Hellenic Journal of Psychology

Volume 15, 2018

ΙSSN 1790-1391

Legally responsible

Panayiota Metallidou

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: pmetall@psy.auth.gr

Editors

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

Editorial Board

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

Publisher

ALPHABET S.A., Vrilissou 80, Poligono, 114 76 Athens, Greece. Tel: +30-210-646686

Issue 1

The Greek version of the restraint scale: Validation in a student sample in Cyprus

Natalie Kkeli, Michalis P. Michaelides, & Maria Karekla
University of Cyprus

Abstract:

The present study examined the factorial structure and construct validity of the Greek version of the 10-item Restraint Scale (RS). One hundred and fifty-three Cypriot university students were administered the RS and other measures. An oblique two-factor model with the Concern for Dieting (CD) and Weight Fluctuation (WF) factors, with Item 6 removed, fitted adequately to the data. The two subscales were found to correlate differentially with other measures. CD had strong correlations with dieting and dieting behaviour, and WF had a moderate association with weight. None of the subscales correlated with measures of exercising and perceived stress. A multidimensional structure of the scale for this sample and the consideration of two subscores instead of a single total score were suggested.

Keywords: Dieting, Eating behaviours, Restraint Scale, Weight fluctuation

Address: Natalie Kkeli, Department of Psychology, University of Cyprus, P.O. Box 20537, 1678 Nicosia, Cyprus. E-mail: kkeli.natalie@ucy.ac.cy

Teachers’ resilience scale: An inergrated instrument for assessing protective factors

Athina Daniilidou & Maria Platsidou
University of Macedonia, Greece

Abstract:

The aim of the present study was to create a reliable scale that assesses both the internal and the external protective factors that affect teachers’ levels of resilience. Participants were 136 Greek secondary education teachers. The Connor-Davidson Resilience Scale (CD-Risc) and Resilience Scale for Adults (RSA) were used to collect the data. The results of the exploratory factor analysis indicated that none of the two measures could evaluate effectively the internal and the external protective factors of resilience. A new scale was then created, the Teachers’ Resilience Scale (TRS) that combined the best fitting subscales of the CD-Risc and the RSA. The structure of TRS is supported by the relevant literature on resilience and has the advantage of assessing both the internal and the external protective factors of resilience in a brief yet comprehensive way.

Keywords: Protective factors, Resilience, Teachers

Address: Athena Daniilidou, Department of Educational and Social Policy, University of Macedonia, 54006 Thessaloniki, Greece. Tel.: +30-2310-891641. E-mail: adaniilidou@uom.edu.gr

Η οπτική των δασκάλων σχετικά με τη ριψοκίνδυνη διαδικτυακή συμπεριφορά μαθητών/τριών δημοτικού: Ο ρόλος της επαγγελματικής ικανοποίησης και της εξουθένωσης

Θάνος Τουλούπης, Χριστίνα Αθανασιάδου, & Γρηγόρης Κιοσέογλου
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Περίληψη:

H παρούσα έρευνα διερεύνησε τις αντιλήψεις δασκάλων, καθώς και τις απαντήσεις τους σε υποθετικά σενάρια, σχετικά με τη ριψοκίνδυνη διαδικτυακή συμπεριφορά μαθητών/τριών σχολικής ηλικίας. Επίσης, εξετάστηκε ο διαμεσολαβητικός ρόλος της επαγγελματικής ικανοποίησης και εξουθένωσης στη σχέση ανάμεσα στις αντιλήψεις των δασκάλων και στις απαντήσεις τους στα σενάρια. Στην έρευνα συμμετείχαν 295 δάσκαλοι από σχολεία κυρίως της Κεντρικής Μακεδονίας και της Αττικής, οι οποίοι συμπλήρωσαν ηλεκτρονικά ένα σύνολο ερωτηματολογίων. Βρέθηκε ότι οι θετικές αντιλήψεις των δασκάλων για τη ριψοκίνδυνη διαδικτυακή χρήση στη σχολική ηλικία (π.χ., υψηλή αντιλαμβανόμενη ενημερότητα) προβλέπουν άμεσα και θετικά τις απαντήσεις τους στα υποθετικά σενάρια (π.χ., υψηλή αντιλαμβανόμενη πιθανότητα παρέμβασης). Επιπλέον, διαπιστώθηκε ότι η επαγγελματική ικανοποίηση και η εξουθένωση των δασκάλων διαμεσολαβούν (θετικά και αρνητικά, αντιστοίχως) στη σχέση ανάμεσα στις υπό μελέτη αντιλήψεις τους και στις απαντήσεις τους στα σενάρια. Τα παραπάνω ευρήματα αναδεικνύουν, μεταξύ άλλων, τη σημασία της επαγγελματικής κατάστασης των δασκάλων στην εφαρμογή προγραμμάτων πρόληψης στην πρωτοβάθμια εκπαίδευση.

