Eleni Andreou | UNIVERSITY OF THESSALY, GREECE (original) (raw)

Papers by Eleni Andreou

Educational Psychology, 2016

Performance at school is affected not only by students’ achievement goals but also by emotional e... more Performance at school is affected not only by students’ achievement goals but
also by emotional exchanges among classmates and their teacher. In this study,
we investigated relationships between students’ achievement goals and emotion
perception ability and class affect and performance. Participants were 949 Greek
adolescent students in 49 classes and their Greek language and mathematics
teachers. Results from multilevel analyses indicated that students’ masteryapproach
and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.

Http Dx Doi Org 10 1080 13632750802442110, Nov 11, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

Interaccoes, Nov 6, 2009

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

Emotional and Behavioural Difficulties, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

Educational Psychology, 2007

... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying... more ... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying intervention programs provides valuable information and has suggested important outlines for the development of coherent approaches. ...

Http Dx Doi Org 10 1080 01443410601159993, Sep 26, 2007

... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying... more ... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying intervention programs provides valuable information and has suggested important outlines for the development of coherent approaches. ...

Journal of Research in Special Educational Needs, 2013

Greek pupils receiving special education support provision. Associations of these types with feel... more Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull-out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self-efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

Educational Psychology …, Jan 1, 2011

Bullying in schools has been identified as a serious and complex worldwide problem associated wit... more Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short-and long-term effects on children's psychosocial adjustment Ttofi and Farrington, Aggressive Behav 34(4):352-368, 2008). Entering kindergarten is a crucial developmental step in many children's lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children's difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed.

Behavioural and Cognitive Psychotherapy, 2014

Background: Research suggests that aggressive children are prone to over-attribute hostile intent... more Background: Research suggests that aggressive children are prone to over-attribute hostile intentions to peers. Aims: The current study investigated whether this attributional style can be altered using a Cognitive Bias Modification of Interpretations (CBM-I) procedure. Method: A sample of 10-12-year-olds selected for displaying aggressive behaviours was trained over three sessions to endorse benign rather than hostile attributions in response to ambiguous social scenarios. Results: Compared to a test-retest control group (n = 18), children receiving CBM-I (n = 16) were less likely to endorse hostile attributions and more likely to endorse benign attributions in response to a new set of ambiguous social situations. Furthermore, aggressive behaviour scores reduced more in the trained group than in the untrained controls. Children who received attribution training also reported less perceived anger and showed a trend to report more self-control than those in the control group. Conclusions: Implications of these findings are discussed.

The main purpose of this study is to examine the relationship of primary school children's self-e... more The main purpose of this study is to examine the relationship of primary school children's self-esteem, machiavellianism and locus of control with their problem behaviour, as evaluated by teachers. The results, based upon data collected from a sample of 77 teachers and 412 pupils of Greek primary schools indicates that there is a significant correlation between the above mentioned subjective variables and problem behaviour at school (as a whole and by syndroms). However, this relationship is differentiated for all syndroms but not for the whole problem behaviour symptoms, when the data is analysed in conjunction with sex, age, academic achievement and social origin of pupils.

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

International Journal of Environmental Research and Public Health, 2011

Objective: To translate the Perceived Stress Scale and to assess its psychometric properties in a... more Objective: To translate the Perceived Stress Scale and to assess its psychometric properties in a sample of general Greek population. Methods: 941 individuals completed anonymously questionnaires comprising of PSS, the Depression Anxiety and Stress scale (DASS-21 version), and a list of stress-related symptoms. Psychometric properties of PSS were investigated by confirmatory factor analysis (construct validity), Cronbach's alpha (reliability), and by investigating relations with the DASS-21 scores and the number of symptoms, across individuals' characteristics. The two-factor structure of PSS-10 and PSS-14 was confirmed in our analysis. We found satisfactory Cronbach's alpha values (0.82 for the full scale) for PSS-14 and PSS-10 and marginal satisfactory values for PSS-4 (0.69). PSS score exhibited high correlation OPEN ACCESS

