Hellenic Journal of Psychology
Volume 17, 2020
President of the Psychological Society of Northern Greece
School of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece. Phone: +30-2310-997972. E-mail: firstname.lastname@example.org
Editor-in-Chief: Anastasia Efklides, Aristotle University of Thessaloniki, Greece
Associate Editor: Andreas Brouzos, University of Ioannina, Greece
Associate Editor: Panayiota Stavrussi, University of Thessaly, Greece
Alessandro Antonietti, University of Sacred Heart, Italy
Irini Dermitzaki, University of Thessaly, Greece
Maria Dikaiou, Aristotle University of Thessaloniki, Greece
Sophia-Eleftheria Gonida, Aristotle University of Thessaloniki, Greece
Marios Goudas, University of Thessaly, Greece
George Grouios, Aristotle University of Thessaloniki, Greece
Konstantinos Kafetsios, University of Crete, Greece
Evangelos Karademas, University of Crete, Greece
Gregoris Kiosseoglou, Aristotle University of Thessaloniki, Greece
Mary H. Kosmidis, Aristotle University of Thessaloniki, Greece
Shulamith Kreitler, Tel-Aviv University, Israel
Panayiota Metallidou, Aristotle University of Thessaloniki, Greece
Plousia Misailidi, University of Ioannina, Greece
Robert Neimeyer, University of Memphis, USA
Markku Niemivirta, University of Helsinki, Finland
Maria Platsidou, University of Macedonia, Greece
Pagona Roussi, Aristotle University of Thessaloniki, Greece
Wolfgang Schnotz, University of Koblenz-Landau, Landau, Germany
Georgios D. Sideridis, University of Athens, Greece
Georgia Stephanou, University of Western Macedonia, Greece
Yannis Theodorakis, University of Thessaly, Greece
Maria Tzouriadou, Aristotle University of Thessaloniki, Greece
Haralambos Tsorbatzoudis, Aristotle University of Thessaloniki, Greece
Stephanos Vassilopoulos, University of Patras, Greece
Marja Vauras, University of Turku, Finland
Symeon Vlachopoulos, Aristotle University of Thessaloniki, Greece
Filippos Vlachos, University of Thessaly, Greece
ALPHABET S.A., Vrilissou 80, Poligono, 114 76 Athens, Greece. Tel: +30-210-646686
Teachers’ self-efficacy, perceived administrative support and positive attitude toward students: Their effect on coping with job-related stress
Ioannis G. Katsantonis
University of Patras, Grecce
This study aimed at investigating the impact of teachers’ self-efficacy, perceptions of administrative support and positive attitude toward students on coping with job-related stress. A sample of 100 in-service primary and pre-primary state-school teachers fromthe urban region of Patras filled out four short measures on teachers’ self-efficacy, perceived administrative support, positive attitude toward students, and coping with job-related stress. Results indicated statistically significant correlations of teachers’ self-efficacy, perceived administrative support, and positive attitude toward students with coping with job-related stress. However, only teachers’ self-efficacy and positive attitude toward students predicted coping with job-related stress. The findings underscore the importance of the person as compared to institutional factors in the development of coping with job-related stress.
Keywords: Coping with job-related stress, Perceived administrative support, Positive attitude toward students, Self-efficacy, Teachers’ job-related stress
Address: Ioannis Katsantonis, Eleftherias 14, Agios Vasileios, Patras, 26504, Greece. E-mail: email@example.com
Acknowledgement: The author thanks Professor emerita A. Efklides and the two anonymous reviewers for their constructive feedback.
Psychometric properties of the Bangla version of PSS-10: Is it a single-factor measure or not?
