Panayiota Metallidou - Academia.edu (original) (raw)

Papers by Panayiota Metallidou

Healthcare, May 14, 2024

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

External information systems often serve as an extended cognitive system and are usually conceive... more External information systems often serve as an extended cognitive system and are usually conceived as expansions of the capacity of human cognition. However, the boundaries between our own mind and a powerful cloud mind, like the Internet, are increasingly blurry. This paper discusses recent empirical evidence of various metacognitive phenomena taking place while searching for information on the Internet, against the backdrop of the theory of transactive memory systems and the theory of cognitive offloading. The discussion focuses on the ways our cognitive systems maneuver and adapt their responses to the medium of the Internet by examining its effects on the metacognitive evaluations of oneself as a knower, the novel metacognitive experience of the feeling of findability, and how our metamemory judgments are affected. The conclusion proposes directions for future research and a better understanding of our interaction with the Internet.

Journal of educational and developmental psychology, Sep 18, 2018

The present study aimed at investigating: (a) the direct effects of Theory of Mind (ToM) on eleme... more The present study aimed at investigating: (a) the direct effects of Theory of Mind (ToM) on elementary school children's self-reports of participant roles in school bullying, (b) ToM's indirect effects via self-reported social competence skills. Gender was examined as moderator. A total of 171 elementary school children (Ν = 95 girls) from 3 rd to 6 th grade from Greek public schools participated in the study. Participants were examined individually through the administration of advanced ToM stories. Also, they were asked to complete in groups self-report questionnaires as regards their roles as bystanders in bullying situations and their social competence skills. Path analysis indicated significant positive direct effects of ToM on prosocial skills and defending behavior and a negative effect on assisting/reinforcing behavior. Significant indirect effects were found from ToM on bystanding behavior, via its direct effect on prosocial competence skills. Gender was not a significant moderator of the above relations.

High Ability Studies, Oct 24, 2018

Seeking help as an important self-regulated learning strategy has been consistently associated wi... more Seeking help as an important self-regulated learning strategy has been consistently associated with student motivation. Despite the extensive body of research on typically achieving students, no studies have included help seeking in the literature on talented children. The present study explored the help-seeking intentions and beliefs and achievement goal motivational profiles of academically talented adolescents (n = 207) who were identified via a special testing process organized by the Center of Talented Youth in Greece. Students were administered self-report scales measuring mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, general intention to seek academic help, intention to seek instrumental help, avoidance of help seeking, and perceived help-seeking benefits and costs. Latent class analysis indicated four latent clusters based on the four goal orientations as indicator variables. The probabilities of seeking instrumental help and perceived help-seeking benefits were high for students in the high mastery and low performance goals profile. Students in the high performance goals profile were more likely to perceive help-seeking costs, whereas students having all goal orientations low were less likely to perceive help-seeking benefits and to seek instrumental help. Findings are discussed in light of current theory and evidence for typically achieving student motivation and help-seeking beliefs and tendencies. Implications for educational practices with talented adolescents are discussed.

Teaching and Teacher Education, 2009

Metacognition-related studies do often give focus on the regulation or experience components but ... more Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit's grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving.

Psychology, 2010

The aim of the present study was to investigate possible age differences in drawing performance o... more The aim of the present study was to investigate possible age differences in drawing performance of preschool and primary school children, as well as in metacognitive experiences that are activated before and after the drawing process. The study is comprised of 222 children of both genders, aged from 4 to 12. They were tested individually in their schools. They were asked to produce four drawings, which vary on their level of complexity, and to rate before each drawing on a four-point scale the frequency of drawing similar themes and their feeling of difficulty. After the drawing they were asked to estimate again the difficulty they felt as well as the feeling of liking the drawing they produced and the correctness of the drawing. The results of a series of analyses of variance confirmed the expected improvement of drawing performance with age. There wasn't found, however, the same developmental course in the case of metacognitive experiences. On the contrary, there was found a significant decrease in the feeling of liking and the estimation of correctness of the drawings, especially after the second grade.

The International Journal of Teaching and Learning in Higher Education, 2009

This study aimed at investigating the psychometric properties of two inventories for the measurem... more This study aimed at investigating the psychometric properties of two inventories for the measurement of learning style preferences in a Greek sample: Kolb's (1985) Learning Style Inventory (LSI) and the Index of Learning Styles (ILS) by Felder & Soloman (1999). The inventories were administered in a total of 340 Greek university undergraduate students of different disciplines (education, psychology, and polytechnics) and primary school teachers. Regarding the LSI, our sample was found to strongly prefer the accommodative and the divergent learning style. Results indicated that in the Greek sample the LSI had a satisfactory reliability but its construct validity was weakly supported. No significant differences were found in relation to discipline, a finding that calls the discriminant validity of the inventory into question. Regarding the ILS, our sample showed a preference for the visual and the sensing learning style; its reliability was barely acceptable but the construct and the discriminant validity were well-supported. In conclusion, this study revealed psychometric weaknesses in both inventories suggesting that they could be used as a tool to encourage self-development of an individual within a discipline group, but not as a tool for grouping them according to given learning styles.

