Ticu Constantin
Biographic Data
| ID | 5855555 |
|---|---|
| NAME | Ticu Constantin |
| GIVEN NAMES | Ticu |
| FAMILY NAME | Constantin |
| SIGNATURE | CONSTANTIN T |
| AFFILIATIONS | Alexandru Ioan Cuza University |
| ORCID | 0000-0003-2443-7250 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Do I need coaching to achieve a learning goal? Coaching, goal orientation, and goal framing
Coaching is a widely used developmental intervention to facilitate goal achievement in organizational settings. While its effectiveness is well-documented, limited empirical evidence exists on how individual differences in goal orientation and situational goal framing influence perceived performance outcomes during coaching. Drawing on goal-setting theory and Dweck’s motivational theory, we investigated whether coaching, as a goal-focused interve…
Acculturation and Well-being among Migrant Populations
“Thank You for Your Good Work”
Previous literature suggests that receiving gratitude in the workplace might have beneficial outcomes for the employees; however, the research linking received gratitude to employees' motivation is scant. In this study, we aimed to examine the relations between employees' received gratitude and their controlled and autonomous motivation, as well as amotivation at work. Drawing on the self-determination theory, we also explored whether the frustra…
How trait gratitude relates to teachers’ burnout and work engagement
Type of goals and perceived control for goal achievement over time. The mediating role of motivational persistence
This study tested how type of goals (i.e., performance and mastery goals) influence perceived control for goal achievement over time (i.e., after 12 months) while controlling for motivational persistence, gender, self-efficacy, initial perceived control, emotional involvement, and perceived difficulty. Goals and self-reported data from 1220 students were analyzed. Comparative test indicated that students describing a mastery goal display more mot…
Take Nothing for Granted
The Cognitive, Emotional, and Social Impacts of the September 11 Attacks
The authors examined group differences in memories for hearing the news of and reactions to the September 11 attacks in 2001. They measured memory for reception context (immediate memory for the circumstances in which people first heard the news) and 11 predictors of the consistency of memory for reception context over time (flashbulb memory). Shortly after 9/11, a questionnaire was distributed to 3,665 participants in 9 countries. U.S. vs. non-U…
The Cognitive, Emotional, and Social Impacts of the September 11 Attacks
The authors examined group differences in memories for hearing the news of and reactions to the September 11 attacks in 2001. They measured memory for reception context (immediate memory for the circumstances in which people first heard the news) and 11 predictors of the consistency of memory for reception context over time (flashbulb memory). Shortly after 9/11, a questionnaire was distributed to 3,665 participants in 9 countries. U.S. vs. non-U…
The Cognitive, Emotional, and Social Impacts of the September 11 Attacks
The authors examined group differences in memories for hearing the news of and reactions to the September 11 attacks in 2001. They measured memory for reception context (immediate memory for the circumstances in which people first heard the news) and 11 predictors of the consistency of memory for reception context over time (flashbulb memory). Shortly after 9/11, a questionnaire was distributed to 3,665 participants in 9 countries. U.S. vs. non-U…
Take Nothing for Granted
Type of goals and perceived control for goal achievement over time. The mediating role of motivational persistence
This study tested how type of goals (i.e., performance and mastery goals) influence perceived control for goal achievement over time (i.e., after 12 months) while controlling for motivational persistence, gender, self-efficacy, initial perceived control, emotional involvement, and perceived difficulty. Goals and self-reported data from 1220 students were analyzed. Comparative test indicated that students describing a mastery goal display more mot…
How trait gratitude relates to teachers’ burnout and work engagement
“Thank You for Your Good Work”
Previous literature suggests that receiving gratitude in the workplace might have beneficial outcomes for the employees; however, the research linking received gratitude to employees' motivation is scant. In this study, we aimed to examine the relations between employees' received gratitude and their controlled and autonomous motivation, as well as amotivation at work. Drawing on the self-determination theory, we also explored whether the frustra…
Do I need coaching to achieve a learning goal? Coaching, goal orientation, and goal framing
Coaching is a widely used developmental intervention to facilitate goal achievement in organizational settings. While its effectiveness is well-documented, limited empirical evidence exists on how individual differences in goal orientation and situational goal framing influence perceived performance outcomes during coaching. Drawing on goal-setting theory and Dweck’s motivational theory, we investigated whether coaching, as a goal-focused interve…
Acculturation and Well-being among Migrant Populations
Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (3 works) · Gratitude (3 works) · Motivation and Self-Concept in Sports (3 works) · Psychological Well-being and Life Satisfaction (3 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works) · Feeling (2 works) · Goal Orientation (2 works)