Hellenic Journal of Psychology

Stephanos P. Vassilopoulos*, Andreas Brouzos**, Nicholas J. Moberly***, & Maria Spyropoulou*
*University of Patras, Greece, **University of Ioannina, Greece ***University of Exeter, Exeter, UK

Abstract (Summary):

Abstract: Past research has shown that cognitive biases partially mediate the relation between shyness and social anxiety. In addition, it has been shown that the Clark and Wells (1995) cognitive model of social anxiety generalizes to youth. This study investigated the mediating role of the model in the link between shyness and social anxiety. Participants were 306 preadolescents, who completed measures of shyness, social anxiety, and cognitive variables implicated by the model (anticipatory processing, post-event processing, and social attitudes). The results confirmed that shyness, social anxiety and maladaptive cognitive processes were intercorrelated. Further, in a multiple mediator model, social attitudes, but not anticipatory or post-event processing, partially mediated the relation between shyness and social anxiety. Implications for school prevention interventions are briefly discussed.

Key words: Clark and Wells model, Cognitive bias, Preadolescence, Shyness, Social anxiety

Address: Stephanos P. Vassilopoulos, Department of Primary Education, University of Patras, Patras, 26 110, Greece. Tel.: +30-2610-969742. E-mail: stephanosv@upatras.gr

Πλουσία Μισαηλίδη & Ελένη Κικίδου
Πανεπιστήμιο Ιωαννίνων

Περίληψη:

Η έρευνα εξέτασε εάν τα παιδιά λαμβάνουν υπόψη τον τομέα (/πεδίο) ειδημοσύνης διαφορετικών πληροφοριοδοτών όταν πρέπει να επιλέξουν μεταξύ αντικρουόμενων ισχυρισμών σχετικά με τη φαντασία/πραγματικότητα. Παιδιά ηλικίας 5, 6 και 7 ετών παρακολούθησαν ταινίες μικρού μήκους στις οποίες δύο πληροφοριοδότες ‒ένας εκ των οποίων ήταν ειδήμονας σε θέματα φαντασίας/πραγματικότητας και άλλος που ήταν αυθεντία στο παρελθόν/παρόν‒ διατύπωναν αντικρουόμενους ισχυρισμούς σχετικά με τη φανταστική ή πραγματική υπόσταση άγνωστων οντοτήτων (αντικειμένων και ζώων). Τα 6-χρονα και τα 7-χρονα παιδιά εμπιστεύονταν σημαντικά περισσότερο τους ισχυρισμούς του πληροφοριοδότη που ήταν ειδικός στον τομέα της φαντασίας/πραγματικότητας από ότι εκείνους του πληροφοριοδότη που κατείχε γνώσεις στο μη συναφή τομέα. Τα παιδιά αντιμετώπιζαν με μεγαλύτερη δυσπιστία τον ισχυρισμό ότι μια “οντότητα είναι πραγματική” από ότι την μαρτυρία ότι η “οντότητα είναι φανταστική”, η διαφορά αυτή όμως μειώθηκε σημαντικά με την ηλικία ως αποτέλεσμα της πιο ώριμης κατανόησης των διαφορετικών τομέων ειδημοσύνης των πληροφοριοδοτών. Η σημασία και οι θεωρητικές προεκτάσεις αυτών των ευρημάτων συζητούνται.

Λέξεις κλειδιά: Ειδημοσύνη, Εμπιστοσύνη, Παιδιά, Πληροφοριοδότης, Φαντασία/Πραγματικότητα

Διεύθυνση: Πλουσία Μισαηλίδη, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων, 45110 Ιωάννινα. Τηλ.: 26510-05662. E-mail: pmisaili@uoi.gr

Despina Kouali, Nicole Westlund Stewart, & Craig Hall
Western University, Canada

Abstract (Summary):

The purpose of this study was to examine the characteristics of cognitive general (CG) imagery use in curling. Participants were 14 curlers, competing at both recreational and competitive levels and predominantly playing the skip position. Three focus groups were conducted, and asked participants questions regarding the characteristics of skips’ CG imagery use and how the characteristics differ across various situations, based on Munroe, Giacobbi, Hall, and Weinberg’s (2000) conceptual framework and the revised applied model of deliberate imagery use (Cumming & Williams, 2013). Two themes emerged from the focus groups: characteristics and situations. The results supported the interaction between characteristics and situations of CG imagery use and revealed unique findings regarding the situation and the perspective of CG images.

