; Educational commitment and exploration; Parental career-related behaviors; Socioeconomic influences on educational trajectories; Self-oriented and socially prescribed perfectionism; Science identity and STEM learning.

• Marinica, B. V., & Negru-Subtirica, O. (2023). Civic engagement during times of crisis: Personal motivations of Romanian adults at the onset of the war in Ukraine. Cognition, Brain, Behavior, 27(2). https://doi.org/10.24193/cbb.2023.27.10
• Negru-Subtirica, O. (Ed.). (2023). The eXplor Science app: How to bring science closer to students. ASCR Publishing House. ISBN 978-606-977-087-0
• Negru-Subtirica, O., Damian, L. E., Pop, E. I., & Crocetti, E. (2023). The complex story of educational identity in adolescence: Longitudinal relations with academic achievement 10 and perfectionism. Journal of Personality, 91(2), 299–313. https://doi.org/10.1111/jopy.12720
• Timar-Anton, C., Negru-Subtirica, O., & Damian, L. E. (2023). The role of parental socio-economic status and perceived career-related behaviors in developmental trajectories of educational identity in adolescence: A four-wave study. European Journal of Personality, 37(6), 782–797. https://doi.org/10.1177/08902070221150480

Keywords:

Parental psychological control and autonomy support; Perfectionism trajectories; Academic goal disengagement; Action crises and learner identity; Gamification for social inclusion; Educational commitment and reconsideration.

• Damian, L. E., Negru-Subtirica, O., Pop, E. I., & Stoeber, J. (2022). Becoming a perfectionistic adolescent: Perceived parental behaviors involved in developmental trajectories of perfectionism. European Journal of Personality, 36(1), 24–46. https://doi.org/10.1177/08902070211012902
• Negru-Subtirica, O., & Erentaitė, R. (Eds.). (2022). Best practices for the gamification of social inclusion in online learning. ASCR Publishing House. ISBN: 978-606-977-073-3
• Negru-Subtirica, O., Damian, L. E., Pop, E. I., & Crocetti, E. (2022). The complex story of educational identity in adolescence: Longitudinal relations with academic achievement and perfectionism. Journal of Personality, 91(2), 299–313. https://doi.org/10.1111/jopy.12720
• Timar-Anton, C., Negru-Subtirica, O., & Opre, A. (2022). How first-year students manage their action crises and motivation to build their learner identity: A look into the critical moment of goal disengagement. Motivation and Emotion, 46, 852–867. https://doi.org/10.1007/s11031-022-09965-y

Keywords:

Perfectionism and affective experiences; Future-oriented identity commitments; Transnational work migration; Intergenerational vocational competence; Mobile goal self-tracking; Social inclusion and discrimination reduction.

• Damian, L. E., Negru-Subtirica, O., Vois, D., & Stoeber, J. (2021). On the longitudinal interplay between perfectionism and general affect in adolescents. Journal of Research in Personality, 93, 104102. https://doi.org/10.1016/j.jrp.2021.104102
• Negru-Subtirica, O. (2021). Young adult transnational school-to-work transitions in the context of work migration in Europe. In E. A. Marshall & J. E. Symonds (Eds.), Young adult development at the school-to-work transition: International pathways and processes (pp. 423–442). Oxford University Press. https://doi.org/10.1093/oso/9780190941512.003.0019
• Negru-Subtirica, O., & Crocetti, E. (Eds.). (2021). Building inclusive societies by promoting social inclusion and reducing discrimination: Theories, research, and interventions. ASCR Publishing House. ISBN: 978-606-977-059-7
• Negru-Subtirica, O., & Badescu, G. (2021). Social change and the dynamic family transmission of vocational competence. In R. Dimitrova & N. Wiium (Eds.), Handbook of positive youth development in a global context: Bridging the gaps between research, policy, and practice (pp. 515–529). Springer International Publishing. https://doi.org/10.1007/978-3-030-70262-5
• Negru-Subtirica, O., & Klimstra, T. (2021). Synthesized or confused field? A critical analysis of the state-of-the-art in identity status research methods. In M. Bamberg, C. Demuth, & M. Watzlawik (Eds.), The Cambridge handbook of identity (pp. 388–413). Cambridge University Press.
• Negru-Subtirica, O., Pop, E. I., Damian, L. E., & Stoeber, J. (2021). The very best of me: Longitudinal associations of perfectionism and identity processes in adolescence. Child Development, 92(5), 1855–1871. https://doi.org/10.1111/cdev.13622
• Thomson, M. M., Pop-Pacurar, I., Negru-Subtirica, O., & Radut-Taciu, R. (2021). Fostering motivation among students through role models: An interdisciplinary program intervention. In D. Mara & M. M. Thomson (Eds.), Theoretical and practical approaches to non-formal education: Interdisciplinary examinations into various instructional models (pp. 27–44). Universal Publishers.
• Timar-Anton, C., Negru-Subtirica, O., & Opre, A. (2021). The development and testing of a mobile self-tracking app to strengthen identity commitments through personal goals. International Journal of Human-Computer Studies, 151, 102642. https://doi.org/10.1016/j.ijhcs.2021.102642

