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Search Results: 1 - 6 of 6 matches for " Stergiani Deliligka "
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Multi-Parametric Analysis of Aggressive Communication and Motivation Climate in Physical Education  [PDF]
Stergiani Deliligka, Alexandra Bekiari
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.92012
Abstract: The purpose of this study was to examine verbal aggressiveness, argumentativeness and motivation climate in a multi-parametric context. Nine hundred and three (903) students (448 males, 455 females), whose age varied from 10 to 17 years old (M = 13.8, SD = 2.3), participated in this study. The findings revealed that instructors’ verbal aggressiveness was positively related to performance climate and negatively to argumentativeness and mastery climate, while argumentativeness was positively related to mastery climate. Additionally, the multiple regression analysis presented that argumentativeness and the created motivational climate were negative predictors of verbal aggressiveness. High school students perceive their instructor more argumentative and reported the lower score on performance climate. Urban schools presented higher levels on verbal aggressiveness and performance climate. Students from 9th grade proved to have higher score in verbal aggressiveness, 7th grade in argumentativeness and mastery climate. Finally, students from 6th grade perceived that their instructors created performance climate in higher levels. Furthermore, Mancova indicated that the covariates, mastery and performance climate explained a statistically significant proportion of variance of verbal aggressiveness and argumentativeness between classes. Moreover, instructors who use low level of verbal aggressiveness proved to have higher score in argumentativeness and mastery climate. Also, high level of verbal aggressiveness was presented in performance climate. Finally, Ancova reported that argumentativeness was a significant covariate of verbal aggressiveness on performance climate.
Analyzing Networks of Verbal Aggressiveness and Motivation  [PDF]
Alexandra Bekiari, Stergiani Deliligka, Nikolaos Hasanagas
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.83031
Abstract: Aim of this research is to analyze motivation and verbal aggressiveness as structure of relations and to detect their determinants. A university class of 62 students and 4 instructors has been analyzed as a network. In- and out-degree, degree, pagerank, katz and authority have been calculated. They were correlated (Spearman test) with several non-network variables such as economic status, age, gender, etc. Visone and SPSS have been used. Main results are the following: Mastery influence is a more common situation than influence aiming at performance and verbal aggressiveness which necessitate fanaticism or familiarity. Students with high grade are quite central in influencing and being influenced for learning pedagogic-psychological issues. In the case of learning biology (mastery), the teaching staff is the main stimulator in contrast to case of pedagogic-psychological field. The age and the experience of travelling abroad are also conducive to learning biology. Male students seem to be more influential than the female ones, as the sport is still perceived as a male-dominated field. Students interested in medicinal subjects are rather unable to stimulate others in sport issues, as there is a contextual deficit between medicinal and sport subjects. Female students seem to stimulate for improvement. Students interested in the medicinal subjects tend to be stimulated and to stimulate others to surpass performance limits. The desire for professional eminence also seems to discourage offenders indicating the existence of organization culture at the department. Travelling abroad for sport reasons increases offensiveness. Students originating from rural areas tend more to become target of offenses, indicating thus spatial-regional discrimination. Students of higher economic state are more deriding. The proposed typologies of motivation influence and verbal aggressiveness include the “invulnerable motivator” and the “vulnerable motivator” as well as the “strong motivator” and the “brawler” type.
