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1.
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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The purpose of the present study was to empirically examine the link between practicum-related stressors, perceived general practicum stress, personal variables (i.e. general and teaching self-efficacy, epistemological beliefs, conceptions about teaching and learning, and trait anxiety) and burnout dimensions in a sample of 174 Greek student teachers, immediately after the completion of their practicum. In addition, the study sought to identify the best predictive combination of the studied variables for each burnout dimension. Participants who reported high general practicum stress indicated moderate levels of emotional exhaustion, but low depersonalisation and high personal accomplishment. Statistically significant correlates of burnout dimensions were used in three regression analyses. Results revealed that emotional exhaustion and personal accomplishment were predicted by practicum workload, whereas depersonalisation was predicted by teachers’ epistemological beliefs (i.e. learning process) and practicum-related stressors (i.e. meeting pupils’ needs). The present study contributes to the limited body of existing evidence on burnout in student teachers. The results are discussed in terms of both theoretical and practical implications. 相似文献
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Gregory C. Bogdanis Athanasios Tsoukos Spyridon K. Methenitis Elisavet Selima Panagiotis Veligekas Gerasimos Terzis 《European Journal of Sport Science》2019,19(3):345-353
This study compared knee angle-specific neuromuscular adaptations after two low-volume isometric leg press complex training programmes performed at different muscle lengths. Fifteen young males were divided into two groups and trained three times per week for 6 weeks. One group (n?=?8) performed 5–7 sets of 3 s maximum isometric leg press exercise, with 4?min recovery, with knee angle at 85°?±?2° (longer muscle-tendon unit length; L-MTU). The other group (n?=?7) performed the same isometric training at a knee angle of 145°?±?2° (180°?=?full extension; shorter muscle-tendon unit length; S-MTU). During the recovery after each set of isometric exercise, participants performed two CMJ every minute, as a form of complex training. Maximum isometric force (MIF) and rate of force development (RFD) were measured over a wide range of knee angles. Countermovement jump (CMJ) performance and maximum half-squat strength (1RM) were also assessed. Training at S-MTU induced a large increase of MIF (22–58%, p?p?p?=?0.001). In contrast, training at L-MTU, resulted in a moderate and similar (≈12.3%, p?=?0.028) improvement of force at all knee angles. CMJ performance and 1RM were equally increased in both groups after training by 10.4%?±?8.3% and 7.8%?±?4.7% (p?相似文献
4.
Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n?=?50) high school students who volunteered to participate in this study divided into a control group (n?=?25) and an experimental (n?=?25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. 相似文献
5.
Barbara Kissa Antonios Stavropoulos Dimitra Karagiorgou Elisavet Tsanaktsidou 《The Journal of Academic Librarianship》2019,45(5):102055
Nowadays, Academic libraries are required to provide high quality services despite their limited budget. Library managers should rely on valid information to keep the library's activities, resources and costs under control. In this paper, we present a case study implementation of Time-Driven Activity-Based Costing (TDABC) at the library of the University of Macedonia, Thessaloniki, Greece. The TDABC is a reliable accounting method that considers many aspects that may affect the employees' efficiency and performance. We adopted quantitative and qualitative methods to evaluate the library's loan and return processes. In particular, we: i) analyzed cost data, ii) interviewed the library's staff, and iii) recorded the duration for all relevant activities with a stopwatch. The activities' duration was recorded via direct observation. The data were collected during the academic year 2017–2018 to cover all the different academic periods. According to our results, the automation of repetitive processes in the circulation department may decrease significantly the operating costs. This may be achieved by reducing the number of staff and replacing them by robotic services. Implementing TDABC in the lending and return processes helped the library managers to determine which activities demand more time and are costly, and to analyze their respective causes. 相似文献
6.
Elizabeth Baker Tricia Choy Elina Veytsman Ann Marie Martin Jan Blacher Katherine Kuhl Meltzoff Stavropoulos 《Mind, Brain, and Education》2023,17(2):117-122
Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens. 相似文献
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8.
Constantinos M. Kokkinos George Stavropoulos Aggeliki Davazoglou 《Teacher Development》2016,20(2):275-293
The Stressors about Practicum Inventory, a self-report measure of perceived stressors about the practicum, was designed to provide those responsible for the training of primary school teachers with an informative, inexpensive and psychometrically sound tool. The present study describes the development and validation of the 94-item inventory in a sample of 138 Greek primary student teachers. It also investigates its initial factor structure and reliability. The scale was administered both before and after a four-week period of practicum. Content validity was examined using a panel of experts and student teachers, whereas convergent validity was assessed with the use of a measure of neuroticism. Factor analyses revealed four sources of perceived stress. No gender differences were found. However, the experience of the practicum significantly reduced student teachers’ perceived stress. All perceived stressors were moderately correlated with neuroticism, but after the practicum the size of the correlations was reduced. 相似文献
9.
Jae Engle Hazel Baker-Harvey Hieu-Kevin Nguyen Hunter Carney Katherine Stavropoulos Leslie J. Carver 《Child development》2021,92(3):811-820
The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN in children younger than age 6. Our findings reveal distinct anticipatory neural signatures for social versus nonsocial stimuli, consistent with previous research in older children. This study suggests an SPN can be elicited in preschoolers and is larger for social than nonsocial stimuli. 相似文献
10.
Dimitrios Draganidis Athanasios Chatzinikolaou Athanasios Z. Jamurtas Jose Carlos Barbero Dimitrios Tsoukas Apostolos Spyridon Theodorou 《Journal of sports sciences》2013,31(7):714-722
Abstract The purpose of this study was to determine the recovery rate of football skill performance following resistance exercise of moderate or high intensity. Ten elite football players participated in three different trials: control, low-intensity resistance exercise (4 sets, 8–10 repetitions/set, 65–70% 1 repetition maximum [1RM]) and high-intensity resistance exercise (4 sets, 4–6 repetitions/set, 85–90% 1RM) in a counterbalanced manner. In each experimental condition, participants were evaluated pre, post, and at 24, 48, 72 h post exercise time points. Football skill performance was assessed through the Loughborough Soccer Passing Test, long passing, dribbling, shooting and heading. Delayed onset muscle soreness, knee joint range of motion, and muscle strength (1RM) in squat were considered as muscle damage markers. Blood samples analysed for creatine kinase activity, C-reactive protein, and leukocyte count. Passing and shooting performance declined (P < 0.05) post-exercise following resistance exercise. Strength declined post-exercise following high-intensity resistance exercise. Both trials induced only a mild muscle damage and inflammatory response in an intensity-dependent manner. These results indicate that football skill performance is minimally affected by acute resistance exercise independent of intensity suggesting that elite players may be able to participate in a football practice or match after only 24 h following a strength training session. 相似文献