Papers by Maria Platsidou
The purpose of the present research was to examine whether teachers' emotion regulation and self-... more The purpose of the present research was to examine whether teachers' emotion regulation and self-efficacy can predict their job satisfaction in various dimensions of their work. The study involved 120 primary and secondary school teachers who were administered the Emotion Regulation Questionnaire, the Teachers' Sense of Efficacy Scale and the Employee Satisfaction Inventory. Results showed that only expressive suppression (but not cognitive reappraisal) had significant predictive power. Specifically, it negatively predicted three of the six dimensions of job satisfaction: satisfaction with working conditions, with the nature of the job, and with the school principal. Finally, none of the dimensions of self-efficacy predicted teachers' job satisfaction.
Προηγούμενες έρευνες έδειξαν ότι η συναισθηματική νοημοσύνη φοιτητών και φοιτητριών συσχετίζεται ... more Προηγούμενες έρευνες έδειξαν ότι η συναισθηματική νοημοσύνη φοιτητών και φοιτητριών συσχετίζεται αρνητικά με την ακαδημαϊκή εξουθένωση και θετικά με την ακαδημαϊκή τους δέσμευση. Η παρούσα έρευνα εξετάζει την υπόθεση ότι η ακαδημαϊκή δέσμευση διαμεσολαβεί στην προβλεπτική σχέση της ακαδημαϊκής εξουθένωσης από την συναισθηματική νοημοσύνη. Στην έρευνα συμμετείχαν 93 φοιτητές Ειδικής Αγωγής. Η μέτρηση της συναισθηματικής νοημοσύνης έγινε με το SchutteEmotionalIntelligenceScale, η μέτρηση της ακαδημαϊκής εξουθένωσης με το MaslachBurnoutInventory-StudentSurvey και η μέτρηση της ακαδημαϊκής δέσμευσης με το UtrechtWorkEngagementScale-StudentSurvey. Τα αποτελέσματα έδειξαν μέτρια συναισθηματική νοημοσύνη, μέτρια προς υψηλή ακαδημαϊκή δέσμευση και μάλλον χαμηλή ακαδημαϊκή εξουθένωση των φοιτητών/ριών. Η συναισθηματική νοημοσύνη προβλέπει μόνο την προσωπική επίτευξη ενώ η ακαδημαϊκή δέσμευση προβλέπει την αποπροσωποποίηση και της προσωπική επίτευξη. Τέλος, διαπιστώθηκε ότι η ακαδημαϊκή δέσμευση διαμεσολαβεί μερικώς στην σχέση ανάμεσα στην συναισθηματική νοημοσύνη και την προσωπική επίτευξη. Τα αποτελέσματα αναδεικνύουν την σημασία σχεδιασμού ακαδημαϊκών παρεμβάσεων οι οποίες να περιλαμβάνουν διδακτικές στρατηγικές που να ενισχύουν την ακαδημαϊκή δέσμευση των φοιτητών/ριών. Λέξεις κλειδιά:Ακαδημαϊκή δέσμευση, ακαδημαϊκή εξουθένωση, συναισθηματική νοημοσύνη, φοιτητές/ριες.
Περίληψη Η πανδημική κρίση Covid-19 επέφερε δραστικές αλλαγές στον εκπαιδευτικό χώρο, προκαλώντας... more Περίληψη Η πανδημική κρίση Covid-19 επέφερε δραστικές αλλαγές στον εκπαιδευτικό χώρο, προκαλώντας άγχος και, κατ' επέκταση, την ανάγκη εξεύρεσης ψυχολογικών πόρων από μέρους των εκπαιδευτικών. Έτσι, μελετήθηκε το νόημα στη ζωή ως ένας τέτοιος πόρος και, ειδικότερα, η δυνατότητά του να προβλέπει, μαζί με το άγχος, την αυτοαποτελεσματικότητα των εκπαιδευτικών υπό τις δυσμενείς συνθήκες της πανδημίας. Στην έρευνα συμμετείχαν 223 εκπαιδευτικοί Πρωτοβάθμιας εκπαίδευσης. Τα αποτελέσματα έδειξαν ότι η παρουσία νοήματος συσχετίζεται αρνητικά με το άγχος λόγω Covid-19 και με το γενικό άγχος, ενώ η αναζήτηση νοήματος συσχετίζεται θετικά μόνο με το άγχος λόγω Covid-19. Επίσης, η παρουσία (αλλά όχι και η αναζήτηση) νοήματος συσχετίζεται με την αίσθηση αυτοαποτελεσματικότητας υπό τις εργασιακές συνθήκες της πανδημίας. Ακολούθως, εξετάστηκε η πρόβλεψη της αυτοαποτελεσματικότητας των εκπαιδευτικών από τις προαναφερθείσες παραμέτρους. Τα ευρήματα της ανάλυσης πολλαπλής παλινδρόμησης έδειξαν ότι η αυτοαποτελεσματικότητα προβλέπεται μόνο από την παρουσία νοήματος, αναδεικνύοντας τη σημασία της στη διαχείριση παρόμοιων προκλήσεων και κρίσεων.