Emotional and Behavioural Difficulties, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

There are many studies that highlight the efficacy of bibliotherapy when used with children. Howe... more There are many studies that highlight the efficacy of bibliotherapy when used with children. However, research regarding the efficacy of bibliotherapy, when used by teachers within a classroom setting is very limited. The purpose of this study is to examine the efficacy of bibliotherapy as a method for helping primary school children confront certain fears. Focusing our interest on the developmental aspects of bibliotherapy, since schools should provide a supportive environment that allows for positive children growth, we designed and implemented a study with the aim of examining the efficacy of this method in the treatment of prevalent fears (death and darkness fear) among 3rd grade primary school children. Developmental bibliotherapy was incorporated into the lesson of literature and texts describing characters facing relevant fears were selected from the students’ textbook. Our method was based on Rosenblatt’s transactional theory and the three well-known stages of bibliotherapeu...

Educational Psychology, 2016

Performance at school is affected not only by students’ achievement goals but also by emotional e... more Performance at school is affected not only by students’ achievement goals but
also by emotional exchanges among classmates and their teacher. In this study,
we investigated relationships between students’ achievement goals and emotion
perception ability and class affect and performance. Participants were 949 Greek
adolescent students in 49 classes and their Greek language and mathematics
teachers. Results from multilevel analyses indicated that students’ masteryapproach
and performance-approach goals were positively related to positive affect whereas performance-avoidance goals were negatively related to positive affect. At class-level, relationships between achievement goals and affect were moderated by students’ emotion perception ability. These findings highlight the importance of emotion abilities and their role in motivational processes for class-level outcomes.

Http Dx Doi Org 10 1080 13632750802442110, Nov 11, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

Interaccoes, Nov 6, 2009

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

Emotional and Behavioural Difficulties, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

Educational Psychology, 2007

... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying... more ... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying intervention programs provides valuable information and has suggested important outlines for the development of coherent approaches. ...

Http Dx Doi Org 10 1080 01443410601159993, Sep 26, 2007

... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying... more ... Despite these complexities, the literature encompassing the area of whole‐schoolanti‐bullying intervention programs provides valuable information and has suggested important outlines for the development of coherent approaches. ...

Journal of Research in Special Educational Needs, 2013

Greek pupils receiving special education support provision. Associations of these types with feel... more Greek pupils receiving special education support provision. Associations of these types with feelings of loneliness and perceived social efficacy for peer interactions are also examined. The sample consisted of 178 students of fifth and sixth primary school grades who participated in pull-out special education delivery programmes. Participants were found to be actively involved in both bullying and victimisation, with higher rates in victimisation. Statistically significant gender and disability differences in bullying and loneliness were identified. Both bullying and victimisation were associated with loneliness/social dissatisfaction, and self-efficacy for peer interactions. Moreover, our data provided evidence that bully/victims may be a distinct group in terms of their increased levels of loneliness. Results are discussed in terms of their implications for promoting children with special educational needs and disabilities social inclusion.

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

Educational Psychology …, Jan 1, 2011

Bullying in schools has been identified as a serious and complex worldwide problem associated wit... more Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short-and long-term effects on children's psychosocial adjustment Ttofi and Farrington, Aggressive Behav 34(4):352-368, 2008). Entering kindergarten is a crucial developmental step in many children's lives mainly because it is within this context where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently, preschool may be the first context beyond the home environment where children's difficulties in social interactions with peers can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school context, methodological issues, and prevention policies are reviewed while directions for future research are addressed.