Md. Nurul Islam
University of Chittagong, Bangladesh
The Bangla version of the Perceived Stress Scale(PSS-B) is a popular and widely used measure in Bangladesh. Despite its popularity, it has never been validated among nonclinical samples in the country.The present study examined the psychometric properties of the PSS-B in a sample of 300 respondents. A two-factor structure was found in EFA performed on half of the sample (Sample 1, n = 150), explaining 53.41% of the total variance. The CFA performed on the second half of the sample (Sample 2, n = 150), showed that the two-factor model had acceptable fit. A one-factor and a bifactormodel were also tested. Good Cronbach’s alphas and significant test-retest reliability were observed in the scale. Concurrent validity of the scale was established through the correlation PSS-B with PSQ-B. Convergent and discriminant validities were established through inter-factor correlations as well as the scores of composite reliability, average variance extraction, average shared variance, and maximum shared variance. The results support the use of PSS-B with a two-factor structure as a reliable and valid measure to assess perceived stress of Bangladeshi people.
Keywords: Perceived Stress Scale, Psychometric properties of PSS-B, Reliability of PSS-B, Validity of PSS-B
Address: Md. Nurul Islam, Ph.D., Department of Psychology, University of Chittagong, Chittagong-4331, Chittagong, Bangladesh. E-mail: firstname.lastname@example.org
Differences in life-satisfaction, optimism and pessimism between hypertensive and non-hypertensive adults
Attila Szabo* & Tamás Bőhm**
*ELTE Eötvös Loránd University, Hungary
**Semmelweis University, Hungary
Cross-national epidemiological research reveals that life satisfaction is related to blood pressure status.While no studies have yet distinguished hypertensive and normotensive individuals in terms of life satisfaction, limited evidence suggests that the former might differ in optimism and pessimism from the latter. The objective of this cross-sectional study was to test the hypothesis that hypertensive adults differ in life satisfaction, optimism and pessimism from the non-hypertensives. Individuals presenting themselves for a voluntary cardiovascular screening test (N = 128) were asked to complete three questionnaires assessing their satisfaction with life, optimism and pessimism. Based on their blood pressure readings, using the commonly accepted cut-off value of 140/90 mm Hg, participants were categorized as hypertensives and non-hypertensives and were compared on the dependent measures. A bootstrappedmultivariate analysis of covariance, using gender, bodymass index, smoking status and age as covariates, indicated that hypertensive participants reported lower life satisfaction and optimism than non-hypertensives. However, there was no difference in pessimism between the groups. These findings support the earlier epidemiological reports connecting life satisfaction and blood pressure status and expand those by showing that hypertensives differ from non-hypertensives in the subjective perception of their quality of life.
Keywords: Blood pressure, Hypertension, Optimism, Pessimism, Satisfaction with life
Address: Prof. Attila Szabo, Ph.D., D.Sc., Professor of Psychology, Institute of Health Promotion and Sport Sciences, Faculty of Education and Psychology, ELTE Eötvös Loránd University, 1117 Budapest, Bogdánfy u. 10/B, Hungary. E-mail: email@example.com
Author Note: Τhe data associated with the submitted report is available on the Mendeley data repository with doi number at the following link
Acknowledgement: Corvin Medical Centre in Budapest is thanked for its help in participant recruitment and permission to carry out the research in its private facilities. Viktoria Szőts is thanked for her data processing, coding and data-verification. Prof. Ferenc Köteles is thanked for his advice in the statistical analyses.
Investigating the locus of the phonological deficit in Greek children with dyslexia and developmental language disorder: Degraded phonological representations or deficient phonological access?
University College London, United Kingdom
The objective of the study was to investigate the locus of the phonological deficit in Greek children with dyslexia and Developmental Language Disorder (hereafter children with DDLD) by testing the Degraded Phonological Representations Hypothesis and the Deficient Phonological Access Hypothesis. Sixty-six children with DDLD aged 7-12 years and 63 typically developing (TD) children aged 7-12 years, all monolingual Greek speakers, were assessed with phoneme deletion, nonword repetition, rapid automatic naming, and spelling tasks, in addition to a range of language and reading tasks. The DDLD group performed significantly poorly on phoneme deletion tasks loading on phonological short-term memory capacity. Further, a qualitative analysis of spelling errors revealed that themajority of errors (96%)made by the DDLD group did not change the phonology of the spelled words, showing that mainly nonphonological difficulties account for poor spelling accuracy performance in Greek children with DDLD. The findings are consistent with the view that phonological representations of children with dyslexia and DLD are intact, but less accessible.