Kefala, A. & Platsidou, M. (accepted). The structural components of professional identity among e... more Kefala, A. & Platsidou, M. (accepted). The structural components of professional identity among educators of socially vulnerable adults. Proceedings of the 10th Ιnternational Scientific Conference of the IAKE. Heraklion, CRete.
The relationship between meaning in life and subjective well-being is complex. The purpose of thi... more The relationship between meaning in life and subjective well-being is complex. The purpose of this study is to examine the relationship between global and situational meaning in life of parents of children with disabilities with their family satisfaction and subjective happiness as measures of their subjective well-being. In addition, the study examines whether the benefit-finding strategy, a strategy that focuses on meaning in life, mediates the relationship between meaning in parents' lives with their subjective well-being. The sample consisted of 186 parents, the majority of whom were female, who completed self-report questionnaires measuring the presence of meaning in life (as a global meaning measure), personal control (as a situational meaning measure), benefit-finding strategy, family satisfaction, and subjective happiness (as subjective well-being measures). Results showed that both the presence of meaning and personal control were positively related to family satisfaction and subjective happiness. In addition, the benefit-finding strategy was found to act as a mediating factor, i.e. it explained part of the predictive relationship between the presence of meaning in life and personal control with the dimensions of subjective well-being studied. These findings may be useful for mental health professionals aiming to improve the subjective well-being of parents of children with disabilities. In the counseling process, training parents in the benefit-finding strategy can empower them by replacing negative perceptions of disability with its positive effects or consequences.
Meaning Making Model Disability Parenting Psychological distress Meaning-focused coping strategie... more Meaning Making Model Disability Parenting Psychological distress Meaning-focused coping strategies Benefit finding Turning to religion Stress-related personal growth This study investigates the psychological adaptation of parents raising children with disabilities through the framework of the Meaning Making Model. It specifically investigates how discrepancies between parents' global meaning (their broader beliefs and expectations) and situational meaning (their interpretation of their child's disability) affect their psychological distress, the use of meaning-focused coping strategies, and their stress-related personal growth. The sample comprised 186 parents, the majority of whom were female, with data collected through measures assessing the discrepancy between global and situational meaning, levels of distress, meaning-focused coping strategies (i.e., benefit finding and turning to religion), and stress-related growth. The results showed that parents who experienced greater meaning discrepancy were more likely to experience more stress and engage in coping strategies like benefit finding and turning to religion; they also reported higher levels of stress-related personal growth compared to those with lower discrepancy of meaning. These findings offer empirical support for the Meaning Making Model in the context of parenting children with disabilities, highlighting the crucial role of meaning-making processes in fostering resilience and personal development in parents facing challenging circumstances. For counseling and intervention, the results suggest that helping parents reframe the meaning of their child's disability to align more closely with their global beliefsthrough meaning-focused coping strategies-may alleviate distress and improve their coping and adjustment.
Συναισθηματική Νοημοσύνη και Επικοινωνιακή Ικανότητα: Μια Εμπειρική Διερεύνηση σε Διευθυντές/ντριες Σχολικών Μονάδων Δευτεροβάθμιας Εκπαίδευσης
Ego Identity Process Questionnaire--Short Form
PsycTESTS Dataset, 2021
Emotional Intelligence as a Predictor of Foreign Language Learning Strategy Use, as Reported by Adult Learners
Research has shown that the emotional intelligence of foreign language learners is directly corre... more Research has shown that the emotional intelligence of foreign language learners is directly correlated with their perceived frequency of using language learning strategies. The aim of this study was to examine how the use of different language learning strategies can be predicted by the various dimensions of emotional intelligence. For this purpose, the Strategy Inventory for Language Learning (Oxford, 1990) and the Wong and Law Emotional Intelligence Scale (Wong & Law, 2002) were administered to 187 adult English as a foreign language (EFL) learners. Our results showed that all dimensions of emotional intelligence, except for the self-emotion appraisal dimension, can predict the frequency of use of all strategy categories (memory, compensation, metacognitive, affective and social), except for the cognitive strategies. In conclusion, such knowledge is likely to influence the teaching approach in teaching language learning strategies to EFL learners.
International Journal of Wellbeing, Oct 6, 2013
The study aimed at investigating how trait emotional intelligence (EI) dimensions intertwine to p... more The study aimed at investigating how trait emotional intelligence (EI) dimensions intertwine to predict components of happiness. A sample of 280 high school and university students was tested with the Emotional Intelligence Scale and the Oxford Happiness Inventory. Regarding the inner structure of trait EI, findings suggested that certain dimensions (Appraisal and Utilization of emotions) predict others (Optimism/mood regulation, Social ability), thus confirming that there are lower-and higher-level dimensions in the trait EI continuum. Also, path analysis confirmed that specific EI dimensions predict happiness in a distinctive mode. First, each of the components of happiness was directly predicted by at least one EI dimension: Vigor and personal efficacy was predicted by Appraisal of emotions; Positive affect, enjoyment and fun and also Life satisfaction were predicted by both Optimism/mood regulation, and Social ability; Social interest was predicted by Social ability. Second, the happiness components were also indirectly predicted by the lower-level EI dimensions via the higher-level EI dimensions they affect. These findings suggest that focusing on developing the basic EI dimensions may be the key to designing effective training programs that will result in enhancing happiness.
