Hellenic Journal of Psychology

Θεοπούλα Καστράνη & Βασιλική Δεληγιάννη- Κουϊμτζή
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Περίληψη:

Αντλώντας από ένα φεμινιστικό πλαίσιο η παρούσα έρευνα επιχείρησε να διερευνήσει το ρόλο του φύλου στην ψυχική οδύνη των γυναικών, όπως αυτός αναδεικνύεται μέσα από την εμπειρία 27 πελατισσών συμβουλευτικής και ψυχοθεραπείας. Η ερευνητική προσέγγιση της έρευνας ήταν ποιοτική. Για τη συλλογή των δεδομένων χρησιμοποιήθηκαν ημι-δομημένες συνεντεύξεις και η ανάλυσή τους έγινε με τη μέθοδο της ερμηνευτικής φαινομενολογικής ανάλυσης. Τα αποτελέσματα υποδηλώνουν πως σύμφωνα με την εμπειρία των πελατισσών το φύλο έπαιξε σημαντικό ρόλο τόσο στα προβλήματα που συνέβαλαν στην έναρξη συμβουλευτικής για τις ίδιες όσο και στην ερμηνεία της ψυχικής οδύνης των γυναικών γενικότερα.

Λέξεις κλειδιά: Συμβουλευτική, Φύλο, Ψυχική οδύνη

Διεύθυνση: Θεοπούλα 　αστράνη, “αχτούρη 1, 546 32 Θεσσαλονίκη. Τηλ.: 6936644253. E-mail: kastranipolina@hotmail.com

Βασιλική Δεληγιάννη-　Κουϊμτζή, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, ‘μήμα Ψυχολογίας, 541 24 Θεσσαλονίκη. Τηλ.: 2310-997313. E-mail: deliyian@psy.auth.gr

Antonis Sapountzis
Democritus University of Thrace, Greece

Abstract (Summary):

Acculturation research has mainly focused on the adaptation of immigrant population to host societies. Within this line of research it is increasingly acknowledged that the host society can shape to a large extent the acculturation options of immigrants. The present study focuses on to the way a sample of Greek participants (N = 38) from the city of Thessaloniki construct the acculturation process of immigrants. Following a discourse analytic perspective it is argued that the main acculturation model based on Berry’s theory has failed to take under consideration important aspects of how the dominant group views the adaptation of immigrants.

Keywords: Acculturation, Assimilation, Affirmative action, Migration, Prejudice

Address: Antonis Sapountzis, Department of Education Sciences in the Pre-School Age, New Chili 68100, Alexandroupolis, Greece. Tel.: +30-25510-30087. Fax: +30-25510-30076. E-mail: a_sapountzis@hotmail.com

Maria S. Poulou
University of Patras, Greece

Abstract (Summary):

The trait Emotional Intelligence (trait E.I.) construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. In this article the role of personality traits in the occurrence of emotional and behavioural strengths and difficulties was investigated. Five hundred fifty-nine students aged 12-14 years, completed The Trait E.I. Questionnaire Adolescent Short Form, and The Strengths and Difficulties Questionnaire. Students with higher Trait E.I. were less likely to present emotional and behavioural difficulties and were more likely to present prosocial behaviour. The study describes potential predictors of students’ emotional and behavioural strengths and difficulties and discusses the implications of the findings for educators.

Keywords: Adolescents, Trait Emotional Intelligence, Emotional and behavioural strengths and difficulties

Address: Maria Poulou P. O. Box 40069, Agia Barbara, 12 310 Athens, Greece. Tel: +30-6938208781. E-mail: mariapoulou@yahoo.com

Μαριέττα Παπαδάτου-Παστού, Αγγελική Κουφάκη, Νεφέλη-Μαρία Ράντου, & Δήμητρα-Μαρία Τόμπρου
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

Περίληψη:

Ο λειτουργικός διακρανιακός υπέρηχος Doppler είναι μία μη παρεμβατική, έγκυρη και αξιόπιστη νευροαπεικονιστική μέθοδος για τη συνεχή καταγραφή των αλλαγών στην ταχύτητα της αιματικής ροής στις μέσες εγκεφαλικές αρτηρίες (ΜΕΑ). Εφαρμόζεται σε ενήλικες και παιδιά για την αξιολόγηση της ημισφαιρικής επικράτησης γνωστικών λειτουργιών και κυρίως της γλώσσας. Η συλλογή των δεδομένων είναι σχετικά εύκολη, ενώ για την ανάλυση των δεδομένων έχουν αναπτυχθεί εξειδικευμένα λογισμικά που επιτρέπουν τη γρήγορη και αυτοματοποιημένη επεξεργασία των καταγραφών. Στην παρούσα ανασκόπηση περιγράφονται τα τεχνικά χαρακτηριστικά του διακρανιακού υπέρηχου Doppler, οι δοκιμασίες που χρησιμοποιούνται για τη μέτρηση της ημισφαιρικής επικράτησης της γλώσσας και ο τρόπος συλλογής και ανάλυσης των δεδομένων, ενώ τέλος πραγματοποιείται μία σύντομη αξιολόγηση της μεθόδου.