Keywords: Developmental language disorder, Dyslexia, Phonological deficit, Spelling accuracy
Address: Maria Mengisidou, UCL Institute of Education, University College London, 20 BedfordWay, LondonWC1H 0AL, UK. E-mail: firstname.lastname@example.org
Suffering bullying passively is to be excluded from humanity: You are not human unless you stand up for yourself
Kyriaki Fousiani*, †Maria Sakalaki**, & Clive Richardson**
*Rijksuniversiteit Groningen, Netherlands
**Panteion University of Social and Political Sciences, Greece
Two experiments were conducted in order to test whether suffering as a result of bullying affects the perceived humanness of the victims. We hypothesized that observers who are confronted with suffering and passive endurance of victimization will view victims as less than human. We propose a double dehumanization of victims, that is, denial of both their human uniqueness and human nature.We also hypothesized that victims’ defending themselves and deploying agency rather than passivity, has a humanizing effect on observers’ perceptions of the victims. Suffering wasmanipulated via vignettes describing bullying incidents experienced by both children and adult victims. Study 1 (N = 197) fully corroborated our first hypothesis. Study 2 (N = 164) replicated the findings of Study 1 and additionally showed that victims’ defense of themselves before harm-doers had a doubly humanizing effect on them (i.e., attribution of higher uniquely human but also human nature traits). These results provided support to our second hypothesis. Findings are discussed in terms of perceivers’ detachment from those who display passivity instead of agency in conditions that involve suffering.
Keywords: Bullying, Dehumanization,Human nature,Human uniqueness, Passivity vs. agency, Social suffering, Victims
Address: Kyriaki Fousiani, Faculty of Behavioral and Social Sciences, Rijksuniversiteit Groningen. E-mail: email@example.com
Note: †Professor Dr. Maria Sakalaki passed away in September 2019. She had been a valued member of our team and will be missed. The present article is the last publication of Maria Sakalaki and we wish to dedicate it to her memory.
Greek adult population with specific learning disabilities: Epidemiology, demographics and gender differences
Christina Ε. Bampalou, Eleni M. Kouimtzi, Eleni Bonti, Zacharias Kyritsis
Aristotle University of Thessaloniki, Greece
The aim of this study was to collect information about demographic characteristics of a clinical sample of Greek adults with specific learning disabilities (SLD) who referred themselves for learning assessment in a State Certified Diagnostic Center. Greek adult population with SLD is under-researched and difficult to access. The sample comprised 132 Greek adults (66.7% males) meeting the Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records and case records which included demographic information and learning assessments. Most of the participants came from urban areas and they were studying in post-secondary non-tertiary or in tertiary education. As regards the prevalence of the main types of SLD and their comorbidity our findings agree with international data. The demographic characteristics, such as educational level and employment status, are discussed within the Greek socio-cultural context.
Keywords: Adults with specific learning disabilities, Comorbidity of learning disabilities, Specific learning disabilities
Address: Dr. Eleni M. Kouimtzi, School of Primary Education, Faculty of Education, Aristotle University of Thessaloniki, Thessaloniki 541 24, Greece. E-mail: firstname.lastname@example.org
A sociocultural exploration of the concepts of death and dying among Filipino children
Teresita T. Rungduin*, John Ray B. Acopio**, & Darwin C. Rungduin***
*Philippine Normal University-Manila, Philippines
**Mapua University-Makati, Philippines
***Colegio de San Juan de Letran-Manila & De La Salle University-Manila, Philippines
Death is a challenging topic to discuss with children. The present study explored children’s understanding of death and dying using a phenomenological inquiry design. A sample of eight Filipino children with previous experiences of a death of a relative in the past six months were interviewed to examine the processes underlying children’s understanding of death and dying. Analysis of the interview transcripts resulted in the identification of three major categories representing children’s understanding of death and dying, namely, cognitive orientation, cultural orientation, and social orientation. Findings suggest that children attribute death to old age and cessation of body functioning, Moreover, they believe that death is a matter of time and there is a spiritual component in dying. This study shed light on the importance of socio-cultural factors such as spiritual values in understanding death and dying.