The 2020 publications examined how parental financial practices related to young adults’ financial behaviors and satisfaction, and how meaning-making following goal disengagement was associated with identity exploration. They also investigated differences in volunteering motivations across vocational identity statuses, alongside longitudinal links between academic performance and personality traits. Further findings distinguished the adaptive and maladaptive emotion regulation patterns associated with different forms of perfectionism.

Keywords:

Parental financial socialization; Meaning-making and goal disengagement; Volunteering functions and career exploration; Academic social comparison; Personality trait development; Perfectionism and emotional reappraisal.

• Damian, L. E., Negru-Subtirica, O., Domocus, I. M., & Friedlmeier, M. (2020). Healthy financial behaviors and financial satisfaction in emerging adulthood: A parental socialization perspective. Emerging Adulthood, 8, 548–554. https://doi.org/10.1177/2167696819841952
• Glavan, B., Negru-Subtirica, O., & Benga, O. (2020). The struggle to find meaning: A mixed methodology study on meaning-making and identity. Emerging Adulthood, 8, 367–372. https://doi.org/10.1177/2167696819841760
• Marinica, B. V., & Negru-Subtirica, O. (2020). Relationships between volunteering functions and vocational identity in emerging adult volunteers. International Journal for Educational and Vocational Guidance, 20, 591–611. https://doi.org/10.1007/s10775-020-09418-3
• Negru-Subtirica, O., Pop, E. I., Crocetti, E., & Meeus, W. (2020). Social comparison at school: Can GPA and personality mutually influence each other across time? Journal of Personality, 88, 555–567. https://doi.org/10.1111/jopy.12510
• Vois, D., & Damian, L. E. (2020). Perfectionism and emotion regulation in adolescents: A two-wave longitudinal study. Personality and Individual Differences, 156, 109756. https://doi.org/10.1016/j.paid.2019.109756

Keywords:

Teacher influences on perfectionism; Classroom expectations and feedback; Early perfectionism development; Youth volunteering; Employability skills; Volunteering and career readiness.

• Domocus, I. M., Damian, L. E., & Benga, O. (2019). Teachers’ role in the development of children’s perfectionism. Perspectives on Early Childhood Psychology and Education, 4(2), 217–236.
• Marinica, B. V., & Negru-Subtirica, O. (2019). Volunteering: A path towards youth development and employability. Studies and researches in the field of social sciences (Vol. 32). Limes & Argonaut Print Houses.

Keywords:

Parental pressure and teacher support; Perfectionistic strivings and concerns; Educational–vocational identity interrelations; Career commitment and exploration; Post-communist youth transitions; Achievement motivation and self-determination.

• Domocus, I. M., & Damian, L. E. (2018). The role of parents and teachers in changing adolescents’ perfectionism: A short-term longitudinal study. Personality and Individual Differences, 131, 244–248. https://doi.org/10.1016/j.paid.2018.05.012
• Negru-Subtirica, O., & Damian, L. E. (2018). The great escape: Linking youth identity development to growing up in post-communist Romania. In N. Lebedeva, R. Dimitrova, & J. Berry (Eds.), Changing values and identities in the post-communist world. Springer International Publishing. https://doi.org/10.1007/978-3-319-72616-8_19
• Negru-Subtirica, O., & Pop, E. I. (2018). Reciprocal associations between educational identity and vocational identity in adolescence: A three-wave longitudinal investigation. Journal of Youth and Adolescence, 47(4), 703–716. https://doi.org/10.1007/s10964-017-0789-y
• Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2018). Good omens? The intricate relations between educational and vocational identity in adolescence. European Journal of Developmental Psychology, 15(1), 83–98. https://doi.org/10.1080/17405629.2017.1313160
• Stoeber, J., Damian, L. E., & Madigan, D. J. (2018). Perfectionism: A motivational perspective. In J. Stoeber (Ed.), The psychology of perfectionism: Theory, research, applications (pp. 19–43). Routledge.