Λέξεις κλειδιά: Λειτουργικός διακρανιακός υπέρηχος Doppler, Ημισφαιρική επικράτηση, Γλώσσα

Διεύθυνση: Μαριέττα Παπαδάτου-Παστού, Κέντρο Μελέτης Ψυχοφυσιολογίας και Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Δεινοκράτους 27, 106 75 Kολωνάκι, Αθήνα. Tηλ.: 210-3641712. Fax: 210-3614301. Ε-mail: marietta.papadatou-pastou@seh.oxon.org

Marios Argyrides
Neapolis University Pafos, Cyprus

Abstract (Summary):

Cyprus has been through many significant changes in the decade of 2000-2010. The purpose of this study was to assess differences in levels of ethnic identity, person perception and racism by comparing archived data of 2000, 2004 and 2010 as well as identify possible significant relationships among these variables. Two hundred ninety eight university-age participants were included across the three years of reference of the study. Concerning ethnic identity, results indicated a significant decrease from 2000 to 2010. Concerning racism, results indicated a small but significant decrease from 2000 to 2010. Concerning person perception, results indicated an inverted ‘U’ effect with significant increase in perceived similarity in 2004. Concerning the relationships, out-group perceived similarity was related to lower levels of racism. No significant relationship existed between ethnic identity, racism and out-group perceived similarity. Possible explanations for these results as well as implications for multicultural education, diversity teaching and training, educational and government policy development are discussed.

Keywords: Ethnic identity, Greek-Cypriot, Cyprus, Person perception, Racism

Address: Dr. Marios Argyrides, Neapolis University Pafos, 2 Danais Avenue, 8042 Pafos, Cyprus. E-mail: m.argyrides.1@nup.ac.cy

Ina Reić Ercegovac, Maja Ljubetić, & Magdalena Pericic
University of Split, Croatia

Abstract (Summary):

The aim of the present study was to examine the relation between maternal perceptions of self-competence and quality of mother-child interaction as well as the effect of maternal sociodemographic characteristics on the above perceptions. The sample comprised 468 mothers of pre-school aged children. The results indicated a strong relationship between maternal perception of self-competence and satisfaction and mother-child interaction quality. Maternal sociodemographic characteristics (age, level of education, employment status) had no relation with maternal perception of self-competence, satisfaction, or mother-child interaction. However, place of residence, number of children and marital status were important determinants of parenting variables. Mothers from single-parent families reported lower level of self-competence, satisfaction and conflict resolution compared to mothers in two-parent families.

Keywords: Maternal self-competence, Mother-child interaction, Satisfaction

Address: Faculty of Educational Sciences and Humanities, University of Split, Put iza nove bolnice 10c, 21000 Split, Croatia. Tel.: +385-21-541-941. E-mail: inareic@ffst.hr

Mαρία Γιαννακού*, Παγώνα Ρούσση*, Μαίρη-Ελένη Κοσμίδου*, Γρηγόρης Κιοσέογλου*, Αραβέλα Αδαμοπούλου**, & Γιώργος Γαρύφαλλος**
*Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης & **Κέντρο Ψυχικής Υγείας του Βορειοδυτικού Τομέα Θεσσαλονίκης

Περίληψη:

Σκοπός μας στην παρούσα έρευνα ήταν να ελέγξουμε τις ψυχομετρικές ιδιότητες της 　Κλίμακας 　Κατάθλιψης του Beck-ΙΙ (BDI-II) και την καταλληλότητά της για τον ελληνικό πληθυσμό. Στην έρευνα συμμετείχαν 267 άτομα που επισκέφθηκαν ένα δημόσιο κέντρο ψυχικής υγείας (ομάδα ασθενών) και 100 φοιτητές. Στους συμμετέχοντες χορηγήθηκαν το BDI-ΙΙ, άλλες κλίμακες μέτρησης των καταθλιπτικών συμπτωμάτων και κλίμακες αξιολόγησης του άγχους. Τα αποτελέσματα έδειξαν ότι το BDI-II έχει πολύ καλή εσωτερική συνέπεια και αξιοπιστία επαναληπτικών μετρήσεων, όπως επίσης και υψηλή εγκυρότητα. Η ανάλυση της παραγοντικής δομής της κλίμακας σε ασθενείς με καταθλιπτικό επεισόδιο ανέδειξε την ύπαρξη δύο παραγόντων, του γνωστικού και του σωματικού/συναισθηματικού, που εξηγούν το 42.54% της συνολικής διακύμανσης. Με βάση την ομάδα των ασθενών, προτάθηκε ως διαχωριστικό όριο η τιμή 17. Οι καλές ψυχομετρικές ιδιότητες της κλίμακας επιβεβαιώθηκαν και για τον ελληνικό πληθυσμό, καθιστώντας έγκυρη και αξιόπιστη τη χρήση της έτσι όπως έχει μεταφραστεί και προσαρμοστεί στην ελληνική γλώσσα.