Keywords: Cognitive orientation, Conceptualization of death, Cultural orientation, Death, Development of beliefs about death, Dying, Social orientation
Address: Teresita T. Rungduin, College of Graduate Studies and Teacher Education Research, Philippine Normal University-Manila, 104 Taft Ave., Ermita, Manila, 1000 Metro Manila, Philippines. E-mail: email@example.com
Interculturation and intercultural sensitivity: Implementation of the major concepts for a better management of cultural otherness
Valentin El Sayed, Julien Teyssier, Patrick Denoux, & Elaine Costa-Fernandez
University Toulouse Jean Jaurès, France
This study aimed to explore the relationship between intercultural sensitivity, namely, the ability to apprehend cultural difference, and interculturation. Specifically, this study investigated the effect of nationality (French, Brazilian, Bolivian, Sri Lankan) and individual characteristics (e.g., number of spoken foreign languages, socioeconomic status, age and gender) on intercultural sensitivity and interculturation. An intercultural sensitivity scale and demographic questions about individual characteristics were administered to a sample of 434 participants. The results showed that intercultural sensitivity depends on the number of spoken foreign languages, which is a strong asset for a better understanding of cultural otherness. Nationality, socioeconomic status and gender had significant effects on ethnocentrism and ethnorelativism aspects of intercultural sensitivity.
Key words: Cultural otherness, Foreign languages spoken, Intercultural sensitivity, Interculturation
Address: Valentin El Sayed, Laboratoire LCPI, Université Toulouse Jean Jaurès, 5 Allée Antonio Machado, 31058 Toulouse, France. Tel.: +33-561503673. E-mail: firstname.lastname@example.org;
Julien Teyssier, University Toulouse Jean Jaurès, France. E-mail: email@example.com;
Patrick Denoux, University Toulouse Jean Jaurès, France. E-mail: firstname.lastname@example.org;
Elaine Costa-Fernandez, University Toulouse Jean Jaurès, France. E-mail: email@example.com
Social class, immigration and the school: Accountability concerns on migration in the discourse of schoolteachers in Greece
Antonis Sapountzis* & Anastasia Dea**
*Democritus University of Thrace, Greece
**Panteion University of Social and Political Sciences, Greece
Abstract: Research on social class is scant within social psychology, although recent economic developments have turned many researchers’ gaze on various research fields relating to class. An important aspect of social class research has been intersectionality, namely the relation of social class to other identities, such as gender and ethnicity. It is often argued that social agents develop an understanding of social class that is inseparable of issues of gender and ethnicity. Following a discursive perspective this article aims to demonstrate the situated use of notions that are related to social class in educators’ discourse on immigrant children’s presence in the Greek school. Data was gathered using semi-structured interviews with 12 participants in a small village of Chalkidiki in Northern Greece. Implementing the principles of Critical Discursive Social Psychology, we examined how interpretative repertoires related to class, such as economic level and professional status, were mobilized within discourses of immigrant students’ school attendance to manage local accountability concerns, which also had more distal ramifications. It is argued that one of the functions the mobilization of class seemed to serve was the denial of racism and the management of educators’ professional identities.
Keywords: Accountability; Immigrant students; Interpretative repertoires; Intersectionality and class; Migration; Racism; Social class; Teacher social identity
Address: Antonis Sapountzis, Department of Education Sciences in Early Childhood, Democritus University of Thrace, Alexandroupoli, Nea Chili 68100. Tel: +30-2551030087. Fax: +30-2551030050. E-mail: firstname.lastname@example.org
Acknowledgments: We would like to thank the two anonymous reviewers for their comments. We would also like to thank Lia Figgou for her remarks on the article.
