Emerging Sources Citation Index (Web of Science)

Background. Though technology-facilitated partner stalking is a prevalent form of abuse, prosecutorial research in this field is underdeveloped. Online and offline violence reinforce each other, but this interaction could be leveraged as technology-enabled resistance and evidence. Method. This study employs a doctrinal legal research design, combined with qualitative content analysis, focused on Lithuania’s national-level case law. Fifty-seven court and pre-trial decisions were compiled into a dataset for the study. The main objective of this paper is to identify typical tech stalking behaviors and the criminal law’s response to them. Results and Conclusions. The national case law analysis supports previous empirical findings regarding motivation, typical tactics, and effects of technology-facilitated partner stalking. Deficiencies of national anti-stalking legislation reinforce the difficulties of prosecuting tech abuse. Charging decisions are not consistent and get even more complicated in cases of polyvictimization and non-physical violence. The success of criminal proceedings largely depends on the active involvement of victims, thereby potentially leading to repeat, extended, and secondary victimization. The practice of lenient sanctioning and technical challenges adds constraints on effective prosecution. However, even within the existing national legal framework, there is potential to improve the criminal law’s response by developing digital literacy of the population, building specialized professional capacities (both legal and technical) within law agencies, and expanding the responsibilities of tech developers.

Students’ sense of safety at school is an important dimension of school climate and student well-being; however, the factors shaping perceived safety remain insufficiently understood. This study examined the extent to which social, emotional, and contextual factors predict students’ sense of safety at school using data from the OECD PISA 2022 assessment in Lithuania (N = 7257). Structural equation modeling (SEM) was employed to analyze the relationships between students’ sense of safety and school belonging, teacher–student relationships, bullying, school safety risks, stress resistance, life satisfaction, socio-economic status, and gender. The findings suggest that students’ sense of belonging was the strongest predictor of perceived safety. Positive teacher–student relationships, higher life satisfaction, and greater stress resistance were also positively associated with students’ sense of safety, whereas bullying and school safety risks were negatively associated with perceived safety. Socio-economic status and gender demonstrated comparatively weaker effects. Overall, the findings suggest that students’ sense of safety is shaped primarily by relational and psychosocial experiences rather than by background characteristics or the mere absence of risk. The study provides preliminary evidence supporting the importance of fostering inclusive and supportive school environments to strengthen students’ perceived safety.

Background Childhood maltreatment is associated with dissociative experiences later in life, but it remains unclear which characteristics of maltreatment are most relevant for such experiences. This study examined cumulative maltreatment exposure, maltreatment types, and developmental timing experienced during childhood years. Method A representative sample (N = 2000, 47.65% women, M age = 23.89, SD = 3.59) of Lithuanian young adults (ages 18–29) completed measures of childhood maltreatment (MACE) and dissociative experiences (DES-II), a dimensional measure capturing a broad spectrum of dissociative phenomena. Results Hierarchical linear regressions with bootstrapped confidence intervals were conducted controlling for sociodemographic variables. Greater cumulative maltreatment experienced during childhood was associated with higher frequency of dissociative experiences in young adults. Physical abuse and non-verbal emotional abuse were significant predictors when examined simultaneously. Participants who experienced single and multiple types of maltreatment differed from those who did not have such experiences, however, no differences between the 2 groups were found. Developmental timing (age of onset, age of exposure, cumulative age of exposure periods) variables were not significant. Family disharmony was indirectly associated with dissociation through cumulative maltreatment. Conclusions Cumulative and threat-related maltreatment were modestly associated with frequency of dissociative experiences, whereas developmental timing and the number of maltreatment types showed more limited associations.