Λέξεις κλειδιά: Beck Depression Inventory-II, 　Κατάθλιψη, Μέτρηση κατάθλιψης

Διεύθυνση: Παγώνα Ρούσση, Τμήμα Ψυχολογίας, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 541 24 Θεσσαλονίκη. ‘ηλ.: 2310-997360. Fax: 2310-997384. E-mail: roussi@psy.auth.gr

Μαρία Πούλου
Vol. 10 (2013), pp. 147-167
Πανεπιστήμιο Πατρών

Περίληψη:

Εμπειρικά δεδομένα φανερώνουν ότι η κατάθλιψη μπορεί να εμφανιστεί στα παιδιά από την προσχολική ακόμη ηλικία. Η κατάθλιψη συνήθως περνά απαρατήρητη από γονείς και εκπαιδευτικούς. Η παρούσα εργασία προτείνει ένα σύντομο και εύχρηστο εργαλείο ανίχνευσης συμπτωμάτων κατάθλιψης στην προσχολική ηλικία για εκπαιδευτικούς. Τριάντα δύο νηπιαγωγοί συμπλήρωσαν μία κλίμακα ανίχνευσης συμπτωμάτων κατάθλιψης στην προσχολική ηλικία για 494 μαθητές. Βρέθηκε ότι τα παιδιά προσχολικής ηλικίας παρουσιάζουν συναισθηματικές και συμπεριφορικές αντιδράσεις που σχετίζονται με καταθλιπτικά συμπτώματα, με διαφοροποίηση ανάμεσα στα αγόρια και τα κορίτσια. Η διερευνητική και η επιβεβαιωτική παραγοντική ανάλυση των αποτελεσμάτων έδειξαν την οργάνωση των αντιδράσεων αυτών σε παράγοντες όπως έλλειψη ενέργειας και αίσθημα αναξιότητας, μοναξιά και ανησυχία/άγχος, έλλειψη ενδιαφέροντος για δραστηριότητες και ευερεθιστότητα. Το εργαλείο μπορεί να είναι χρήσιμο για την ανίχνευση συμπτωμάτων κατάθλιψης στην προσχολική ηλικία από τους εκπαιδευτικούς

Λέξεις κλειδιά: Αντιλήψεις εκπαιδευτικών, 　Κατάθλιψη, 　Κλίμακα ανίχνευσης συμπτωμάτων κατάθλιψης, Προσχολική ηλικία

Διεύθυνση: Τ.Θ. 40069, Aθήνα 12310. Τηλ.: 6938208781. Ε-mail: mpoulou@upatras.gr

Irini Dermitzaki
University of Thessaly

Martina Kuvalja, Marisol Basilio, Mohini Verma,& David Whitebread*
University of Cambridge, United Kingdom

Abstract (Summary):

This paper gives an overview of the research concerning the mediating role of selfdirected language (SDL) and private gestures (PG) in the early development of self-regulation, and discusses issues which arise from the presented studies in this area of research. In general, studies on the relationship between SDL and PG and higher mental functions have emphasised the importance of such semiotic systems in problem solving, suggesting that SDL and PG are one of the tools for thinking and learning. However, there are several issues arising from the research methodologies in this area, which include the overlooked early signs of self-regulatory skills in infants and toddlers in the preverbal stage, the reliance on level of performance as a proxy for self-regulation, and the lack of a microgenetic approach in exploring these phenomena. The review concludes with suggestions and directions for future research.

Keywords: Private gestures, Self-directed language, Self-regulation

Acknowledgement: The research conducted by Kuvalja and Verma which contributed to this article was supported by the Cambridge Overseas Trusts and the Lego Learning Institute.

*Corresponding author: Dr. David Whitebread, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK. Tel.: +44 01223 767564. Fax: +44 01223 767602. Email: dgw1004@cam.ac.uk

Address: Martina Kuvalja, Faculty of Education – University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK. Email: mk584@cam.ac.uk. Marisol Basilio, Faculty of Education – University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK. Email: mb773@cam.ac.uk.