Λέξεις κλειδιά: Αντιλήψεις δασκάλων, Επαγγελματική εξουθένωση, Επαγγελματική ικανοποίηση, Ριψοκίνδυνη διαδικτυακή συμπεριφορά μαθητών/τριών

Διεύθυνση: Θάνος Τουλούπης, Π. Π. Γερμανού 30, 546 22 Θεσσαλονίκη. Τηλ.: 6948494873. E-mail: touloupis@psy.auth.gr
Χριστίνα Αθανασιάδου, Τμήμα Ψυχολογίας, Α.Π.Θ., 541 24 Θεσσαλονίκη. Τηλ.: 2310-997992. E-mail: cathan@psy.auth.gr
Γρηγόρης Κιοσέογλου, Τμήμα Ψυχολογίας, Α.Π.Θ., 541 24 Θεσσαλονίκη. Τηλ.: 2310-997337. E-mail: kios@psy.auth.gr

Ψυχοεκπαιδευτικό πρόγραμμα συναισθηματικής νοημοσύνης και ψυχικής ανθεκτικότητας για αξιωματικούς αστυνομίας: Εφαρμογή και αξιολόγηση

Βασιλική Ρομοσιού*, Ανδρέας Μπρούζος*, & Στέφανος Βασιλόπουλος**
*Πανεπιστήμιο Ιωαννίνων, **Πανεπιστήμιο Πατρών

Περίληψη:

Αρκετές μελέτες έχουν αναδείξει την αναγκαιότητα ενίσχυσης της συναισθηματικής νοημοσύνης και της ψυχικής ανθεκτικότητας των αστυνομικών λόγω της σχέσης που έχουν με μεταβλητές ψυχικής και σωματικής υγείας καθώς και εργασιακής απόδοσης των αστυνομικών. Ωστόσο, ελάχιστες είναι οι σχετικές παρεμβάσεις. Η παρούσα έρευνα έχει ως σκοπό την εφαρμογή και αξιολόγηση της αποτελεσματικότητας ενός ψυχοεκπαιδευτικού ομαδικού προγράμματος συναισθηματικής νοημοσύνης και ψυχικής ανθεκτικότητας σε αξιωματικούς αστυνομίας. Στην έρευνα συμμετείχαν συνολικά 50 αξιωματικοί, 23 στην ομάδα παρέμβασης και 27 στην ομάδα ελέγχου. Οι συμμετέχοντες συμπλήρωσαν ερωτηματολόγια συναισθηματικής νοημοσύνης και ψυχικής ανθεκτικότητας πριν την εφαρμογή του προγράμματος, μετά την ολοκλήρωσή του και τρεις μήνες αργότερα. Τα αποτελέσματα έδειξαν βελτίωση των επιπέδων συναισθηματικής νοημοσύνης συνολικά, αλλά και επιμέρους πτυχών της, καθώς και των επιπέδων ψυχικής ανθεκτικότητας για τους συμμετέχοντες της ομάδας παρέμβασης μετά την εφαρμογή του προγράμματος, σε αντίθεση με τους συμμετέχοντες της ομάδας ελέγχου. Τα θετικά αποτελέσματα διατηρήθηκαν τρεις μήνες μετά την εφαρμογή του προγράμματος και ήταν ανεξάρτητα από το φύλο των συμμετεχόντων.

Λέξεις κλειδιά: Αστυνομία, Συναισθηματική νοημοσύνη, Ψυχική ανθεκτικότητα, Ψυχοεκπαιδευτικό πρόγραμμα

Διεύθυνση: Βασιλική Ρομοσιού, Στρατώνος 60, 47131, Άρτα. Τηλ.: 6907193181. E-mail: romosiou@otenet.gr

Does group cohesion predict team sport athletes’ satisfaction?