Verbal Aggressiveness and Argumentativeness in Physical Education: Perceptions of Teachers and Students in Qualitative and Quantitative Exploration  [PDF]
Stergiani Deliligka, Alexandra Bekiari, Ioannis Syrmpas
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.811112
Abstract: This study is aiming at examining 1) physical education teachers’ self-perceived verbal aggressiveness and argumentativeness, 2) students’ perceptions about verbal aggressiveness and argumentativeness developed by their teachers, in order to assess the communicational accordance between students’ and teachers’ perceptions in elementary, junior and high schools. A combination of qualitative (study 1) and quantitative methods (study 2) has been implemented for this purpose. Fifteen PE teachers (6 females and 9 males), participated in the qualitative study; and 894 students (442 males, 452 females), participated in the quantitative study. According to the study 1, argumentativeness and verbal aggressiveness are features that co-exist to a person’s behavior. Five communicational PE teachers’ profiles have been detected (“high argumentativeness-low verbal aggressiveness” “moderate argumentativeness and verbal aggressiveness”, “moderate argumentativeness-low verbal aggressiveness”, “low argumentativeness-high verbal aggressiveness”, “low argumentativeness-moderate verbal aggressiveness”). According to these, PE teachers who are capable of arguing are less likely to expose a verbally aggressive behavior. Determinants of this are students’ behaviors, attitudes and disagreements or conflicts. When arguments are avoided, verbal aggressiveness is enhanced. Verbal aggressiveness plays the role of discipline. The prompt transition from argumentativeness to verbal aggressiveness is explained by the fact that teachers can’t interpret the difference between attacks on a position. According to the study 2, the findings supported the differences in verbal aggressiveness and argumentativeness between schools, showing at the same time students’ perceptions about their PE teachers. PE teachers’ reports about the perceived verbal aggressiveness and argumentativeness were aligned in the vast majority of the profiles with their students’ perceptions.
Second-order Mental State Attribution in Children with Intellectual Disability: Cognitive Functioning and Some Educational Planning Challenges
Anastasia Alevriadou,Stergiani Giaouri
Journal of Educational and Developmental Psychology , 2011, DOI: 10.5539/jedp.v1n1p146
Abstract: Second-order mental state attribution in two groups of children with non-specific intellectual disability and Down syndrome was investigated. The children were compared to overall mental age-matched group of typically developing children. The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with intellectual disability. The results clearly showed that children with Down syndrome performed more poorly than the children with non-specific intellectual disability, and that typically developing children perform significantly better than do other groups. The findings are discussed in terms of the specificity of the etiology-related profiles of intellectually disabled groups. Several critical issues related to intervention strategies in the field of intellectual disability are also discussed, considering the educational practices.
A Comparative Analysis of Cognitive and Psychosocial Functioning in Children with Writing Disabilities  [PDF]
Anastasia Alevriadou, Stergiani Giaouri
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.72018
Abstract: The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a school-based neuropsychological evaluation and planning of individualized educational interventions are discussed.
Fire Resistant K-Based Metakaolin Geopolymer for Passive Fire Protection of Concrete Tunnel Linings  [PDF]
Konstantinos Sakkas, Stergiani Kapelari, Dimitrios Panias, Pavlos Nomikos, Alexandros Sofianos
Open Access Library Journal (OALib Journal) , 2014, DOI: 10.4236/oalib.1100806
Abstract: A fire resistant metakaolin geopolymer is developed and its performance under thermal loading is examined in this paper. The geopolymer was prepared by mixing metakaolin, doped with solid SiO2, with a highly alkaline potassium hydroxide aqueous phase in order to create a paste that was subsequently cured at 70℃ for a certain period of time. The addition of solid SiO2 was important in order the geopolymer developed to be fire resistant for temperatures up to 1350℃. The mechanical, physical and thermal properties of the metakaolin geopolymer were measured and compared with available commercial fire resistant materials. The behavior of the metakaolin geopolymer upon exposure on fire was studied following the EFNARC guidelines for testing of passive fire protection for concrete tunnels linings. The geopolymer was subjected to the most severe fire scenario, the Rijks Water Staat (RWS) temperature-time curve. During the test, the temperature in the geopolymer/concrete interface remained under 220℃, which is 160℃ lower than the RWS test requirement, proving the ability of material to work successfully as an efficient thermal barrier. After the test the surface of the geopolymer had exfoliated and cracked, without losing its structural integrity. Thus, the concrete slab protected by the geopolymer did not appear any form of spalling or degradation of its compressive strength.
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