Undergraduates' affective-learning profiles: Their effects on academic emotions and academic achievement
Spiridon Kamtsios & Evangelia Karagiannopoulou
University of Ioannina, Greece
The present study investigated students’ learning profiles taking account of two variables that relate to stress and coping in academic situations, namely test anxiety and academic hardiness, along with approaches to learning. The study explored differences in learning outcomes such as academic emotions and academic achievement among student profiles. The sample comprised 210 undergraduates. Students completed the Approaches to Learning and Studying Inventory (ALSI), the Revised Academic Hardiness Scale (RAHS), the Test Anxiety Inventory (TAI) and the Student Experience of Emotions Inventory. Academic achievement was measured using students’ grade point average (GPA). Cluster analysis revealed three profiles: (a) the Deep - Emotionally positive/Learning engaged - Hardy profile, (b) the Surface - Anxious-committed/ Surface engaged profile, and (c) the Dissonant - Learning disengaged/Affective relaxed profile. These profiles were differentially related to student academic emotions and academic achievement. The Deep - Emotionally positive/Learning engaged - Hardy profile, was associated to students’ positive emotions and academic performance. The other two profiles were similar in terms of low GPA and academic emotions whilst, not surprisingly, surface profile students scored the highest on both negative academic emotions.
Keywords: Academic achievement, Academic emotions, Academic hardiness, Approaches to learning, Test anxiety
Address: Spiridon Kamtsios, PhD, Department of Psychology, University of Ioannina, 45 110 Ioannina, Greece. E-mail: email@example.com
Representational autobiographical nostalgic memories: An intergenerational comparative study involving native and immigrant Greeks
Anna Madoglou, Panagiotis Xanthopoulos, & Dimitrios Kalamaras
Panteion University, Greece
Nostalgia is defined as a reconstruction of important representational memories in the present. The present study aimed to investigate the process of objectification of nostalgic memories, and, also, the effects of gender, age/ generation, country of residence, and rate of occurrence of nostalgic memories. It draws on data from a sample of 226 female and male Greek natives and immigrants residing in Germany. The participants belonged to three different generations (young adults/children, adults/parents, elders/grandparents). They completed an open-ended questionnaire on nostalgic experiences, the associated reasons and elicited emotions. They also responded to the Southampton Nostalgia Scale measuring proneness to nostalgia. The results showed that nostalgic memories involved interactions with significant others, first-time experiences, places, periods of one’s life, and important events that contributed to the person’s identity formation (reasons). The elicited emotions were both positive and negative. Correspondence analysis showed that nostalgic memories were associated with participants’ immigration status (native/ immigrant) and generation. Immigrants and elderly participants were more sensitive to the nostalgic process. The implications of the study are discussed in terms of social representations of nostalgic memories and their interaction with identity dimensions.
