A5062914619- Early Childhood Education and Development
- Behavioral and Psychological Studies
- Parental Involvement in Education
- Motivation and Self-Concept in Sports
- Child and Adolescent Psychosocial and Emotional Development
- Urban Green Space and Health
- Teacher Professional Development and Motivation
- Educational Environments and Student Outcomes
- Youth Development and Social Support
- Family and Disability Support Research
- Online Learning and Analytics
- Educational Innovations and Challenges
- Educational Technology and Pedagogy
- Education, Achievement, and Giftedness
- Autism Spectrum Disorder Research
- Educational and Psychological Assessments
- COVID-19 and Mental Health
- Educational Innovations and Technology
- Technology-Enhanced Education Studies
University of Cyprus
2022-2023
Abstract Background Research has shown that students from socially disadvantaged backgrounds are more likely to have lower academic performance compared children better-off families. However, the way socioeconomic status (SES) influences student learning outcomes not yet been fully examined. Thus, this study explores indirect effects of students’ SES on reading achievement through motivation. Specifically, mediating role following three motivation elements is investigated: mastery-approach...
Teacher well-being is a psychological asset for educators, often associated with job engagement and retention. However, sophisticated measures to comprehensively assess teacher are still under investigation. This study explores the factor structure cross-country comparability of Subjective Wellbeing Questionnaire (TSWQ) among 393 early childhood education teachers from four European countries. Exploratory confirmatory analyses generally supported TSWQ’s proposed dimensionality, identifying...
Abstract: Teachers’ burnout, a psychological syndrome that emerges in response to chronic interpersonal stressors on the job, can have serious consequences children and staff schools. The Maslach Burnout Inventory – Educators Survey (MBI-ES) is most widely used scale measure burnout among educational staff. However, this has revealed divergent results factorial validity analysis across countries, calling for further cross-cultural research. This study examines of MBI-ES sample 391 early...
Abstract There is a rich literature about the benefits of Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher‐related outcomes relatively limited. The current study examines effect PBIS Tier 1 implementation collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus Greece, who completed Collective Teacher Efficacy Belief Scale (CTEBS) before after 1‐year implementation. Greek language version instrument was...
Abstract Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) teachers’ feelings support competence. However, there is dearth studies examining different formats PD their links with workplace features. The present study aims to understand (a) types participation (structured center-embedded) levels interest preschool teachers four European countries (Cyprus, Greece, Portugal, Romania), (b)...
The present study contributes to the development of effective measures evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical “flaw” several studies by approaching climate as group-level construct rather than an individual characteristic. Following multilevel approach, we attempted establish validity evidence for adapted version Classroom Behavioral Climate (CBC) questionnaire and examine its equivalence across two...
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, examines the validity factorial structure Teachers’ Social Self-Efficacy Scale (TSSES). A sample 349 teachers across three countries participated study. An exploratory analysis then a confirmatory factor were employed reveal TSSES. Configural metric invariance established for one-factor results showed that Portugal Cyprus experience high levels self-efficacy,...
The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges implementing relevant systems practices with fidelity at local schools can lead to adaptations improving contextual fit SWPBS, which eventually contributes enhanced outcomes. present study documents a 2-year systematic implementation SWPBS 31 elementary Cyprus. Cultural situational barriers were identified using...