Key words: Cognitive general imagery use, Curling, Focus groups

Address: Despina Kouali, School of Kinesiology, 3M Centre, Room 2225, Western University, London, Ontario, Canada N6A 5B9. Tel.: +1-519-661-2111 ext. 81492. E-mail: dkouali@uwo.ca

Maria Sakalaki*, Clive Richardson*, & Kyriaki Fousiani**
*Panteion University of Social and Political Sciences, Athens, Greecee **University of Groningen, Netherlands

Abstract (Summary):

The present investigation aimed to explore whether distressing situations that inflict suffering can induce denial of humanness to the self and others. The first study (N = 73) explored whether positive situations are perceived as more human than negative ones. Study 2 (N = 158) examined the association between self-dehumanization and dispositional variables that reduce psychological well-being. Study 3 (N = 96) investigated experimentally the tendency of observers to dehumanize a woman subject to various degrees of familial and economic difficulties. Study 4 (N = 191) examined experimentally the association between the deprivation of unemployed people and the propensity of observers to dehumanize them. Finally, Study 5 (N =203) explored whether individuals who have serious or moderate mental disorders are more dehumanized than people with no disorder, under low or high social status. Confirming our hypotheses, the main results showed that: a) positive situations are judged to be more human than negative ones; b) self-dehumanization is positively correlated with ill-being variables like negative affect, anxiety and somatization (with dispositional variables that increase suffering), but negatively correlated with positive affect, vitality and self-actualization (variables well known to increase well-being); c) the more a woman suffers from difficult familial and economic conditions, the more the observers tend to dehumanize her; d) the dehumanization of victims of unemployment is greater than the dehumanization of those who have a job; and e) individuals with low status and moderate or severe mental disorder are more dehumanized than those who have no mental disorder, or have a mental disorder but are of high status.

Key words: Dehumanization, Experience/Agency, Mind perception, Psychological well-being, Self-dehumanization, Social suffering

Address: Maria Sakalaki, 4 Kaisarias Str., 11527 Athens, Greece. Tel./ Fax: +30-210-7485830. E-mail: saka11@otenet.gr & sakalaki @panteion.gr

Georgia Papantoniou
University of Ioannina, Greece

Abstract (Summary):

The prologue introduces the articles included in the special issue and the rationale that brings them together. Specifically, the five articles are organized around the topic of selfregulation and self-regulated learning. The age range of the participants in the reported studies spans from childhood to older age and the contexts range from mother-child interactions in learning situations, metacognitive intervention for the improvement of self-monitoring during learning mathematics, student social interaction needs in special education to teachers’ skills and emotional characteristics supporting adjustment to retirement.

Keywords:Learning, Metacognition, Positive psychology, Self-regulation, Teacher skills, Retirement

Address: Georgia Papantoniou, Department of Early Childhood Education, University of Ioannina, 451 10 Ioannina, Greece. Tel.: +30-26510-05889. E-mail: gpapanto@uoi.gr

Stella Gidalevich 1,2,3 & Bracha Kramarski 31,Oranim Academic College, Israel, 2,Shaanan Academic Co
llege, Israel, 3,Bar-Ilan University, Israel

Abstract (Summary):

The aim of the present study was to examine the effect of an intervention program-based on the IMPROVE guidance for metacognitive judgments‒ on fourth-grade students(n = 13), compared to a control group (n = 13) that was not exposed to metacognitive guidance. A qualitative analysis was performed on the thinking-aloud process data in the three phases of Self-Regulated Learning (SRL) ‒planning, monitoring and reflection‒ while solving a non-routine math problem. The process analysis in each phase focused on SRL statements referring to metacognition (knowledge of cognition and control), motivation (mastery goals and self-efficacy), and metacognitive judgments, namely, ease of learning, judgment of learning, feeling of knowing, and confidence. The findings indicated that students in the intervention program achieved more correct solutions on the non-routine problem than the control group. Moreover, there were differences regarding statements related to SRL and metacognitive judgments in the different SRL phases. The implications of the study are discussed.