Evangelos Brisimis*, Evangelos Bebetsos**, & Charalampos Krommidas*
*University of Thessaly, **Democritus University of Thrace

Abstract:

Many social and sport psychologists consider that group/ team cohesion as well as athletes’ satisfaction has a major impact on team performance. The aim of this study was to examine if there were significant differences in group cohesion and athletes’ satisfaction as a function of gender (male, female), type of team sports (soccer, basketball, volleyball, handball, water polo) and sport division (professional, semi-professional). A second aim was to analyze the relationship between group cohesion and athletes’ satisfaction in team sports. Participants were 615 professional and semi-professional team-sport athletes from Greece, aged 15 to 36. They completed two questionnaires: (a) the Group Environment Questionnaire (Individual Attraction to Group - Task: ATG-T; Individual Attraction to Group - Social: ATG-S; Group Integration - Task: GI-T; Group Integration - Social: GI-S) and (b) the Athletes’ Satisfaction Scale (Personal Outcome, Leadership). Separate three-way MANOVAs revealed that type of team sports, but not gender or sport division, had a significant effect on group cohesion and athletes’ satisfaction. Moreover, canonical correlation analysis revealed significant multivariate relationship between group cohesion and athletes’ satisfaction. Overall, results indicated the important role of group cohesion, gender and team sports on Greek athletes’ satisfaction.

Keywords: Athletes’ satisfaction, Gender, Group cohesion, Team sports

Address: Evangelos Bebetsos, School of Physical Education & Sport Science, Democritus University of Thrace, Komotini 69100, Greece. Tel.: +30-25310-39712, Fax: +30-25310-39723. E-mail: empempet@phyed.duth.gr

Issue 2

Special Issue: Aspects of the “psychological” perspective in current social psychological research in Greece: Introduction to special issue

Prologue: Aspects of the “psychological” perspective in current social psychological research in Greece: Introduction to special issue

Efthymios Lampridis
Democritus University of Thrace, Greece

Abstract:

This special issue of the Hellenic Journal of Psychology is the second part of an initiative to capture part of the current social psychological research activity in Greece. Articles published here cover a variety of topics on the common ground of a “psychological” approach in social psychology. The special issue hosts five empirical research articles, which along with those published in the first part of this editorial attempt (Hellenic Journal of Psychology, vol. 14, issue 3), point that social psychological research in Greece follows two distinct disciplinary paths, namely, the “social” and the “psychological”. The articles included deal with the role of familiarity in the attributional process, the role of parental acceptance-rejection in the social anxiety of young adults, the construction of social knowledge of primary education students, the social representations of in-service early educators about their professional identify, and the acceptance of cyberbullying myths by parents of adolescent students.

Keywords: Cyberbullying myths, Familiarity effects in voting, Parental acceptance-rejection, Social knowledge, Social representations of professional identity

Address: E. Lampridis, 1, P. Tsaldari Str., Department of History and Ethnology, Democritus University of Thrace, 691 00 Komotini, Greece. E-mail: elamprid@he.duth.gr

"Play it, Sam", again and again: Further instances of familiarity effects in the Eurovision Song Contest

Georgios Abakoumkin
University of Thessaly, Greece

Abstract: Previous research on voting patterns in the Eurovision Song Contest (ESC) has examined the role of various factors in voting, like cultural proximity or reciprocity between countries. Fewer studies have examined the role of less obvious factors in this context. One such line of research has identified familiarity (as a result of mere exposure) effects in the ESC, that is, songs that were more (vs. less) familiar to the voters did better. In the present study the aim was to extend the familiarity attribute to the country that was represented by the corresponding song. Demographic and economic characteristics of countries were used as indexes denoting familiarity or non-familiarity. Familiarity was found to be related to the countries’ results in the ESC, whereas non-familiarity was not. The present findings are discussed together with previous relevant evidence with regard to familiarity effects in the ESC.

Keywords: Country-of-origin, Eurovision, Familiarity, Voting, Mere exposure

Address: Georgios Abakoumkin, Laboratory of Psychology, Department of Early Childhood Education, University of Thessaly, Argonafton & Filellinon, 382 21 Volos, Greece. E-mail: gabak@uth.gr
Author Note: I am grateful to Wolfgang Stroebe for helpful comments.

Parental acceptance-rejection and interpersonal anxiety in young adults

Artemis Giotsa*, Theodoros A. Kyriazos**,
& Eleftheria Mitrogiorgou*
*University of Ioannina, **Panteion University, Athens

Abstract:

The present research intended to examine if parental acceptance and rejection was related to the interpersonal anxiety of 150 adults aged 18-35 years (M = 28.35, SD = 9.77). Half of the participants (75) were males. Half of the respondents (75) were in a close interpersonal relationship. The respondents completed the Greek versions of the following measures: (1) the Interpersonal Relationship Anxiety Questionnaire (IRAQ) and (2) the Short form of the Adult Parental Acceptance and Rejection Questionnaire (PARQ), Mother version and of the Adult Parental Acceptance and Rejection Questionnaire (PARQ), Father version. Results did not indicate statistically significant difference between the interpersonal anxiety of the respondents who are in a close interpersonal relationship from those who are not. However, the respondents’ Interpersonal anxiety total score positively correlated to all the Parental Rejection factors (maternal and paternal Hostility/Aggression, Indifference/Neglect and Undifferentiated Rejection). The respondents’ Interpersonal anxiety total score was negatively correlated to the Parental Acceptance factors (maternal and paternal Warmth/Affection).