Psychology in the Schools, Jun 30, 2010

... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010.... more ... Panayiota Metallidou 1,* ,; Anastasia Vlachou 2. Article first published online: 30 JUN 2010. DOI: 10.1002/pits.20503. ... How to Cite. Metallidou, P. and Vlachou, A. (2010), Children's self-regulated learning profile in language and mathematics: The role of task value beliefs. ...

European Journal of Psychology of Education, Oct 25, 2022

In the research tradition of self-regulation most of the empirical data have been based on self-r... more In the research tradition of self-regulation most of the empirical data have been based on self-reported regulatory skills, which do not necessarily reflect the actual level of students' self-regulatory efficiency. The aim of the present study was to examine the psychometric properties of the Self-Regulation and Concentration Test for Children (SRTC, Kuhl & Kraska, 1992, 1993), a behavioral computerized test for measuring self-regulatory skills, in a sample of Greek students. A total of 88 fourth grade girls (N = 44) and boys (N = 44) participated in the study from three Greek state primary schools. Participants were asked to complete the SRTC, which examines children's ability to concentrate on a task and resist temptation (distraction). Also, teachers were asked to evaluate children's school performance in language and mathematics. Children were examined individually. The results of the present study provide empirical support for the SRTC's factorial validity and reliability. They support the theoretical assumption that SRTC differentiates between motivational and strategic components of self-regulation. Finally, performance on SRTC was a significant predictor of teachers' evaluations in mathematics.

Η παρούσα έρευνα αποσκοπούσε στη διερεύνηση της σχέσης μεταξύ της τελειοθηρίας, και των στρατηγικ... more Η παρούσα έρευνα αποσκοπούσε στη διερεύνηση της σχέσης μεταξύ της τελειοθηρίας, και των στρατηγικών αντιμετώπισης προβλημάτων. Το δείγμα αποτελούνταν από 282 φοιτητές και φοιτήτριες του προπτυχιακού κύκλου σπουδών. Οι φοιτητές/τριες κλήθηκαν να απαντήσουν σε δυο ερωτηματολόγια αυτο-αναφορών. Ειδικότερα, για τη μέτρηση της τελειοθηρίας κλήθηκαν να συμπληρώσουν την αναθεωρημένη εκδοχή του Ερωτηματολογίου των Στάσεων απέναντι στα Ατομικά μας Επιτεύγματα (APS-R). Επίσης, η αναθεωρημένη εκδοχή του Ερωτηματολογίου Αντιμετώπισης Προβλημάτων (R-COPE) χρησιμοποιήθηκε για τη μέτρηση προσαρμοστικών και μη προσαρμοστικών στρατηγικών διαχείρισης προβλημάτων. Ο έλεγχος των ψυχομετρικών ιδιοτήτων των δυο ερωτηματολογίων επιβεβαίωσε την παραγοντική εγκυρότητα και την αξιοπιστία τους στο δείγμα της παρούσας έρευνας. Η ανάλυση συστάδων στο Ερωτηματολόγιο των Στάσεων απέναντι στα Ατομικά μας Επιτεύγματα ανέδειξε τρεις διακριτές ομάδες: τους μη τελειοθήρες, τους μη προσαρμοστικούς τελειοθήρες και τους ...

Η παρούσα μελέτη εξέτασε το ρόλο της Θεωρίας του Νου (ΘτΝ) ως προβλεπτικού παράγοντα των αυτο-ανα... more Η παρούσα μελέτη εξέτασε το ρόλο της Θεωρίας του Νου (ΘτΝ) ως προβλεπτικού παράγοντα των αυτο-αναφορών παιδιών σχολικής ηλικίας για την εκδήλωση συμπεριφορών ενδεικτικών εκφοβισμού και θυματοποίησης. Η συναισθηματική ενσυναίσθηση και πλευρές της κοινωνικής ικανότητας των παιδιών διερευνήθηκαν ως παράγοντες ρύθμισης της παραπάνω σχέσης. Στην έρευνα συμμετείχαν 132 μαθητές (Ν = 62) και μαθήτριες (Ν =70) που φοιτούσαν από τη Γ΄ ως τη ΣΤ΄ δημοτικού. Η κοινωνικο-γνωστική διάσταση της ΘτΝ εξετάστηκε μέσω της χορήγησης ιστοριών που αξιολογούσαν: (α) την αναγνώριση κοινωνικά αδιάκριτων πληροφοριών, (β) την κατανόηση ψευδών πεποιθήσεων δεύτερης τάξης, (γ) την κατανόηση σύνθετων κοινωνικών καταστάσεων και (δ) την ικανότητα πρόβλεψης των συναισθηματικών αντιδράσεων. Οι συμπεριφορές εκφοβισμού και θυματοποίησης καθώς και η συναισθηματική ενσυναίσθηση και η κοινωνική ικανότητα εξετάστηκαν μέσω αντίστοιχων ερωτηματολογίων αυτο-αναφοράς. Πραγματοποιήθηκαν αναλύσεις πολλαπλής γραμμικής παλινδρόμηση...