Keywords: Generation effect, Immigration nostalgia, Social representations
Address: Dimitrios Kalamaras, Ph.D., Department of Psychology, Panteion University, Syngrou Avenue 136, 17671 Athens, Greece. E-mail: firstname.lastname@example.org
Professor Anna Madoglou, Ph.D. E-mail: email@example.com
Panagiotis Xanthopoulos, Ph.D. E-mail: firstname.lastname@example.org
Xούντα και Χρυσή Αυγή: Ο ρόλος της πολιτικής ταυτότητας στην αναπαραστασιακή κοινωνική μνήμη και λήθη ακραίων πολιτικών φαινομένων
Παναγιώτα Ροπόκη & Άννα Μαντόγλου
Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών
Αντικείμενο της παρούσας έρευνας ήταν η μελέτη της επίδρασης της πολιτικής ταυτότητας στην αναπαραστασιακή κοινωνική μνήμη και λήθη της χούντας των Συνταγματαρχών (1967-1974) και του κόμματος της Χρυσής Αυγής, στην Ελλάδα. Στην έρευνα συμμετείχαν 300 άνδρες και γυναίκες διάφορων ηλικιών που απάντησαν σε μια κλίμακα πρωτοτυπικών ιδεών της αριστεράς και της δεξιάς, σε μια κλίμακα ταύτισης με την εθνική ενδο-ομάδα, σε μια κλίμακα πολιτικής τοποθέτησης όπου και σημείωναν το πολιτικό κόμμα που ψήφισαν στις τελευταίες βουλευτικές εκλογές. Οι συμμετέχοντες καλούνταν ακόμα να σημειώσουν τρία γεγονότα που θέλουν να θυμούνται για πάντα και τρία γεγονότα που θέλουν να ξεχάσουν για πάντα αναφορικά με τη χούντα των Συνταγματαρχών και τη Χρυσή Αυγή, αντιστοίχως. Τα αποτελέσματα έδειξαν ότι το περιεχόμενο της μνήμης είναι αξιολογικά θετικό, ενώ της λήθης αρνητικό. Η χούντα παρουσιάζει κοινά αναπαραστασιακά στοιχεία περιεχομένου με τη Χρυσή Αυγή, ωστόσο το κάθε πολιτικό φαινόμενο χαρακτηρίζεται από γεγονότα και συμπεριφορές που εκφράζουν την κοινωνικο-πολιτική ιδιαιτερότητά τους. Βρέθηκε, επίσης, ότι η πολιτική ταυτότητα των συμμετεχόντων επιδρά στην ανάκληση του αναπαραστασιακού περιεχομένου της μνήμης και της λήθης. Η μνήμη χαρακτηρίζει κυρίως τα άτομα δεξιάς πολιτικής ταυτότητας, ενώ η λήθη τα άτομα αριστερής πολιτικής ταυτότητας.
Λέξεις κλειδιά: Aκραία πολιτικά φαινόμενα, Kοινωνικές αναπαραστάσεις, Kοινωνική λήθη, Kοινωνική μνήμη, Πολιτική ταυτότητα
Διεύθυνση: Παναγιώτα Ροπόκη, Τμήμα Ψυχολογίας, Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών, Λεωφ. Συγγρού 136, Αθήνα 176 71. Τηλ. 6934657475. Ε-mail: email@example.com.
Άννα Μαντόγλου, Τμήμα Ψυχολογίας, Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών, Λεωφ. Συγγρού 136, Αθήνα 176 71. Τηλ. 210-9201691, 6976569076. Ε-mail: firstname.lastname@example.org.
Η καλλιέργεια της ορθογραφίας και σημασίας σύνθετων λέξεων για παιδιά Δημοτικού σχολείου στα πλαίσια της σχολικής τάξης
Στυλιανή Ν. Τσεσμελή & Ειρήνη Καριωτάκη
Σκοπός της μελέτης ήταν να διερευνηθεί η επίδραση της καλλιέργειας της μορφολογικής ενημερότητας στην ορθογραφία και σημασία σύνθετων λέξεων σε 40 μαθητές της Γ΄ τάξης ενός δημοτικού σχολείου, οι οποίοι διαχωρίστηκαν σε μια ομάδα παρέμβασης και μια ομάδα ελέγχου. Σε όλους τους μαθητές χορηγήθηκαν σταθμισμένα κριτήρια ορθογραφίας και λεξιλογίου. Η παρέμβαση διενεργήθηκε στα πλαίσια της σχολικής τάξης μέσω ενός εκπαιδευτικού παιχνιδιού και διακρίθηκε σε προ-αξιολόγηση, εκπαιδευτικό πρόγραμμα και μετα-αξιολόγηση. Το πειραματικό υλικό αποτελούσαν σύνθετες λέξεις διαβαθμισμένες σε δύο συνθήκες ανάλογα με το συγκεκριμένο/αφηρημένο χαρακτήρα τους. Τα αποτελέσματα έδειξαν ότι η συστηματική άσκηση στη μορφολογική δομή των λέξεων βελτίωσε σημαντικά την ορθογραφική και σημασιολογική επίδοση των μαθητών, με μεγαλύτερα οφέλη στην ορθογραφία έναντι της σημασίας των λέξεων. Οι μαθητές της ομάδας παρέμβασης παρουσίασαν ισόβαθμα οφέλη στην ορθογραφία των συγκεκριμένων και αφηρημένων λέξεων, ενώ τα οφέλη στη σημασία των συγκεκριμένων λέξεων ήταν υψηλότερα σε σχέση με εκείνα των αφηρημένων λέξεων. Τα αποτελέσματα υπογραμμίζουν τη σημασία του παράγοντα της μορφολογικής ενημερότητας στην κατάκτηση της ορθογραφίας και σημασίας σύνθετων λέξεων από τους μαθητές στα πλαίσια της σχολικής τάξης.