Keywords: Close relationships, Interpersonal Acceptance and Rejection theory, Interpersonal anxiety, Parental acceptance and rejection

Address: Artemis Giotsa, Department of Early Childhood Education, Faculty of Education, University of Ioannina, Panepistimioupolis, Dourouti, 451 10 Ioannina, Greece. Tel: +30-26510- 05767. E-mail: agiotsa@uoi.gr

Kindergarten teachers’ and student teachers’ social representations of their professional identity

Maria Geka & Athanasios Gregoriadis
Aristotle University of Thessaloniki, Greece

Abstract:

The aim of this study was to examine the social representations of Greek kindergarten teachers and student teachers about their professional identity. One hundred fifty participants took part in this study, namely, 50 kindergarten teachers from Greek public kindergarten schools and 100 student teachers, half in their first year of studies and half in their final year. Data were collected through an open-ended question and free association methodology. The Alceste (Analysis Lexemes Co-occurents in Texts Segments Set) software was used for the analysis. Findings showed that teaching experience and years of studies affected the representation of professional identity. Social and cultural backgrounds, academic knowledge and teaching experience had an impact on the teachers’ representations of the studied group. These factors underline the concept of professional identity as a dynamic, evolving and active process.

Keywords: Early childhood education, Kindergarten teachers, Professional identity, Social representations, Student teachers

Address: Maria Geka, School of Early Childhood Education, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece. Tel.: +30-2310-991219. E-mail: mgeka@nured.auth.gr

Social knowledge of primary education students in Greece about family, religion and physical and mental health

Penny Panagiotopoulou
University of Patras, Greece

Abstract:

The present study focused on the social knowledge that students of primary education in Greece possess regarding family, religion, as well as physical and mental health. This social knowledge constitutes the basis of formation of social axioms which are basic premises about the self, the social and physical environment or the spiritual world and are used as guidelines for people’s behavior in various situations. This social knowledge is a result of conscious or unconscious learning, implicit or explicit learning during students’ life. The sample included 249 students from ten primary education schools in Achaia, Greece. Qualitative data was collected using semi-structured group interviews. Thematic analysis was applied. Findings are discussed within the frame of the explicit knowledge that primary education students obtain regarding the topics of the study as defined in the national curriculum and syllabus as well as school texts.

Keywords: Explicit knowledge, Implicit learning, Social axioms, Social knowledge

Address: Penny Panagiotopoulou, University of Patras, Department of Primary Education, Archimedes str., Building 7, Rion 26504, Patras. Tel.: +30-2610-969739. E-mail: ppanag@upatras.gr

Parent in the digital age: A study of cyberbullying myths of parents of adolescent students

Efthymios Lampridis
Democritus University of Thrace, Greece

Abstract:

This research explored cyberbullying myths of parents of adolescent students. It aimed to examine the level of cyberbullying myth acceptance (low vs. high) and its relation to variables such as gender, age, time spent online daily and self-estimation about their level of Information Communication Technologies (ICT) knowledge. It also aimed to investigate possible effects of the level of cyberbullying myth acceptance on the assessment of the severity of various cyberbullying forms. Participants were 460 Greek parents of adolescent students, males = 216 (47%) and females = 244 (53%). They completed the Cyber Bullying Myths Scale (CBM Scale - Lampridis, 2015), a self-report scale assessing Willard’s (2007) CB forms in terms of severity (from the most to the less severe one) and a form of demographic and other information regarding variables mentioned above. The fathers of the sample, the less educated and the older ones were found to accept more cyberbullying myths. Also, the more a parent spends time online daily and the more he thinks that he is aware of the whereabouts of the Internet, the more he accepts such myths.

Keywords: Cyberbullying, Cyberbullying myths, Cyberbullying stereotypes

Address: Efthymios Lampridis, Department of History and Ethnology, Democritus University of Thrace, 1, P. Tsaldari Street, 691 00 Komotini, Greece. Tel. +30-25310-39469. E mail: elamprid@he.duth.gr