El presente artículo aborda la realidad digital reciente y el contexto contemporáneo, con el objetivo de comprender la casuística de los NFT en Europa a través de dos casos de expansión comparativos: el español y el lituano. Metodológicamente, el estudio adopta un enfoque híbrido, combinando la revisión teórica de los Non-Fungible Tokens con técnicas empíricas de recolección de datos, como entrevistas en profundidad y encuestas. De manera preliminar, se realizó un análisis bibliométrico utilizando la base de datos Scopus, lo que permitió identificar y seleccionar los artículos más influyentes publicados en revistas de alto impacto. Esta fase inicial facilitó la delimitación de los ejes temáticos y subtemáticos que sostienen el desarrollo del trabajo. Los resultados indican que la mayoría de los estudios revisados emplean metodologías cualitativas y aportan marcos conceptuales para la aplicación práctica de los NFT, validando su relevancia en campos como la publicidad, la comunicación y las artes. El análisis de contenido identifica seis líneas principales: características, expansión, aplicaciones, repercusiones, percepciones del mercado y marco jurídico. Además, el estudio evidencia el potencial de los NFT para la diversificación y conectividad de la industria cultural, así como su creciente relevancia en entornos de realidad virtual y aumentada, destacando su papel como herramienta innovadora en la transformación digital del arte y la comunicación.

In the article, we explore, from the perspective of genetic phenomenology, the embodied image consciousness in terms of two distinct cases, i.e.: surrealism as social and/or artistic movement as well as radiology as cognitive and/or social praxis. Both scientifically and socially, consciousness is still regarded as coextensive with language, which has its own logic and its own set of relations, and imposes its order that conceals the duration as well as the discontinuity of (lived) experiential states. Certain media are able to disclose the very logic of manifestation (movement as the ground of identity) better than direct perception. While analyzing these instances of mediation, we can, on the other hand, experience the true insistence of language and the symbolic order within embodied consciousness. Hence, individual identity can appear in many ways. These ways are also the correlates of modes of medical imaging and surrealist artistic techniques. Both, in turn, presuppose certain skills (adapted to the manifestation of environments) to stabilize the perceptual constancy of an object in its multimodal appearances.

Introduction: Teacher victimization is an important occupational stressor that can undermine educators' psychological functioning and professional sustainability. Guided by stress–coping theory, this study examined the relationships among multiple forms of victimization, coping strategies, and psychological well-being.Methods: A nationwide sample of Lithuanian teachers (N = 1,044) completed validated measures assessing exposure to victimization, coping responses, and psychological well-being, including indicators of flourishing and emotional experiences. Structural equation modeling was used to examine direct and indirect relationships among variables.Results: Victimization was associated with poorer psychological well-being, particularly reduced flourishing and increased negative emotional experiences. Adaptive coping strategies–such as active coping, positive reframing, and religious coping–were related to higher well-being, whereas maladaptive strategies, including self-blame, behavioral disengagement, and substance use, were associated with poorer outcomes. Structural equation modeling indicated a small but significant indirect effect (β ≈ .02), suggesting that coping partially mediated the relationship between victimization and well-being. A substantial direct association between victimization and well-being remained (β ≈ −.25, p < .001).Discussion: These findings suggest that strengthening teachers' coping skills may help mitigate the emotional consequences of victimization; however, individual coping alone is insufficient. Supporting teacher well-being requires not only individual-level interventions but also organizational and policy-level efforts aimed at preventing workplace victimization in educational settings.

There is a lack of research analyzing how teachers themselves define violence and what patterns of behavior they personally consider to be violent. It is precisely this subjective perception of violence that may explain why some situations remain invisible at the institutional level: they are not named and reported, or they are normalized as part of a teacher’s job, even though, in the long run, they can negatively affect a teacher’s professional identity and well-being. A phenomenographic perspective was applied in this research. It has been found that teachers understand violence in the workplace as pressure to obey, aggressive behavior, insults, public humiliation, and non-transparent decisions, which are characterized by verbal, physical, written, and visual expressions. The scope of the research results shows that the teachers’ perception of violence is not limited to incidents but is revealed as a process of constructing meaning that combines the form of violence, structural features, and orientation toward the teacher as a professional or as a person. The study broadens not only the concept of violence in the school environment but also the field of analysis of the teacher as an object of violence, and it reveals that the teachers’ understanding of violence is more related to administrative power practices.