Keywords: Math problemsolving,Metacognitive guidance,Qualitative analysis, Self- judgment, SRL phases, Think aloud

Address: StellaGidalevich,Department of SpecialEducation,OranimCollege ofEducation, Tivon 3600600, Israel. Tel:+972-52-6553545. E-mail: stellagid@gmail.com
Bracha Kramarski, School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel. E-mail: Bracha.kramarski@biu.ac.il

Anastasia Vlachou, Panayiota Stavroussi, & Eleni Didaskalou
University of Thessaly, Greece

Abstract (Summary):

The present study regarded an instructional problem-solving skills program that was developed for a student with intellectual disabilities within the school setting. The design and implementation processes of this educational intervention were premised on the principles of action research and unfolded around four interrelated phases, namely planning, acting, observing and reflecting. The findings indicated that the study participant was receptive to the instruction and demonstrated improved performance in recognizing, defining and formulating a problem related to social/interpersonal situations as well as in generating solution/ alternative solutions for resolving such problems. The implications resulting from the present study are discussed in terms of promoting the social inclusion of students with intellectual disabilities.

Keywords: Intellectual disabilities, Interpersonal problem-solving skills, Intervention program

Address: Anastasia Vlachou,Department of Special Education, University of Thessaly, Argonafton & Filellinon, 382 21 Volos, Greece. Phone:+30 24210 74824. E-mail: anavlachou@uth.gr

Eleni Kallia & Irini Dermitzaki
University of Thessaly, Greece

Abstract (Summary):

The aim of the present study was to adapt a measure of maternal scaffolding of children’s learning and to examine its relationships with children’s self-regulated learning(SRL) skills and cognitive performance in different cognitive domains, such as visual-spatial and language tasks. Thirty-five pairs of mothers-preschool children participated in joint problem solving. Maternal supportive behaviors were examined by means of a structured observation form tapping mothers’ Cognitive and Metacognitive Support, Emotional-Motivational Support, and Autonomy Support. The children’s actual SRL skills and cognitive performance in the two different cognitive domains were also assessed. The maternal scaffolding instrument’s inter-rater reliability was confirmed. A developing and dynamic network of relations emerged between maternal scaffolding behaviors, children’s SRL skills and cognitive performance; the cognitive domain of the tasks differentiated these relations. Maternal promotion of children’s autonomy was positively associated with children’s actual use of cognitive strategies, and with their planning and monitoring skills in both cognitive domains. The implications of the findings for promoting children’s SRL in different cognitive domains are discussed.

Keywords: Children’s autonomy, Maternal scaffolding, Self-regulated learning skills

Address: Eleni Kallia, Department of Early Childhood Education, University of Thessaly, Argonafton &Filellinon, 38222 Volos, Greece. Tel.:+30-24210-53495. E-mail: eleni_kallia@uth.gr

Ευαγγελία Φουτσιτζή 1, Γεωργία Παπαντωνίου 1, Δέσποινα Μωραΐτου 2, Κατερίνα Πλακίτση 1
1, Πανεπιστήμιο Ιωαννίνων, 2, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Περίληψη:

Το ΕρωτηματολόγιοΠροκλήσεων Ζωής για Εκπαιδευτικούς (Life Challenges Teacher Inventory; Iluz,Michalsky, & Kramarski, 2012) κατασκευάστηκε βασιζόμενο στην εφαρμογή του θεωρητικού μοντέλου των τριών παραγόντων τουΠρογράμματος Καθορισμού και Επιλογής Ικανοτήτων (Definition and Selection of Competencies Project, DeSeCO; OECD, 1997, 2002) στο πλαίσιο της επαγγελματικής ανάπτυξης των εκπαιδευτικών. Στόχος της έρευνας ήταν ο έλεγχος των ψυχομετρικών ιδιοτήτων της ελληνικής εκδοχής των τριών κλιμάκων του ερωτηματολογίου. Στην έρευνα συμμετείχαν 279 εκπαιδευτικοί Δευτεροβάθμιας Εκπαίδευσης (196 γυναίκες και 83 άνδρες).Οι συμμετέχοντες κλήθηκαν να συμπληρώσουν τις τρεις κλίμακες του ερωτηματολογίου: «Xρήση εργαλείων κατά την αλληλεπίδραση», «Αλληλεπίδραση μέσα σε κοινωνικά ετερογενείς ομάδες», και «Αυτόνομη δράση». Η εφαρμογή επιβεβαιωτικών αναλύσεων παραγόντων επιβεβαίωσε, με μικρές διαφοροποιήσεις, τη δομή των τριών κλιμάκων, που προτείνεται από τις κατασκευάστριες. Οι δείκτες αξιοπιστίας Cronbach’s α των κλιμάκων του ερωτηματολογίου ήταν αποδεκτοί και κυμάνθηκαν από .71 έως .83.

