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Panayiotis Stavrinides Spyridon Tantaros Stelios Georgiou Loukia Tricha 《Emotional and Behavioural Difficulties》2018,23(2):203-212
The present study investigated the direction of the relationship between parental rejection and children’s engagement in bullying and victimization. Using a cross-lagged design, we examined whether (a) bullying and victimization predict an increase in parental rejection six months later, (b) parental rejection predicts an increase in bullying and victimization six months later, and (c) there is a reciprocal association between bullying/victimization and parental rejection. The participants were 846 early adolescents (mean age = 12.63 years) randomly selected from primary and secondary schools in Cyprus and Greece (375 Cypriots, 471 Greek students) and their parents. Children completed a translated version of the Personal Experiences Checklist – (PECK) and the Rejection subscale of the Parental Acceptance/Rejection Questionnaire. The results showed that parental rejection at Time 1 predicted significantly victimization at Time 2. Parental rejection however, was not a significant predictor of bullying. Moreover, bullying and victimization at Time 1 predicted significantly parental rejection at Time 2. These results provide further insight at the theoretical level in as far our understanding of the familial dynamics in bullying victimization and may provide clinical implications in relation to counselling of victimized children and their parents. 相似文献
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Vassilios Gourgoulis Nickos Aggelousis Giorgos Mavromatis Athanasios Garas 《Journal of sports sciences》2013,31(8):643-652
We investigated the linear kinematics and the change in energy of the barbell and the angular kinematics of the trunk and leg during the snatch technique of 12 elite male Greek weightlifters under competitive conditions after the new weight classification. Two S-VHS cameras operating at 60 Hz were used to record the lifts. The spatial coordinates of selected points were calculated using the direct linear transformation procedure; after digital filtering of the raw data, the angular displacements and angular velocities were calculated for the hip, knee and ankle joints. The following variables were also calculated for the barbell: vertical and horizontal displacement, vertical linear velocity and acceleration, external mechanical work and power output. The results revealed that all weightlifters flexed their knees during the transition phase, independently of their weight category. This indicates that the athletes use the elastic energy produced during the stretch–shortening cycle to enhance their performance. In nine athletes, we found that the barbell trajectory did not cross a vertical reference line that passed through the initial position of the barbell. The vertical linear velocity of the barbell was increased continuously from the beginning of the movement until the second maximum extension of the knee joint, with no notable dip being observed. Regarding the change in energy of the barbell, we found that the mechanical work for the vertical displacement of the barbell in the first pull was significantly greater than the mechanical work in the second pull. In contrast, the estimated average mechanical power output of the athletes during the vertical displacement of the barbell was significantly greater in the second pull than in the first pull. We conclude that the major elements of the snatch technique of elite Greek weightlifters have not been aff ected by the new weight classification. 相似文献
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Annals of Dyslexia - We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included... 相似文献
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Robert Savage George Georgiou Rauno Parrila Kristina Maiorino 《Scientific Studies of Reading》2018,22(3):225-247
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or Best-Practices small-group reading programs, typically for 10–11 hr over 10 weeks. Students were matched on baseline reading and language abilities, parent demographic measures, and observed regular classroom teaching quality. Results of hierarchical data modeling showed advantages for the DMSfV program (p < .05 for word reading and spelling at posttest and word reading and sentence comprehension at 5-month delayed posttest), with discernible valued added for the DMSfV condition across all follow-up measures. Results support the use of small-group preventative literacy intervention models that teach both direct mapping of grapheme–phoneme correspondences in text and set-for-variability. 相似文献
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Longitudinal predictors of reading and spelling across languages varying in orthographic consistency
George K. Georgiou Minna Torppa George Manolitsis Heikki Lyytinen Rauno Parrila 《Reading and writing》2012,25(2):321-346
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in
orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed
from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological
awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading
fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both
have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have
some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were
similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The
predictable role of orthographic consistency on literacy acquisition is discussed. 相似文献
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Riikka Hirvonen George K. Georgiou Marja‐Kristiina Lerkkanen Kaisa Aunola Jari‐Erik Nurmi 《Journal of Research in Reading》2010,33(3):302-319
The purpose of this study was twofold: (a) to examine the effect of task‐focused behaviour on reading fluency, spelling and comprehension; and (b) to examine the role of the different literacy skills in subsequent task‐focused behaviour. Two hundred and seven Finnish‐speaking children were followed from preschool until their fourth year at school and were tested for reading fluency, spelling and reading comprehension. The teachers also rated the children's task‐focused behaviour. The results showed that task‐focused behaviour was a significant predictor of later reading comprehension and spelling skills. However, all three literacy skills predicted subsequent task‐focused behaviour. 相似文献
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Is Victor Better than Victoria at Maths? 总被引：1，自引：0，他引：1
Stelios N. Georgiou Panayiotis Stavrinides Theano Kalavana 《Educational Psychology in Practice》2007,23(4):329-342
The aim of this study was to examine whether there are gender differences in actual maths achievement, in attitudes towards maths, and in relevant achievement attributions among early adolescents. The participants were 255 eighth grade students (mean age 14.2) from 10 randomly selected public junior high schools in Cyprus. They completed a questionnaire that measured their attributions of their own maths achievement and their attitudes towards the subject (how attractive and useful it is). Then they took a maths achievement test and immediately afterwards they reported their affective reactions towards the test (how challenging or threatening they thought it was). No significant differences were found between boys and girls in actual maths achievement. Significant differences were found, however, in the way the two genders explain their performance. Boys tend to believe more than girls do that their intellectual abilities are causing their high marks in maths. Also, it was found that high achievement could predict a positive attitude towards mathematics, but not vice versa. These findings contradict the widespread beliefs that (a) girls are not as good at maths as boys are; and (b) better attitudes towards maths lead to better performance. 相似文献