Mohini Verma, Faculty of Education – University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, UK. Email: mv318@cam.ac.uk

Athanasios Kolovelonis & Marios Goudas
University of Thessaly, Greece

Abstract (Summary):

This review presents recent research findings regarding self-regulated learning in physical education. First, a brief overview of self-regulated learning is provided focusing on social cognitive models of self-regulation development. Then, research conducted in physical education settings adopting a social cognitive perspective of self-regulated learning is reviewed. Research findings support the effectiveness of the four-level training model of self-regulation development. According to this model, students learn effectively motor and sport skills when they experience sequentially observational, emulative, self-controlled, and self-regulated learning. Thus, this model can be used as an instructional approach for teaching motor and sport skills in physical education. Reflecting on research findings, directions for future research are discussed and practical applications are offered.

Keywords: Four-level model, Motor and sport skills, Physical education, Self-regulated learning

Address: Athanasios Kolovelonis, Department of Physical Education and Sport Science, University of Thessaly, 421 00 Karies, Trikala, Greece. Tel.: ++30-24310-47045.

Meirav Tzohar-Rozen*,** & Bracha Kramarski**
*Levinski College of Education, Israel, **Bar-Ilan University, Israel

Abstract (Summary):

The study compared two groups of Israeli fifth graders. The research group (n = 54) solved mathematical literacy tasks following an affective self-regulation intervention program preceded by a general introduction to solving authentic problems. The control group (n = 53) only received a general introduction to solving authentic problems. The groups were compared regarding: positive and negative emotions, performance in solving mathematical literacy tasks with different levels and representations, and long-term reflections on the program. Students in the affective self-regulation group performed better on all aspects of the mathematical literacy tasks and showed a greater reduction in negative emotions than the control group. Furthermore, during interviews held three months after the intervention, the research students commented on the importance and effectiveness of the strategy they had experienced. The theoretical and practical implications of the study are discussed.

Keywords: Affective self-regulation program, Mathematical literacy, Mixed methods

Address: Meirav Tzohar-Rozen, School of Education, Levinski College of Education. TelAviv, Israel. E- mail: meiravroz@macam.ac.il; Bracha Kramarski, School of Education, Bar-Ilan University, Ramat-Gan, Israel. E-mail: kramab@mail.biu.ac.il

Anastasia Kitsantas
George Mason University, USA

Abstract (Summary):

Learning technologies have undoubtedly changed instructional delivery particularly in higher education contexts. The scope of this article is to discuss how learning technologies can support and promote college student self-regulation in distributed and online learning environments and reexamine the role of the instructor in scaffolding the development of independent, self-regulated learners. An overview of self-regulation and its processes from a social cognitive perspective is provided, followed by a description of learning technologies. Subsequently, guidelines on how instructors can foster student self-regulation along with specific examples to guide teaching practices are discussed.

Keywords: College students, Learning technologies, Self-regulated learning

Address: Anastasia Kitsantas, Ph.D. , Professor & Director, Division of Educational Psychology, Research Methods, and Education Policy. College of Education and Human Development, MSN 6D2 George Mason University, Fairfax, VA 22030-4444. E-mail: akitsant@ gmu.edu

Mariza Chatzistamatiou & Irini Dermitzaki
University of Thessaly, Greece

Abstract (Summary):

The aim of this study was to investigate whether elementary school teachers’ reported use of self-regulatory instructional strategies regarding mathematics corresponds to the different aspects of the construct of self-regulatory teaching described in literature. Two hundred and ninety two Greek teachers responded to two questionnaires assessing: (a) the strategies they use themselves to plan, monitor, and evaluate mathematics instruction, i.e., teaching with self-regulation, and (b) the strategies they use to activate and enhance students’ self-regulated learning in mathematics, i.e., teaching for self-regulation. Confirmatory factor analysis showed that teachers’ reported use of self-regulatory teaching is explained by factors of various levels of generality. Teaching with and teaching for self-regulation emerged as distinct conceptual factors. In addition, the cyclic model of self-regulation (Zimmerman, 2000) was confirmed regarding promotion of students’ self-regulated learning in mathematics (i.e., strategies enacted before, during, and after learning) but not regarding teachers’ self-regulatory instruction. Associations between teachers’ gender, teaching experience, and age, and their reported self-regulatory strategy use were also investigated. Gender differences in favour of women teachers were found with regard to the use of strategies for planning learning and instruction. The results are discussed within the frame of teachers’ professional growth and students’ improvement of mathematics learning.

Keywords: Mathematics, Self-regulatory strategies, Strategic teaching, Teachers’ selfregulation

Address: Mariza Chatzistamatiou, Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21 Volos, Greece. Tel. +30 24210 50888. E-mail: xatzisma@uth.gr