Keywords:

Perfectionistic concerns and anxiety; Academic efficacy and cognitive engagement; Perfectionistic self-presentation and eating disorders; Intrinsic and extrinsic goal pursuit; Identity processing and religious meaning-making; Adolescent development and psychological guidance.

• Damian, L. E. (2017). În căutarea perfecțiunii. Unde ne duce, de ce ne străduim atât și cum putem găsi binele imperfect [In the search for perfection. Where does it take us, why do we try so hard, and how can we find the imperfect good]. Editura ASCR. ISBN: 978-606-977-008-5
• Damian, L. E., Negru-Subtirica, O., Stoeber, J., & Băban, A. (2017). Perfectionistic concerns predict increases in adolescents’ anxiety symptoms: A three-wave longitudinal study. Anxiety, Stress, & Coping, 30(5), 551–561. https://doi.org/10.1080/10615806.2016.1271877
• Damian, L. E., Stoeber, J., Negru-Subtirica, O., & Băban, A. (2017). Perfectionism and school engagement: A three-wave longitudinal study. Personality and Individual Differences, 105, 179–184. https://doi.org/10.1016/j.paid.2016.09.044
• Damian, L. E., Stoeber, J., Negru-Subtirica, O., & Băban, A. (2017). On the development of perfectionism: The longitudinal role of academic achievement and academic efficacy. Journal of Personality, 85(4), 565–577. https://doi.org/10.1111/jopy.12261
• Luyckx, K., Duriez, B., Green, L. M., & Negru-Subtirica, O. (2017). Identity processes and intrinsic and extrinsic goal pursuits: Directionality of effects in college students. Journal of Youth and Adolescence, 46(8), 1758–1771. https://doi.org/10.1007/s10964-016-0626-8
• Negru-Subtirica, O. (2017). Formarea identității și rosturile vieții: Despre sens și direcție [Identity development and life’s meanings: About purpose and direction]. Editura ASCR. ISBN: 978-606-977-007-8
• Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2017). A longitudinal integration of identity styles and educational identity processes in adolescence. Developmental Psychology, 53(11), 2127–2138. https://doi.org/10.1037/dev0000325
• Negru-Subtirica, O., Tiganasu, A., Dezutter, J., & Luyckx, K. (2017). A cultural take on the links between religiosity, identity, and meaning in life in religious emerging adults. British Journal of Developmental Psychology, 35(1), 106–126. https://doi.org/10.1111/bjdp.12169
• Pop, E. I. (2017). Repere ale dezvoltării în adolescență: Ghid pentru adolescenți, părinți și profesioniști din învățământ. Editura ASCR. ISBN: 978-606-977-009-2
• Stoeber, J., Madigan, D. J., Damian, L. E., Esposito, R. M., & Lombardo, C. (2017). Perfectionism and eating disorder symptoms in female university students: The central role of perfectionistic self-presentation. Eating and Weight Disorders, 22(4), 641–648. https://doi.org/10.1007/s40519-016-0297-1

Keywords:

Identity commitment and meaning in life; Career concern and adaptability; Academic performance and identity synthesis; Achievement-related costs; Perfectionism in adolescence; Vocational planning and future orientation.