This study addresses the growing need for structured, measurable organizational development (OD) models amid digital transformation, geopolitical uncertainty, and increasing managerial complexity. Contemporary middle- and top-level managers are expected to ensure productivity, strategic clarity, resilience, and data-driven decision-making; however, existing leadership methodologies are often examined separately and lack integrated evaluation frameworks. The research analyses two prominent approaches: the American Action Science methodology and the Scandinavian (particularly Finnish) consensus-based leadership concept. While Action Science emphasizes explicit reasoning, double-loop learning, accountability, and measurable performance outcomes, the Finnish consensus model prioritizes trust, participation, and relational cohesion. The aim of the study is to develop and empirically test the original digital model LeadWinO (LEADership for WINning Organizations) for evaluating the organizational development activities of middle- and top-level managers. The model was empirically tested on managers in Lithuania. The novelty of the research lies in combining management and informatics perspectives by embedding organizational development evaluation into a digital, indicator-based, and potentially predictive framework. The type of study is quantitative research integrating questionnaire analysis in the case of multi-profile sections. Analytical tool used for data simulation is Feedforward Neural Network for constructing sufficient gapless sets of digitalized data. Research results showed that the American Action Science methodology is most effectively used by managers working in very small and small enterprises in the service and maintenance sectors. The findings are expected to contribute to the operationalization of leadership effectiveness under uncertainty and provide organizations with an auditable structure linking managerial behaviour, decision-making processes, and organizational performance outcomes.

This study explores the profiles of students who feel safe versus unsafe at school, examining how social, emotional, and academic factors are associated with students’ perceptions of safety. Drawing on data from the OECD PISA 2022 international assessment of 613,744 fifteen-year-old students across 80 countries, the analysis employs K-means clustering to identify groups of students based on their responses to four safety-related items. Students were classified into “safe” and “unsafe” clusters and compared across multiple domains, including academic behaviors, emotional well-being, social relationships, perceptions of the school environment, and socio-economic background. Findings reveal that students who feel safe at school are more likely to engage academically, report higher life satisfaction, experience stronger teacher-student and peer relationships, and come from more advantaged socio-economic backgrounds. In contrast, unsafe students tend to show academic disengagement, emotional distress, weaker social connections, and are more likely to experience bullying and attend schools perceived as less supportive or secure. These results underscore the relevance of school safety as a multidimensional phenomenon associated with relational, emotional, and equity-related aspects of students’ school experiences. The study contributes to a more holistic understanding of school safety as a multidimensional construct closely linked to students’ educational experience and well-being.

Introduction – E-learning is a central component of higher education, yet maintaining student motivation remains difficult. Although personality traits, mental health, and peer support have each been linked to learning motivation, they are seldom examined simultaneously within an integrative framework. Drawing on Self-Determination Theory, this study examined the associations among personality traits, anxiety and depression, peer-to-peer confirmation, and learning motivating factors in e-learning. Methods – A cross-sectional online survey was completed by 595 e-learners from Lithuanian universities and Turing College. Data were collected using an online self-report questionnaire. Participants completed the Learning Motivating Factors Questionnaire, the Patient Health Questionnaire-9 (PHQ-9), the Generalized Anxiety Disorder Scale (GAD-7), Student-to-Student Confirmation Scale, and Big Five Inventory-2 (BFI-2). Pearson correlational analyses and structural equation modeling (SEM) were used to estimate associations and indirect pathways. Results – Extraversion, agreeableness, conscientiousness, and openness to experience showed positive correlations with e-learning motivation (r = 0.08–0.39, p < 0.01), whereas neuroticism and mental health symptoms were negatively correlated. The integrated SEM indicated acceptable fit: χ2 (39) = 221, p < 0.001; CFI = 0.921; TLI = 0.888; RMSEA = 0.089 (90% CI [0.077, 0.100]), RMSEA p < 0.001, and SRMR = 0.075. The association between personality traits and e-learning motivation was primarily indirect via peer-to-peer confirmation (β = 0.062), whereas the indirect pathway via mental health was not significant. Peer-to-peer confirmation was positively associated with e-learning motivation (β = 0.256, p < 0.001). Conclusion – Within the proposed model, peer-to-peer confirmation showed the strongest association with e-learning motivation, indicating the relevance of supportive peer interaction for e-learning motivation.