Λέξεις κλειδιά: Μορφολογική παρέμβαση, Ορθογραφία, Σημασία, Συγκεκριμένες/Αφηρημένες λέξεις, Σύνθεση, Τυπικοί αναγνώστες
Διεύθυνση: Στυλιανή Ν. Τσεσμελή, Ph.D., Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας, Πανεπιστήμιο Πατρών, Οδός Αρχιμήδους, Kτίριο 7, Πανεπιστημιούπολη, 26504 Rίον, Πάτρα. Tηλ.:/Fax: 2610-969736. E-mail: email@example.com
Self-regulated learning and reading comprehension: The effects of gender, motivation and metacognition
Ioannis G. Katsantonis
University of Patras, Greece
The study aimed at determining the effects of aspects of self-regulated learning (SRL) such as metacognition and motivation on reading comprehension. A nationwide, representative sample (N =6,403) of 15-year-oldGreek adolescents was drawn fromthe PISA2018 database. The participants’ data on metacognitive knowledge of reading strategies, reading task-specific metacognitive experiences, intrinsic motivation, and reading comprehension were selected for subsequent analyses.Multiple-group confirmatory factor analyses were conducted to test gender differences in metacognitive functioning via measurement in variance. Structural equation modeling was also utilized to assess predictive and mediating effects between motivation, metacognition and reading comprehension achievement. Results indicated gender-related individual differences inmetacognitive functioning. Further, structural equation modeling showed that metacognitive experiences,metacognitive knowledge and intrinsic taskmotivation predicted reading comprehension achievement; however,metacognition mediated the association of intrinsic motivation with reading comprehension achievement. Potential cognitive and educational implications are briefly discussed.
Keywords: Metacognitive experiences, Metacognitive knowledge, PISA, Reading, Self-Regulated Learning, Text comprehension
Address: Ioannis Katsantonis, Eleftherias 14, Agios Vasileios, Patras 26504, Greece. E-mail: firstname.lastname@example.org
Psychometric evaluation of the Greek version of the Body Esteem Scale
George Alexias* & Constantinos Togas**
* Panteion University of Social and Political Sciences, Greece
** Megalopolis, Greece
This study examined the psychometric properties of the Greek version of the Body Esteem Scale (BES) in a community sample (N = 2,162) of both genders. A set of questionnaires was administered. It included demographic data, BodyMass Index, the Body Esteem Scale (BES), the Body Appreciation Scale, the Other as Shamer, the Experience of Shame Scale, and Rosenberg’s Self-Esteem Scale. The best solution for BES (according to confirmatory and exploratory factor analysis) supported a four-factor structure for both men and women. Cronbach’s α ranged from .77 to .89 in all subscales. All BES subscales significantly correlated (positively/ negatively) with the rest of the questionnaires. Test-retest correlation coefficients ranged from .92 to .95 in all subscales. Age and BMI significantly predicted the BES score. In conclusion, the Greek version of the BES has adequate internal consistency reliability, construct validity, test-retest reliability and is suitable for research and clinical use.
Keywords: Body Esteem Scale, Body image, Body satisfaction, Shame