Behavioural and Cognitive Psychotherapy, 2014

Background: Research suggests that aggressive children are prone to over-attribute hostile intent... more Background: Research suggests that aggressive children are prone to over-attribute hostile intentions to peers. Aims: The current study investigated whether this attributional style can be altered using a Cognitive Bias Modification of Interpretations (CBM-I) procedure. Method: A sample of 10-12-year-olds selected for displaying aggressive behaviours was trained over three sessions to endorse benign rather than hostile attributions in response to ambiguous social scenarios. Results: Compared to a test-retest control group (n = 18), children receiving CBM-I (n = 16) were less likely to endorse hostile attributions and more likely to endorse benign attributions in response to a new set of ambiguous social situations. Furthermore, aggressive behaviour scores reduced more in the trained group than in the untrained controls. Children who received attribution training also reported less perceived anger and showed a trend to report more self-control than those in the control group. Conclusions: Implications of these findings are discussed.

The main purpose of this study is to examine the relationship of primary school children's self-e... more The main purpose of this study is to examine the relationship of primary school children's self-esteem, machiavellianism and locus of control with their problem behaviour, as evaluated by teachers. The results, based upon data collected from a sample of 77 teachers and 412 pupils of Greek primary schools indicates that there is a significant correlation between the above mentioned subjective variables and problem behaviour at school (as a whole and by syndroms). However, this relationship is differentiated for all syndroms but not for the whole problem behaviour symptoms, when the data is analysed in conjunction with sex, age, academic achievement and social origin of pupils.

Bullying has been recognized as a widespread, persistent and serious problem occurring in schools... more Bullying has been recognized as a widespread, persistent and serious problem occurring in schools across different national contexts. Despite the surge of interest in bullying in recent years, much of the research has focused on its multiple facets and characteristics among non-disabled students, while little is known about its incidence and dimensions in the population of students receiving special education support provision. It is well-known that schooling has generally been constructed and operates around the notions of normalization and homogeneity and children's diversity often generates discriminating responses contributing to exclusionary educational experiences.

International Journal of Environmental Research and Public Health, 2011

Objective: To translate the Perceived Stress Scale and to assess its psychometric properties in a... more Objective: To translate the Perceived Stress Scale and to assess its psychometric properties in a sample of general Greek population. Methods: 941 individuals completed anonymously questionnaires comprising of PSS, the Depression Anxiety and Stress scale (DASS-21 version), and a list of stress-related symptoms. Psychometric properties of PSS were investigated by confirmatory factor analysis (construct validity), Cronbach's alpha (reliability), and by investigating relations with the DASS-21 scores and the number of symptoms, across individuals' characteristics. The two-factor structure of PSS-10 and PSS-14 was confirmed in our analysis. We found satisfactory Cronbach's alpha values (0.82 for the full scale) for PSS-14 and PSS-10 and marginal satisfactory values for PSS-4 (0.69). PSS score exhibited high correlation OPEN ACCESS

Emotional and Behavioural Difficulties, 2008

To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a... more To cite this Article Andreou, Eleni, Didaskalou, Eleni and Vlachou, Anastasia(2008)'Outcomes of a curriculum-based anti-bullying intervention program on students' attitudes and behavior ',Emotional and Behavioural Difficulties,13:4,[235][236][237][238][239][240][241][242][243][244][245][246][247][248] To link to this Article:

There are many studies that highlight the efficacy of bibliotherapy when used with children. Howe... more There are many studies that highlight the efficacy of bibliotherapy when used with children. However, research regarding the efficacy of bibliotherapy, when used by teachers within a classroom setting is very limited. The purpose of this study is to examine the efficacy of bibliotherapy as a method for helping primary school children confront certain fears. Focusing our interest on the developmental aspects of bibliotherapy, since schools should provide a supportive environment that allows for positive children growth, we designed and implemented a study with the aim of examining the efficacy of this method in the treatment of prevalent fears (death and darkness fear) among 3rd grade primary school children. Developmental bibliotherapy was incorporated into the lesson of literature and texts describing characters facing relevant fears were selected from the students’ textbook. Our method was based on Rosenblatt’s transactional theory and the three well-known stages of bibliotherapeu...