Επαγγελματική εξουθένωση και επαγγελματική ικανοποίηση των δικηγόρων Θεσσαλονίκης
Enhancement of Emotional Intelligence, Family Communication, and Family Satisfaction Via a Parent Educational Program
Journal of Adult Development, Aug 24, 2016
In this study, 156 participants were tested before and after attending an 8- to 10-week parent ed... more In this study, 156 participants were tested before and after attending an 8- to 10-week parent educational program to check if their scores on general EI, perspective taking anger expression, family communication, and family satisfaction changed. Also, the study aimed to explore how individual factors (i.e., age, educational status, number of children, etc.) as well as general and specific EI skills are related to family communication and satisfaction and if the educational intervention modified their relationships. Results showed that on the completion of the educational intervention, parents had a modest improvement in family communication and satisfaction, and emotional intelligence, and a limited enhancement of perspective taking and anger expression. The main effects of parents’ age, educational level, and number of children were not significant for any of the variables tested. Also, no statistically significant differences were found between the group of parents attending the program for the first time and the group who had attended similar programs more than once. Finally, emotional intelligence was identified as a mediating variable, which partly explained the relationship of anger expression with family communication and family satisfaction, whereas it fully mediated the relationship of perspective taking with the two family-related variables.
Psychosomatic Medicine, 1995
International journal of educational psychology, Jun 24, 2016
School Psychology International, Feb 1, 2010
This study investigates perceived emotional intelligence (EI) in relation to burnout syndrome and... more This study investigates perceived emotional intelligence (EI) in relation to burnout syndrome and job satisfaction in primary special education teachers from Greece. EI was measured by the EIS developed by Schutte et al. (1998). Factor analysis revealed that four factors can be identified in the EIS. Results showed that Greek teachers reported fairly high scores in the specific factors and the overall EI. Perceived EI was significantly related to burnout syndrome and job satisfaction, indicating that teachers of high-perceived EI are likely to experience less burnout and greater job satisfaction. Regression analysis revealed that emotional exhaustion can be predicted by satisfaction with the job itself and with the principal subscales; depersonalization is predicted by satisfaction with the job and with prospective promotions; personal accomplishment is predicted by satisfaction with the job itself as well as by an EI factor, optimism/ mood regulation and a demographic variable, age. Results are compared to findings from international studies related to teachers and/or other professionals, and the associations of trait EI with burnout and job satisfaction are discussed.
European journal of education and pedagogy, Jun 2, 2022
Life work considered as a critical source of meaning in life. This can be particularly true for t... more Life work considered as a critical source of meaning in life. This can be particularly true for the educators who choose to work with and teach adults who belong to socially vulnerable groups. To this context, the aim of our study was to investigate the sources of meaning in life of educators of socially vulnerable groups, and the possible relation between the sources they derive meaning from and their decision to work with this specific kind of students. A total of 12 educators were interviewed providing information regarding their experience in working with socially vulnerable groups, their motives considering their professional choice, the way they perceive themselves as teachers of vulnerable adults and the sources of meaning in their lives. Thematic Analysis was used to analyze the data. It was found that the primary sources of meaning in life of the participants are (a) interpersonal and social relations, and (b) personal relationships; moreover, there is a close relation between the participants' sources of meaning in life and their perception about vulnerability.
Journal of positive school psychology, Mar 26, 2021
Meaning in life is a significant resource in the resilience process, supporting the use of adapti... more Meaning in life is a significant resource in the resilience process, supporting the use of adaptive behaviors and enhancing the feeling of wellbeing. As such, it could be critical for teachers who encounter many stressors threatening their life quality and work productivity. This study aimed to investigate how teachers' levels of meaning in life relate to their resilience. Data were collected from 299 teachers using the Meaning in Life Questionnaire (assessing presence of and search for meaning) and the Multidimensional Teacher Resilience Scale (assessing protective factors related to motivational and professional, social, and emotional resilience). As predicted, presence of meaning had medium-sized positive correlations with the resilience factors, whereas search for meaning had low correlations with social resilience and professional-motivational resilience and no correlation with emotional resilience. Using K-means cluster analysis, teachers were grouped into three clusters according to their scores in the two meaning dimensions. The cluster of teachers reporting both high presence of and high search for meaning showed the highest scores on the resilience factors, followed by the cluster including teachers with high presence and low search. In conclusion, our results emphasized the important role of presence of meaning in strengthening resilient responses; also, searching for meaning, when combined with a high sense of meaning, relates to better use of the resilience protective factors and resources. As to the study implications, a meaning-centered approach to building resilience in teachers is suggested and discussed.
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Papers by Maria Platsidou