• Damian, L. E., Negru-Subtirica, O., Pop, E. I., & Baban, A. (2016). The costs of being the best: Consequences of academic achievement on students’ identity, perfectionism, and vocational development. In A. Montgomery & I. Kehoe (Eds.), Reimagining the purpose of schools and educational organisations: Developing critical thinking, agency, beliefs in schools and educational organisations (pp. 173–188). Springer International Publishing. https://doi.org/10.1007/978-3-319-24699-4_13
• Negru-Subtirica, O., & Pop, E. I. (2016). Longitudinal links between career adaptability and academic achievement in adolescence. Journal of Vocational Behavior, 93, 163–170. https://doi.org/10.1016/j.jvb.2016.02.006
• Negru-Subtirica, O., Pop, E. I., Luyckx, K., Dezutter, J., & Steger, M. F. (2016). The meaningful identity: A longitudinal look at the interplay between identity and meaning in life in adolescence. Developmental Psychology, 52(11), 1926–1936. https://doi.org/10.1037/dev0000176
• Pop, E. I., Negru-Subtirica, O., Crocetti, E., Opre, A., & Meeus, W. (2016). On the interplay between academic achievement and educational identity: A longitudinal study. Journal of Adolescence, 47, 135–144. https://doi.org/10.1016/j.adolescence.2015.11.004
• Stoeber, J., & Damian, L. E. (2016). Perfectionism in employees: Work engagement, workaholism, and burnout. In F. M. Sirois & D. S. Molnar (Eds.), Perfectionism, health, and well-being (pp. 265–283). Springer International Publishing. https://doi.org/10.1007/978-3-319-18582-8_12
• Stoeber, J., Edbrooke-Childs, J., & Damian, L. E. (2016). Perfectionism. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (2nd ed.). Springer.

Keywords:

Cross-national identity assessment; Gender measurement invariance; Identity commitment and subjective well-being; Career adaptability trajectories; Occupational exploration and self-doubt; Pre-service teachers’ beliefs about teaching ability.

• Crocetti, E., Cieciuch, J., Gao, C. H., Klimstra, T., Lin, C. L., Matos, P. M., Morsünbül, Ü., Negru, O., Sugimura, K., Zimmermann, G., & Meeus, W. (2015). National and gender measurement invariance of the Utrecht-Management of Identity Commitments Scale (U-MICS): A 10-nation study with university students. Assessment, 22(6), 753–768. https://doi.org/10.1177/1073191115584969
• Karaś, D., Cieciuch, J., Negru, O., & Crocetti, E. (2015). Relationships between identity and well-being in Italian, Polish, and Romanian emerging adults. Social Indicators Research, 121(3), 727–743. https://doi.org/10.1007/s11205-014-0668-9
• Negru-Subtirica, O., Pop, E. I., & Crocetti, E. (2015). Developmental trajectories and reciprocal associations between career adaptability and vocational identity: A three-wave longitudinal study with adolescents. Journal of Vocational Behavior, 88, 131–142. https://doi.org/10.1016/j.jvb.2015.03.004
• Pop, E. I., Negru, O., & Opre, A. (2015). Challenging or conserving your beliefs: A person-centered approach of pre-service teachers’ educational identity. Procedia – Social and Behavioral Sciences, 187, 147–152.

In 2014, perfectionism was the main focus again, alongside building and testing a new questionnaire to measure it. Other studies looked at religion and family influence, and how identity develops during the teenage years.

Keywords:

Perfectionism; New questionnaire; Religion Family; Teen identity.

• Damian, L. E., Stoeber, J., Negru, O., & Băban, A. (2014). Perfectionism and achievement goal orientations in adolescent school students. Psychology in the Schools, 51(9), 960–971. https://doi.org/10.1002/pits.21794
• Damian, L. E., Stoeber, J., Negru, O., & Baban, A. (2014). Positive and negative affect in adolescents: An investigation of the 2 × 2 model of perfectionism. Cognition, Brain, Behavior: An Interdisciplinary Journal, 18(1), 1–16. ISSN 1224-8398.
• Negru, O., Haragâş, C., & Mustea, A. (2014). How private is the relation with God? Religiosity and family religious socialization in Romanian emerging adults. Journal of Adolescent Research, 29(3), 380–406. https://doi.org/10.1177/0743558413508203
• Pop, E. I., Blaga, I., & Negru, O. (2014). Identity development in adolescence: A process-focused approach. Studies and research in the field of social sciences (Vol. 26, pp. 213–226). Argonaut Print House.
• Stoeber, J., & Damian, L. E. (2014). The Clinical Perfectionism Questionnaire: Further evidence for two factors capturing perfectionistic strivings and concerns. Personality and Individual Differences, 61–62, 38–42. https://doi.org/10.1016/j.paid.2014.01.003

The 2013 publications were characterized by a mix of research and practical guides: what parents do that can lead to perfectionism in children, how personal goals connect to school identity, plus guides on healthy eating and bouncing back after trauma.

