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Children Friendship: The Role of Hope in Attributions, Emotions and Expectations  [PDF]
Georgia Stephanou
Psychology (PSYCH) , 2011, DOI: 10.4236/psych.2011.28133
Abstract: This research aimed to examine a) children’s attributions and emotions for their subjectively perceived friendships with their best friends as positive or negative, b) the role of children’s hope (pathways thinking, agency thinking) in the generation of their perception of their friendships as positive or negative, in the formulation of the subsequent attributions and emotions, and in the impact of attributions on emotions, and c) the effects of hope in the interactive impact of attributions and emotions on friendship expectations. The participants were 322 children, both gender, 5th and 6th grades, representing various parental socioeconomic levels. The results showed that the perceived satisfactory friendships were mainly attributed to internal, and self-friend interactive internal and controllable factors, while the estimated as non satisfactory friendships were predominately attributed to stable, friend’s controllable and internal, and self-friend interactive internal factors. The children experienced intense positive and negative emotions for their perceived satisfactory and non satisfactory friendships, respectively. Hope (mostly, agency thinking) positively influenced the generation of the perceived quality of the friendship, the subsequent attributions (particularly, stability) and emotions, and the impact of attributions on emotions, mainly in the negative friendships group. Also, in the positive friendship group, high-pathway thinking children had higher expectations of positive friendship, whereas, in the non satisfactory friendship group, low-agency thinking children had low expectations of positive friendship. Finally, hope proved formulator of the interactive effect of attributions (mainly, locus of causality) and emotions on friendship expectations. The findings from this study suggest the significant role of good friendship in children’s life, and indicate the importance of examining children friendship along the role of hope in evaluating, attributing causes, experiencing emotions and forming expectations.
Romantic Relationships in Emerging Adulthood: Perception-Partner Ideal Discrepancies, Attributions, and Expectations  [PDF]
Georgia Stephanou
Psychology (PSYCH) , 2012, DOI: 10.4236/psych.2012.32023
Abstract: This study aimed to examine 1) emerging adults’ attributions for their subjectively perceived current ro- mantic relationship as good or bad, 2) the role of their perception-partner ideal discrepancies in estimate- ing their current romantic relationship as good or bad, and in the formation of attributions, and 3) the ef- fects of all the three concepts on the generation of the expectations for the quality of the romantic rela- tionship in the future. Undergraduate and postgraduate university students, from various faculties, ages of 18 to 25, both genders, participated in this study. The participants filled in, first, the scale of the romantic partner ideals, and, after one week, the scales of perceived of the quality of the current romantic relation- ship, attributions and expectations. The results regarding attributions revealed that 1) the perceived good romantic relationships were mainly attributed to internal and self-partner internal and controllable factors (love, passion, effective communication, honesty-loyalty, understanding each-other), whereas the per- ceived bad romantic relationships were mainly attributed to personal uncontrollable, external, unstable and partner’s internal factors (untrustworthiness, lack of passion, non honesty-loyalty, lack of love, and ineffective communication), and 2) locus of causality, followed by personal controllability and stability, was the most powerful attributional dimension in discriminating the two groups of the emerging adults. The findings regarding the perception-partner ideal discrepancy showed that 1) the students who had smaller perception-partner ideal discrepancy, compared to students who had larger perception-partner ideal discrepancy, estimated their current romantic relationships more favourable but only trustworthiness accounted for unique variance in it and 2) perception-partner ideal discrepancy in trustworthiness, fol- lowed by warmth/intimacy, and attractiveness/vitality, was the most powerful factor in discriminating the two groups of the participants. The results with respect to effects of partner ideal discrepancy on attributions indicated that 1) the students’ perception-partner ideal discrepancies proved to be a significant and positive factor in the formulation of the attributional dimensions (expect for external controllability), mainly both stability and locus of causality, for the perceived current quality of their romantic relationship and 2) only trustworthiness and warmth/intimacy had unique effects on locus of causality, and only trustworthiness uniquely contributed into
Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism  [PDF]
Georgia Stephanou, Anastasia Oikonomou
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.94053
Abstract: This study aimed to examine: 1) teachers’ self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with respect to their practical applications and future research.
Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations
Georgia Stephanou
International Journal of Psychological Studies , 2012, DOI: 10.5539/ijps.v4n2p93
Abstract: This study examined (a) students’ (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students’ hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School  [PDF]
Georgia Stephanou, Georgios Gkavras, Maria Doulkeridou
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.43A040

This study aimed at investigating a) teachers’ job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collective-efficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self- and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task- and self-related emotions; b) teachers’ self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects  [PDF]
Georgia Stephanou, Maria-Helena Mpiontini
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.812125
Abstract: This study aimed at examining: (a) students’ metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation had no unique effect. Theoretical and practical applications of the findings are discussed.
University Students’ Perceptions of Teacher Effectiveness and Emotions in Lectures: The Role of Socio-cognitive Factors, and Academic Performance
Georgia Stephanou,Argyris Kyridis
International Education Studies , 2012, DOI: 10.5539/ies.v5n2p58
Abstract: This study examined (a) students’ ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance in the courses taught by the perceived as extremely effective and ineffective teachers, (b) the role of ability self-perceptions, perceived domain-difficulty and value beliefs in the emotions, rating of teacher effectiveness and impact of perceived teacher effectiveness on emotions, and (c) the effects of the three sets of concepts on performance. The sample comprised of 410 Early Childhood Education female students. The results showed that ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance differed between the courses taught by the perceived effective and ineffective teachers, in favoring the effective teachers. Cognitive factors had positive effects on perceived teacher effectiveness, emotions and impact of teacher effectiveness on emotions. The three set of concepts, together, positively influenced performance, while their relative power varied between the two groups of teachers.
Instaurando maneiras de ser, conhecer e interpretar
Stephanou, Maria;
Revista Brasileira de História , 1998, DOI: 10.1590/S0102-01881998000200002
Abstract: this article proposes to discuses and to question the theme "curriculum & history". on first part, it explains the fundaments proposed to the dissertation, the conception of curriculum & history. on the second, it grants privilege upon authors remarks and personal experience for purpose to: a) characterize what were the curricular activities and the teaching of history, inside primary school particularly, with comments about its implications. b) examine alternatives and forwarding proposed by present debates. it suggests that in the school the apprenticeship around historical contents, other than a pure acquisition of information, implies and actives production of subjectivities or manners of being, knowing and interpreting the world and oneself.
Discursos médicos, educa??o e ciência: escola e escolares sob exame
Stephanou, Maria;
Trabalho, Educa??o e Saúde , 2006, DOI: 10.1590/S1981-77462006000100004
Abstract: one thing stands out in the first decades of the 20th century: the dissemination of medical discourses addressing the relation between medicine and education. the present article analyzes medical discourses on the many multiple aspects of education. it focuses on discourses that examine schools and students and underline that social preventive medicine would be unattainable without proper education. these discourses also remark that educating would not be possible without the incorporation of advancements accomplished by science - which were, in turn, personified by the medical profession. the article not only shows how the medical science was anatomy-centered and became physiological, but also demonstrates how the discussion and the mission of the medical science and profession started encompassing education and pedagogy. in this new paradigm, doctors legitimately guided pedagogists and created scientific theories and practices for education. the questioning looks of doctors over school and the tests and examinations they performed - only to display science's capabilities - confirm the precariousness of pedagogy and the prominence of medicine in caring after children and adolescents in school.
Black Metal and the Mouth: Always Serving You as a Meal, or, Infected Orality, Pestilential Wounds and Scars
Aspasia Stephanou
Glossator : Practice and Theory of the Commentary , 2012,
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