Λέξεις κλειδιά: Επαγγελματική ανάπτυξη εκπαιδευτικών, Πρόγραμμα Καθορισμού και Επιλογής Ικανοτήτων (DeSeCo)

Διεύθυνση: Ευαγγελία Φουτσιτζή, Παιδαγωγικό Τμήμα Νηπιαγωγών, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Ιωαννίνων, 451 10 Ιωάννινα. Τηλ.: 26510-05889, Fax: 26510-05802. E-mail: efoutsitzi@gmail.com

Βασιλική Παπαδοπούλου 1, Σταυρούλα Λυκίδου 1, Δέσποινα Μωραΐτου 1, & Γεωργία Παπαντωνίου 2
1, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 2, Πανεπιστήμιο Ιωαννίνων

Περίληψη:

Η συνταξιοδότηση σηματοδοτεί τη μετάβαση σε ένα διαφορετικό τρόπο ζωής από αυτόν που το άτομο ζούσε και συνδέεται συμβατικά με τη γήρανση. Μια σειρά κοινωνικο-ψυχολογικών παραγόντων έχει προταθεί ότι επηρεάζουν την προσαρμογή του ατόμου στη ζωή μετά τη σύνταξη και την ικανοποίηση από αυτήν. Ωστόσο, παρά τη γενικότερη άνθιση του κινήματος της θετικής ψυχολογίας, η σχέση της προσαρμογής στη συνταξιοδότηση με τα θετικά στοιχεία του χαρακτήρα δεν έχει σχεδόν καθόλου διερευνηθεί. Η παρούσα εργασία στόχευε να εξετάσει τη σχέση της προσαρμογής στη συνταξιοδότηση με την ευγνωμοσύνη και την ικανότητα συγχώρησης. Και οι δύο έχει βρεθεί ότι προάγουν το υποκειμενικό αίσθημα ευζωίας και την ψυχική υγεία των ηλικιωμένων, οπότε αναμενόταν ότι θα διευκολύνουν και την προσαρμογή στη συνταξιοδότηση καθώς και την ικανοποίηση από τη ζωή μετά τη σύνταξη. Το δείγμα της έρευνας αποτέλεσαν 131 (72 άνδρες) συνταξιούχοι, ηλικίας 65 έως 87 ετών, στους οποίους χορηγήθηκαν κλίμακες αυτο-αναφοράς. Η ανάλυση των αποτελεσμάτων έδειξε ότι η ευγνωμοσύνη συνδέεται θετικά με την ικανοποίηση από τη συνταξιοδότηση, ενώ ο χρόνος ως βοηθός γνωστικής αποδοχής αρνητικών καταστάσεων (ως διάσταση της ικανότητας συγχώρησης), συνδέεται αρνητικά με την ικανότητα προσαρμογής στη ζωή μετά τη σύνταξη.

Λέξεις κλειδιά: Γήρανση, Θετική ψυχολογία, Ικανοποίηση από τη ζωή, Σύνταξη, Ψυχικές δυνάμεις

Διεύθυνση: Δέσποινα Μωραΐτου, Τμήμα Ψυχολογίας, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, 54124 Θεσσαλονίκη. Τηλ.: +30-2310-997068. Fax: +30-2310-201372. E-mail: demorait@psy.auth.gr

Efthymios Lampridis
Democritus University of Thrace, Greece

Abstract (Summary):

The aim of the special issue of the Hellenic Journal of Psychology is to present a significant part of the current Greek research activity in the field of social psychology. The articles included cover a variety of topics and represent different epistemological traditions within the field, namely, the “sociological” and the “psychological” one. This special issue hosts research articles dealing with the formation of national policies through media faming, lay representations of racism, attitudes towards prostitution, and the construction of multiculturalism in the talk of educators.

Keywords: Media faming, Multiculturalism, Prostitution, Racism

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

Αntonis Gardikiotis, Pavlos Xanthopoulos, Anastasia Katsaounidou, Stella Papasarafianou, & Dimitra Fourkalidou
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

The study examined the factors that predict support of national policies during the Greek economic crisis: Greece leaving the European monetary union (Grexit) or agreeing on a new memorandum that entails bailout packages in return of austerity measures. The relations between support of these policies and social identity, perceived injustice, collective efficacy, and emotions (anger, fear-and-helplessness) were found significant. These relationships were moderated by media frames that portrayed the economic situation as uncertain (vs. certain). Uncertainty frame moderated the relationship of (a) collective efficacy with policy support and of (b) fear-and-helplessness with policy support. A moderated mediation analysis also showed that media frame moderated the mediational relationship between perceived injustice and anger in predicting Grexit. The results suggest that support to such policies depends on people’s subjective interpretations of their situation (e.g., perceived injustice) but media frames affect these processes as well.

