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Xenia PapadomichelakiAuthor Vitae Gregoris MentzasAuthor Vitae 《Government Information Quarterly》2012,29(1):98-109
A critical element in the evolution of governmental services through the internet is the development of sites that better serve the citizens' needs. To deliver superior service quality, we must first understand how citizens perceive and evaluate online. Citizen assessment is built on defining quality, identifying underlying dimensions, and conceptualizing measurements of these e-government services. In this article an e-gov service quality model (e-GovQual) is conceptualized and then a multiple-item scale for measuring e-gov service quality of governmental sites where citizens seek either information or service, is developed, refined, validated confirmed and tested. 相似文献
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Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1999,14(1):57-69
The aim of the study was to identify possible individual differences effects on school mathematics performance and feelings of difficulty (FOD). Cognitive ability (general and domain-specific), affect (anxiety and achievement need), age, and gender were considered the main sources of individual differences. The effect of the testing experience (i.e., the repeated exposure to the testing situation) was also taken into account. Two hundred forty three subjects, of both genders, from 13 to 15 years of age were tested with three task batteries: the cognitive ability, the affective battery and the school mathematics battery. Ratings of the difficulty of each of the mathematics items were also collected. A second testing of the affective battery, mathematical tasks and FOD was effected one year after the first. A series of path analyses and ANOVAs were performed on the data. It was found that ability directly influenced performance whereas both ability and affect influenced FOD. Feelings of difficulty were also influenced by performance. Age differentiated FOD only at the 2nd testing. Gender interacted with both person and task characteristics and had an effect on FOD but not on performance. 相似文献
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The study examined the relation between possible selves, academic performance, motivation, self‐esteem and persistence on task. The assumption was that envisioning a desired end‐state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well‐elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and 15 years old, of both sexes. The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic achievement. There was also indication that this group of students showed more persistence on task. The results are discussed in terms of their importance for the motivational role of possible selves in achievement situations. 相似文献
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Knowledge Management Research & Practice - Decision makers process and combine manifold types of data, information and knowledge, available in various forms in the organisation. The aim of... 相似文献
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Anastasia Efklides Maria Papadaki Georgia Papantoniou Gregoris Kiosseoglou 《European Journal of Psychology of Education - EJPE》1998,13(2):207-226
Feelings of difficulty, or subjective estimation of task difficulty, are on-line metacognitive experiences, which arise as response to the difficulty of the tasks processed by the person. They are related to performance, but little is known about their nature and the factors that influence them. This study aimed to delimit the possible individual differences effects on feelings of difficulty experienced in relation to school mathematics. General and domain-specific cognitive ability, affect, gender and expertise were the individual differences factors studied. The subjects were 299 students of 7th, 8th, & 9th grade and they were tested with mathematical tasks of three levels of difficulty. Upon completion of each task subjects rated its difficulty on a 4-point scale, ranging from 1: not difficult at all to 4: very difficult. Testing was repeated one year later. Path analysis showed that feelings of difficulty form a system of their own, which is mainly influenced by performance and cognitive ability rather than affective factors. Only anxiety state had a direct effect on feelings of difficulty. Expertise did not differentiate feelings of difficulty in the 1st testing, but it did so in the second. Gender interacted with both personal and task characteristics, the girls being more atypical in their responses than boys. The educational implications of these results are discussed. 相似文献
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Finiki A. Nearchou Ariadni Stogiannidou Grigoris Kiosseoglou 《Psychology in the schools》2014,51(1):58-71
This study aimed to adapt the Resilience Youth Development Module (RYDM) and assess its psychometric properties in terms of internal consistency and convergent validity in Greek elementary students. Participants (N = 346) completed a battery of self‐report questionnaires, including the RYDM, School Connectedness Scale, and Strengths and Difficulties Questionnaire. Cronbach's alpha coefficients indicated that the reliability of the RYDM is satisfactory. The confirmatory factor analysis results demonstrated that the proposed structure, which derived from the explorative principal component analyses of the RYDM's internal and external assets, adequately fit the current data. Moreover, the canonical functions derived from the canonical correlation analysis provided evidence for the convergent validity of the RYDM. In conclusion, the RYDM is a psychometrically sound measure, and it can be applied to assess internal and external resilience assets in Greek school‐aged children. 相似文献
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Eleftheria N. Gonida Katerina Voulala Grigoris Kiosseoglou 《Learning and individual differences》2009,19(1):53-60
The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures and parent mastery goals predicted student mastery goal orientation, perceived school and parent performance goals predicted student performance-avoidance goal orientation, whereas performance-approach orientation was only predicted by perceived parent performance goals; (b) perceived school and parent mastery goals predicted behavioral but not emotional engagement directly as well as indirectly through the mediation of student mastery goal orientation; (c) behavioral and emotional engagement were predicted by student mastery goal orientation. Results are discussed in relation to current theory and their implications for promoting adaptive patterns of learning in the school and the family context. 相似文献
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The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal‐directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student‐related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior‐related attributions were significantly associated with teachers' preferred practices. Our results support the application of psychological principles to educational practice through an understanding of teachers' discipline‐related theories. © 2000 John Wiley & Sons, Inc. 相似文献
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Maria Taramigkou Dimitris Apostolou Gregoris Mentzas 《Information processing & management》2018,54(4):609-629
Exploratory search is a type of information seeking used by searchers who are either unfamiliar with the domain of their goal, are unsure about the ways to achieve their goals or uncertain about their goals in the first place. We present a method that utilizes interactional context and personality information in order to proactively prompt users to undertake actions for improving exploratory search and its outcome. Our approach is based on inferring exploration patterns based on the logged past behavior of users in order to produce models of behavior, which in turn are used to predict the next action in the current context. The user is classified into specific groups of users that share personality traits for which we have analyzed their search behaviors. At the same time, we assume that the users who belong within the same group show similar exploration tactics to reach their goal such as the sequence of actions performed. Having the models, we show how we can predict the next interaction of the user given a specific sequence of actions of the current session. In this way, we assist users in their exploration process and act proactively by providing meaningful recommendations and prompts towards possibly undiscovered facets of the topic under investigation. 相似文献
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