Hellenic Journal of Psychology

Ioannis G. Katsantonis
University of Patras, Grecce

Abstract:

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: ioanniskatsantonis@upnet.gr

Acknowledgement: The author thanks Professor emerita A. Efklides and the two anonymous reviewers for their constructive feedback.

Md. Nurul Islam
University of Chittagong, Bangladesh

Abstract:

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: mnipsy@cu.ac.bd

Attila Szabo* & Tamás Bőhm**
*ELTE Eötvös Loránd University, Hungary
**Semmelweis University, Hungary

Abstract:

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: szabo.attila@ppk.elte.hu

Author Note: Τhe data associated with the submitted report is available on the Mendeley data repository with doi number at the following link
http://dx.doi.org/10.17632/czbdb2zj5d.1#file-44ea32b9-9d21-48fc-901a-5af883f92854

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.

Maria Mengisidou
University College London, United Kingdom

Abstract:

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: maria.mengisidou.14@alumni.ucl.ac.uk

Kyriaki Fousiani*, †Maria Sakalaki**, & Clive Richardson**
*Rijksuniversiteit Groningen, Netherlands
**Panteion University of Social and Political Sciences, Greece

Abstract:

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: k.fousiani@rug.nl

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.

Christina Ε. Bampalou, Eleni M. Kouimtzi, Eleni Bonti, Zacharias Kyritsis
Aristotle University of Thessaloniki, Greece

Abstract:

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: ekouimtz@eled.auth.gr

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

Abstract:

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: rungduin.tt@pnu.edu.ph

Valentin El Sayed, Julien Teyssier, Patrick Denoux, & Elaine Costa-Fernandez
University Toulouse Jean Jaurès, France

Abstract:

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: val-elsayed@hotmail.fr;
Julien Teyssier, University Toulouse Jean Jaurès, France. E-mail: julien.teyssier@univ-tlse2.fr;
Patrick Denoux, University Toulouse Jean Jaurès, France. E-mail: patrick.denoux@univ-tlse2.fr;
Elaine Costa-Fernandez, University Toulouse Jean Jaurès, France. E-mail: elainef@free.fr

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: ansapoun@psed.duth.gr
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.

Spiridon Kamtsios & Evangelia Karagiannopoulou
University of Ioannina, Greece

Abstract:

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: skamtsios@uoi.gr

Anna Madoglou, Panagiotis Xanthopoulos, & Dimitrios Kalamaras
Panteion University, Greece

Abstract:

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: dkalam@panteion.gr
Professor Anna Madoglou, Ph.D. E-mail: madoglou@panteion.gr
Panagiotis Xanthopoulos, Ph.D. E-mail: xanthopoulos7@yahoo.gr

Παναγιώτα Ροπόκη & Άννα Μαντόγλου
Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών

Περίληψη:

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: ropokig@yahoo.gr.
Άννα Μαντόγλου, Τμήμα Ψυχολογίας, Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών, Λεωφ. Συγγρού 136, Αθήνα 176 71. Τηλ. 210-9201691, 6976569076. Ε-mail: madoglou@panteion.gr.

Στυλιανή Ν. Τσεσμελή & Ειρήνη Καριωτάκη
Πανεπιστήμιο Πατρών

Περίληψη:

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: stsesmeli@upatras.gr

Ioannis G. Katsantonis
University of Patras, Greece

Abstract:

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: ioanniskatsantonis@upnet.gr

Abstract:

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