Evangelia Karagiannopoulou | University of Ioannina/Greece (original) (raw)

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Papers by Evangelia Karagiannopoulou

Research paper thumbnail of Perceptions of assessment and their influences on learning

Research into the ways in which university students' perceptions of teaching, teachers, and asses... more Research into the ways in which university students' perceptions of teaching, teachers, and assessment affect their approaches to learning and so the quality of their academic understanding

Research paper thumbnail of The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Research paper thumbnail of The Experience of Revising for Essay Type Examinations: Differences Between First and Fourth Year University Students

Research paper thumbnail of Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment, and a ‘meeting of minds’

Research paper thumbnail of Medical students’ approaches to learning before and after the cardiology problem-based learning practice

Research paper thumbnail of Exploring academic hardiness in Greek students: Links with achievement and year of study.

Research paper thumbnail of Exploring the Psychometric Properties of the “German Questionnaire Measuring Stress and Coping in Children and Adolescents” in a Greek Sample

Research paper thumbnail of Exploring relationships between academic hardiness, academic stressors and achievement in university undergraduates

Research paper thumbnail of Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Research paper thumbnail of Stress in transfer from primary to secondary school: the contributions of A-trait, life events and family functioning

Research paper thumbnail of Contributions of different levels to reasearch into experiences of university learning and teaching

Research paper thumbnail of Exploring the relationship between experienced students' preference for open-and closed-book examination approaches to learning and achievement

Research paper thumbnail of The development of a questionnaire on Academic Hardiness for late elementary school children

Research paper thumbnail of Psychometric characteristics of the Academic Hardiness Scale in a Greek sample: A pilot study

Research paper thumbnail of Excperiences of learning and academic understanding in higher education

Research paper thumbnail of Effects of classroom learning experiences and examination trype on students' learning

Research paper thumbnail of A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults

... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects o... more ... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults. PhD thesis, Institute of Education, University of London. ...

Research paper thumbnail of Conceptualizing students' academic hardiness dimensions: a qualitative study

European Journal of Psychology of Education

Research paper thumbnail of Stages of Change, Self-efficacy and Stress Management Perceptions in First Year Undergraduate Students

International Journal of Psychology and …, 2011

Research paper thumbnail of Revisiting learning and teaching in higher education: A psychodynamic perspective

Psychodynamic Practice, 2011

Only few studies have focused on how emotions, and especially how ways of relating with students,... more Only few studies have focused on how emotions, and especially how ways of relating with students, underlie learning in higher education. The academic demands and the nature of scientific knowledge increase anxiety in intensive learning situations. The article raises the paradox that, on the one hand, we want our students to acquire particular knowledge, but on the other hand we also want students to be able to make the knowledge that they acquire their own and develop personal understandings. The article follows a line of thought developed during the author's own experience of teaching, as a tutor of psychology, and during her experience of researching university students' approaches to studying and personal understanding. It is argued that aspects of the academic culture encourage regressed and surface elements of learning (see Entwistle & McCune, 2009) in which students work towards learning processes, the will to learn and sensitivity to context. In L. Zhang & R. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 29–62). New York: Springer) in which students work towards learning the same things as each other (including learning by rote or a predatory internalisation of the tutor and the subject). The wish of tutors to retain their power over students, their failure to appreciate students' faltering steps towards understanding, the value they place on answers which reflect their own perspective, and their narcissism and omnipotence, can result in their students feeling frustrated, humiliated, self-reproachful, vulnerable and dependent. It is suggested that an academic environment which is tolerant to paradox and the unexpected can increase the possibility of deep learning and relativistic reasoning. Such an environment is likely to increase students' tolerance of situations involving uncertainty and not knowing, enabling them to develop a more integrated self.

Research paper thumbnail of Perceptions of assessment and their influences on learning

Research into the ways in which university students' perceptions of teaching, teachers, and asses... more Research into the ways in which university students' perceptions of teaching, teachers, and assessment affect their approaches to learning and so the quality of their academic understanding

Research paper thumbnail of The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Research paper thumbnail of The Experience of Revising for Essay Type Examinations: Differences Between First and Fourth Year University Students

Research paper thumbnail of Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment, and a ‘meeting of minds’

Research paper thumbnail of Medical students’ approaches to learning before and after the cardiology problem-based learning practice

Research paper thumbnail of Exploring academic hardiness in Greek students: Links with achievement and year of study.

Research paper thumbnail of Exploring the Psychometric Properties of the “German Questionnaire Measuring Stress and Coping in Children and Adolescents” in a Greek Sample

Research paper thumbnail of Exploring relationships between academic hardiness, academic stressors and achievement in university undergraduates

Research paper thumbnail of Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Research paper thumbnail of Stress in transfer from primary to secondary school: the contributions of A-trait, life events and family functioning

Research paper thumbnail of Contributions of different levels to reasearch into experiences of university learning and teaching

Research paper thumbnail of Exploring the relationship between experienced students' preference for open-and closed-book examination approaches to learning and achievement

Research paper thumbnail of The development of a questionnaire on Academic Hardiness for late elementary school children

Research paper thumbnail of Psychometric characteristics of the Academic Hardiness Scale in a Greek sample: A pilot study

Research paper thumbnail of Excperiences of learning and academic understanding in higher education

Research paper thumbnail of Effects of classroom learning experiences and examination trype on students' learning

Research paper thumbnail of A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults

... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects o... more ... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults. PhD thesis, Institute of Education, University of London. ...

Research paper thumbnail of Conceptualizing students' academic hardiness dimensions: a qualitative study

European Journal of Psychology of Education

Research paper thumbnail of Stages of Change, Self-efficacy and Stress Management Perceptions in First Year Undergraduate Students

International Journal of Psychology and …, 2011

Research paper thumbnail of Revisiting learning and teaching in higher education: A psychodynamic perspective

Psychodynamic Practice, 2011

Only few studies have focused on how emotions, and especially how ways of relating with students,... more Only few studies have focused on how emotions, and especially how ways of relating with students, underlie learning in higher education. The academic demands and the nature of scientific knowledge increase anxiety in intensive learning situations. The article raises the paradox that, on the one hand, we want our students to acquire particular knowledge, but on the other hand we also want students to be able to make the knowledge that they acquire their own and develop personal understandings. The article follows a line of thought developed during the author's own experience of teaching, as a tutor of psychology, and during her experience of researching university students' approaches to studying and personal understanding. It is argued that aspects of the academic culture encourage regressed and surface elements of learning (see Entwistle & McCune, 2009) in which students work towards learning processes, the will to learn and sensitivity to context. In L. Zhang & R. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 29–62). New York: Springer) in which students work towards learning the same things as each other (including learning by rote or a predatory internalisation of the tutor and the subject). The wish of tutors to retain their power over students, their failure to appreciate students' faltering steps towards understanding, the value they place on answers which reflect their own perspective, and their narcissism and omnipotence, can result in their students feeling frustrated, humiliated, self-reproachful, vulnerable and dependent. It is suggested that an academic environment which is tolerant to paradox and the unexpected can increase the possibility of deep learning and relativistic reasoning. Such an environment is likely to increase students' tolerance of situations involving uncertainty and not knowing, enabling them to develop a more integrated self.

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