Keywords:

Perfectionism; Parenting; School identity; Healthy eating; Resilience.

• Băban, A., Tăut, D., Crăciun, C., & Damian, L. (Coordinators of the Romanian edition). (2013). Strategii de suport pentru o alimentaţie sănătoasă la adolescenţi. ASCR. English edition: Stok, M., de Ridder, D., de Vet, E., & de Wit, J. (2013). Strategies to support healthy eating in adolescents. Utrecht University and the TEMPEST Consortium.
• Damian, L. E., Stoeber, J., Negru, O., & Băban, A. (2013). On the development of perfectionism in adolescence: Perceived parental expectations predict longitudinal increases in socially prescribed perfectionism. Personality and Individual Differences, 55(6), 688–693. https://doi.org/10.1016/j.paid.2013.05.021
• Ghimbulut, O., Damian, L., & Baban, A. (2013). Reziliența: Regăsirea echilibrului emoțional în contact cu trauma. In M. Milcu (Ed.), Cercetarea aplicativă în psihologia modernă: Premise metodologice (pp. 68–72). Editura Universitară.
• Negru, O., Pop, E. I., & Opre, A. (2013). Foreshadowing identities: The relation between achievement goals and educational identity in a sample of Romanian emerging adults. Cognition, Brain, Behavior: An Interdisciplinary Journal, 17(1), 1–13.

The 2012 publications explored what the years right after high school look like for young Romanians, what drives people to achieve, and contributed to a World Health Organization report on teen health at school.

Keywords:

Life after high school; Motivation to achieve; Teen health.

• Negru, O. (2012). The time of your life: Emerging adulthood characteristics in a sample of Romanian high-school and university students. Cognition, Brain, Behavior: An Interdisciplinary Journal, 16(3), 357–367.
• Negru, O. (2012). Growing up to be the best: Achievement motivation in the transition to adulthood. ASCRED Publishing. ISBN: 978-606-8244-54-9
• Ramelow, D., Klinger, D., Currie, D., Freeman, J., Damian, L., Negru, O., Samdal, O., Rasmussen, M., & Felder-Pluig, R. (2012). Social context: School. In C. Currie, C. Zanotti, A. Morgan, D. Currie, M. de Looze, C. Roberts, O. Samdal, O. Smith, & V. Barnekow (Eds.), Social determinants of health and well-being among young people: Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey (pp. 45–63; Health Policy for Children and Adolescents, No. 6). WHO Regional Office for Europe.

The 2011 publications focused on: personal goals and how researchers study them, future teachers’ hopes and ambitions, identity, online learning, and how perfectionism relates to well-being.

Keywords:

Personal goals; Research methods; Teacher ambitions; Online learning; Perfectionism.

• Damian, L., Negru, O., & Baban, A. (2011). Patterns of affect and well-being in high versus low adolescent perfectionists: Do goal orientation and achievement make a difference? Psychology & Health, 26(2), 112.
• Damian, L., Pop, E., & Negru, O. (2011). Personal aspirations of future teachers: Do they play a role in the teaching approach? In V. Ajder (Ed.), National conference of educational counseling “The butterfly effect in education” (pp. 148–153). EIKON.
• Mustea, A., Baba, T. C., & Negru, O. (2011). Personal goals: A new approach in studying religious motivation. Society and Politics, 5, 115–123.
• Mustea, A., Negru, O., & Iovan, M. (2011). A transdisciplinary approach of e-learning and its implications for an authentic learning experience. Journal of Educational Sciences and Psychology, 1, 57–63.
• Negru, O. (2011). Methodological dimensions in the investigation of personal goals. Cognition, Brain, Behavior, 15(1), 1–17.
• Negru, O., Pop, I. E., Damian, L., & Moraru, C. (2011). Aspirations and identity processes in the meaningful development of future teachers. Procedia – Social and Behavioral Sciences, 11, 102–106.
• Negru, O., Subtirica, A., & Opre, A. (2011). The dynamics of aspirations in emerging adulthood. Procedia – Social and Behavioral Sciences, 12, 205–210.
• Pop, I. E., & Negru, O. (2011). Perceptions of Romanian emerging adults of the transition to adulthood. Studies and Researches in the Field of Social Sciences, 21, 80–88. Argonaut Print House.
• Taut, D., Damian, L., Lobonea, L., & Baban, A. (2011). Protecting children in child protection systems in Romania: Research report. Ancora.