New Ideas in Psychology, Dec 1, 2021

Abstract The aim of this paper is to review research on epistemic emotions in learning. The empha... more Abstract The aim of this paper is to review research on epistemic emotions in learning. The emphasis is not only on the cognitive states that give rise to epistemic emotions but also on the dynamics of epistemic emotions in complex learning situations. The interrelations between epistemic emotions and their interactions with affective states and metacognitive experiences are also explored. The position put forth is that epistemic emotions are triggered by cognitive states involving discrepancy, or conflict, between active schemas and incoming information, or gap in one's knowledge. However, each of the epistemic emotions has its specific triggering conditions that differentiate it from the others. Changing conditions during a cognitive endeavor impact the intensity as well as the interrelations between epistemic emotions. Also, there are relations between epistemic emotions and metacognitive experiences such as feeling of difficulty or confidence, albeit not so strong. The implications for future research are discussed.

International Journal of Psychology, 2008

School Psychology International, 2005

The aim of our study was to investigate possible relationships between writing and drawing perfor... more The aim of our study was to investigate possible relationships between writing and drawing performance of school-aged children, in order to compare the two skills at the within-individual level. The sample consisted of 182 right- and left-handed children, aged 8 to 12 years. Children were examined by the Greek adaptation of the Luria-Nebraska neuropsychological battery in spontaneous writing, copying and writing to dictation and they were asked to complete four different drawing tasks. The results produced significant correlations between drawing scores and scores in all three writing tasks. Significant differences in drawing performance among proficient and poor hand writers were also found. On the other hand, there were no significant differences between right- and left-handers’ performance on the above tasks, despite the overrepresentation of left-handed amongst between poor writers. Our findings create a fruitful ground for the further study of early drawing as a means to predic...

International Journal of Psychology, 2007

T he contextual differences in the patterns of relations among various motivational, cognitive, a... more T he contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth-and sixthgrade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1-to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and metacognitive frameworks and ideas for future research are discussed. C ette étude porte sur les différences contextuelles dans les patrons relationnels entre les diverses composantes motivationnelle, cognitive et métacognitive de l'apprentissage et de la performance auto-régulés dans deux domaines d'étude clé du programme, soit la langue et les mathématiques. Ces différences contextuelles ont été examinées dans un échantillon de 263 d'enfants d'une école primaire grecque (of) en cinquième et sixième année. Les différences sexuelles et les différences d'â ge ont été aussi étudiées. Les élèves ont été priés de compléter le «Motivated Strategies for Learning Questionnaire» (Pintrich & De Groot, 1990) qui comprend cinq facteurs: (a) l'auto-efficacité, (b) la valeur intrinsèque, (c) un test d'anxiété, (d) l'utilisation d'une stratégie cognitive et (e) les stratégies d'auto-régulation. Ils ont répondu aux énoncés du questionnaire sur une échelle de type Likert à 7 points en termes de leur comportement en classe de langue et en classe de mathématiques séparément. De plus, les enseignants ont été priés d'évaluer chaque résultat de leurs élèves dans la langue grecque et en mathématique sur une échelle allant de 1 à 20 points en comparaison au reste de la classe. Les résultats de l'étude ont indiqué très peu de différences dans les patrons relationnels entre les composantes auto-régulées à l'intérieur et entre les domaines d'étude. En même temps, les résultats ont révélé un caractère contextuel spécifique des composantes auto-regulées. De plus, la présente étude (a) a confirmé le rô le médiateur des stratégies dans la relation motivation-performance, (b) a souligné le rô le différé des stratégies cognitive et régulatoire dans la prédiction de la performance dans les domaines d'étude qui diffèrent dans leurs caractéristiques structurelles du contenu et (c) a souligné le rô le motivationnel clé de l'auto-efficacité. En effet, l'auto-efficacité s'est avérée être le prédicteur le plus significatif non seulement de la performance mais aussi de l'utilisation d'une stratégie cognitive et régulatoire. Des différences sexuelles dans la motivation et dans l'utilisation d'une stratégie n'ont pas été