Keywords: Collective efficacy, Identity, Media framing, Policy support, Social injustice,Uncertainty

Hellenic Journal of Psychology, Vol. 14 (2017), pp. 223-241

Address: AntonisGardikiotis, School of JournalismandMassMedia Studies, Aristotle University of Thessaloniki, 46 Egnatia St., Thessaloniki 546 30, Greece. Tel.+30-2310-991995. E-mail: agardiki@jour.auth.gr

Tilemachos Iatridis
University of Crete, Greece

Abstract (Summary):

Celebrating diversity across individuals and prevailing assumptions about social discrimination are so tightly linked that we usually employ individual diversity as a cornerstone in developing and implementing any project against racism today. This article examines the lay representations and understandings of racism that individual diversity ideology is associated with, focusing particularly on lay explanations of racism, criteria for identifying racism and constructions of racism as a problem. A survey was conducted on a random sample of 375 Greek citizens. The results suggested a complex and contradictory relation among individual diversity ideology and lay representations of racism – a relationship that may cast doubt on whether individual diversity is indeed a good ideological weapon against racism. The discussion interprets this pattern of results in the context of prevailing assumptions about social inequalities and discrimination today.

Keywords: Diversity, Lay representations, Prejudice, Racism

Hellenic Journal of Psychology, Vol. 14 (2017), pp. 242-259

Address: Department of Philosophy & Social Studies, University of Crete, Gallos University Campus, Rethymno 74100, Greece. Tel.:+30-28310-7200. Email: iatridis@fks.uoc.gr

Acknowledgements: I cordially thank the people in the Anti-Fascist Initiative and the Board of the Secondary-School Teachers’ Union (ΕΛΜΕ) in Rethymnon, for their valuable assistance with data collection.

Vasileia Digidiki & Aphrodite Baka
Aristotle University of Thessaloniki, Greece

Abstract (Summary):

Prostitution in Greece by investigating their relation to beliefs in a just world, previous experience as a client of prostitution and key demographic characteristics in a sample of 624 Greek female and male client and non-client participants. The results indicated that most of the participants perceived prostitution as a socially harmful phenomenon, whereas low belief in immanent justice and high belief in ultimate justice were significantly correlated to negative attitudes towards prostitution. Gender differences were also revealed, with male participants showing more positive attitudes towards prostitution. Previous experience as a client of prostitution was also found to predict positive attitudes, with clients (as compared to non-clients) adopting more positive attitudes towards prostitution.

Keywords: Attitudes, Client of prostitution, Just world theory, Prostitution

Hellenic Journal of Psychology, Vol. 14 (2017), pp. 260-279

Address: Aphrodite Baka, School of Psychology, Aristotle University of Thessaloniki, University Campus, 541 24 Thessaloniki, Greece. Tel.:+30-2310-997341. E-mail: abaka@psy.auth.gr

Antonis Sapountzis & Maria Papanikolaou
Democritus University of Thrace, Greece

Abstract (Summary):

Cultural diversity poses a challenge to many countries, which implement different policies to promote cultural adaptation. At the same time, people themselves hold different beliefs or ideologies on how cultural adaptation should be achieved. Multiculturalism as both a policy and ideology holds that people’s differences should be brought to the fore and cultural difference should be promoted and celebrated in a spirit of equality between different groups. On the other hand, colour-blindness stands for the abolition of difference: all people are the same, equal before the law and state and any differences are part of the private domain. In this article, we examined the ‘different category’ constructions with respect the Muslim minority of Western Thrace, Greece, that primary school and kindergarten teachers mobilized in a discussion on minority education. These category constructions were associated with the support of different educational practices towards the minority: if the minority was constructed as a religious minority, then multiculturalism was sustained as an educational paradigm; if the minority was constructed in ethnic terms then a colour-blind perspective was adopted arguing that there should not be different provisions for minority members.

Keywords: Colour blindness, Education, Multiculturalism, Muslim minority, Rhetorical psychology

Hellenic Journal of Psychology, Vol. 14 (2017), pp. 280-298

Address: Antonis Sapountzis,Department ofEducational Sciences inEarlyChildhood,Democritus University of Thrace, Nea Chili, Allexandroupoli 681 00, Greece. Tel: +30-25510-30087. E-mail: ansapoun@psed.duth.gr, a_sapountzis@hotmail.com