The 2010 publications compared well-being and identity between Romania and Italy, and looked at religion, morality, achievement goals in the classroom, and how involved parents are in their kids’ schoolwork.

Keywords:

Well-being; Identity; Comparing countries; Religion; Parental involvement.

• Mustea, A., Negru, O., & Opre, A. (2010). Morality and religion: A psychological perspective. Journal for the Study of Religions and Ideologies, 9, 18–35.
• Negru, O., & Crocetti, E. (2010). Dimensions of well-being and identity development in Romanian and Italian emerging adults: A cross-cultural analysis. Psychology & Health, 25(6), 286.
• Negru, O., & Damian, L. (2010). Personal and classroom promoted achievement goals: Interdependence between students and teachers. Cognition, Brain, Behavior, 14(2), 81–99.
• Negru, O., Damian, L., & Baban, A. (2010). Parents and children in Romania: The influence of family culture dimensions on parental involvement in children’s academic life. Journal of Child and Adolescent Psychology, 1, 31–49.
• Opre, A. (Coord.), Damian, L., Ghimbuluț, O., Giba, R., Macavei, B., Opre, A., Ormenișan-Calbaza, M., Rebega, O., & Vaida, S. (2010). Lumea lui Self. Povești pentru dezvoltarea socio-emoțională a copiilor preșcolari. Editura ASCR.

The 2009 publications focused on what motivates students to achieve and how well they adjust to school, as well as personal goals, spirituality, national identity, and career choice.

Keywords:

Motivation; School adjustment; Personal goals; Spirituality; National identity.

• Mustea, A., Negru, O., & Baba, T. C. (2009). National identity – European identity: Sources of support and barriers in the development of a European identity of the Romanian people. Societate și Politică, 2, 34–47.
• Negru, O. (2009). Achievement goals: Defining competence and understanding performance. Economy. Transdisciplinarity. Cognition, 2, 71–79.
• Negru, O. (2009). Impact of achievement goals, normative feedback and task requirements on performance. Cognition, Brain, Behavior, 13(1), 11–30.
• Negru, O. (2009). The dynamics of Romanian students’ personal goals: Influences of educational level, previous work experience and gender. Studia Universitatis Babes-Bolyai, Psichologia-Paedagogia Series, 54(2), 3–17.
• Negru, O., & Baban, A. (2009). Positive development in school settings: School environment influences on perceived school adjustment in a Romanian adolescent sample. Cognition, Brain, Behavior, 13(3), 253–267.
• Negru, O., & Mustea, A. (2009). Intentionality and positive illusions. The Annals of the University of Oradea. Psychology Installment, 16, 93–107.
• Negru, O., & Mustea, A. (2009). Understanding spirituality: An exploratory study on Romanian youth and new methodological directions. European Journal of Science and Theology, 5(4), 53–66.
• Negru, O., & Pop, I. E. (2009). Emerging adulthood: Developmental characteristics and educational career interventions. Romanian Journal of Pedagogy, 1–3, 99–106.
• Negru, O., & Subtirica, A. (2009). The relation between achievement goals and academic performance: On the multidimensionality of competence development in school contexts. In M. Roth, D. Damean, & M. Iovu (Eds.), Succesul scolar la intersectia factorilor sociali (pp. 75–86). Presa Universitara Clujeana.

This 2008 publication looked at how personal goals are structured and how they change as adults grow older.

Keywords:

Personal goals; Adult growth.

• Negru, O. (2008). Personal goals: structures and processes in adult development. Cognition, Brain, Behavior, 12(3), 265-283.

In 2007, a practical guide was written to help train community mediators.

Keywords:

Community mediation; Training guidee.

• Moraru, C., Negru, O., & Subtirica, A. (2007). Professional development guide for community mediators. Education 2000+ Printhouse, Ro Media Production.

In 2005, two practical guides were published to help students and youth groups plan their careers.

Keywords:

Career planning; Guides for students.

• Negru, O., Subtirica, A., & Nagy T. (Eds) (2005). Your career, now. Career development guide for students and graduates. Oradea: Europrint Publishing House.
• Negru, O., & Subtirica, A. (Eds.) (2005). Career development guide for student and youth organizations. Oradea: Europrint Publishing House.