Vasilis Grammatikopoulos
Datos Biográficos
| ID | 4514701 |
|---|---|
| NOMBRE | Vasilis Grammatikopoulos |
| NOMBRES | Vasilis |
| APELLIDO | Grammatikopoulos |
| FIRMA | GRAMMATIKOPOULOS V |
| AFILIACIONES | International Hellenic University |
| ORCID | 0000-0001-7556-6162 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Young Children’s Social Competence and Peer Exclusion in Early Childhood Education and Care
Social competence in early childhood is a foundational, multifaceted construct and a strong predictor of academic and behavioral outcomes. Difficulties in this domain are often linked to challenges in forming positive peer relationships. The present study investigates the association between children’s social competence and peer exclusion, while examining the effect of gender in both domains. Participants were 312 children (3–5 years old) from 39…
Evaluation of the psychometric properties of the Family-Preschool Partnership Scale
Family-preschool partnership is key to children’s development. A large body of research has examined the relationship between the family-preschool partnership and the children’s cognitive and socio-emotional development. However, existing measures of family-preschool partnership have some limitations. The aim of the present study was to examine the factorial validity of the Family-Preschool Partnership Scale (FPPS). The FPPS was developed as a co…
Institutional Belonging and Social Self-Efficacy as Predictors of Perceived Ostracism Among Preservice Teachers
The teaching profession is consistently ranked as one of the most stressful occupations worldwide, creating an urgent need for teacher education programmes to prepare highly skilled and reliant educators. Rooted in social cognitive theory, this study aims to explore preservice teachers’ social self-efficacy beliefs and examine its associations with institutional belonging and perceived ostracism. Social self-efficacy describes one’s confidence in…
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
Examining the Reciprocity in Dyadic Teacher-Child Relationships
Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement b…
Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece
The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational …
Evaluating the Student–Teacher Relationship Scale in the Greek educational setting
The Student–Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher–child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent–child and teacher–child relationships. The purpose of this study was to examine the dimensional structure of the adapted STRS proposed by Koomen et al. (2012) in the Greek educational settings. Another p…
Evaluating an induction training program for Greek teachers using an adjusted level model approach
Evaluating the olympic education program
Evaluating the Implementation of an Olympic Education Program in Greece
Applying dynamic evaluation approach in education
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
Evaluating the Implementation of an Olympic Education Program in Greece
Applying dynamic evaluation approach in education
Evaluating the olympic education program
Evaluating the Implementation of an Olympic Education Program in Greece
Evaluating an induction training program for Greek teachers using an adjusted level model approach
Evaluating the Student–Teacher Relationship Scale in the Greek educational setting
The Student–Teacher Relationship Scale (STRS) is one of the most extensively used instruments that evaluate the quality of teacher–child relationships. The STRS has a strong theoretical background based on attachment theory and research on parent–child and teacher–child relationships. The purpose of this study was to examine the dimensional structure of the adapted STRS proposed by Koomen et al. (2012) in the Greek educational settings. Another p…
Examining the Reciprocity in Dyadic Teacher-Child Relationships
Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement b…
Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece
The Home Learning Environment (HLE) plays a prominent role in children’s development. Several measures have been developed to assess its quality; however, most of them seem to mainly focus on specific aspects of the HLE construct. The aim of this study was to develop and validate the Home Learning Environment Questionnaire (HLEQ); and to examine the characteristics of the HLE and the HLE profiles using the new instrument in the Greek educational …
Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools
Three dimensions of child–teacher relationships (derived from the Student-Teacher Relationship Scale) closeness, conflict and dependency have been conceptualized and investigated. In individualistic cultures a close relationship has been associated with children's academic performance and behavioural adjustment, conflictual relationships have been associated with maladjustment and externalising behaviours, and the dependency dimension has been ne…
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
Institutional Belonging and Social Self-Efficacy as Predictors of Perceived Ostracism Among Preservice Teachers
The teaching profession is consistently ranked as one of the most stressful occupations worldwide, creating an urgent need for teacher education programmes to prepare highly skilled and reliant educators. Rooted in social cognitive theory, this study aims to explore preservice teachers’ social self-efficacy beliefs and examine its associations with institutional belonging and perceived ostracism. Social self-efficacy describes one’s confidence in…
Young Children’s Social Competence and Peer Exclusion in Early Childhood Education and Care
Social competence in early childhood is a foundational, multifaceted construct and a strong predictor of academic and behavioral outcomes. Difficulties in this domain are often linked to challenges in forming positive peer relationships. The present study investigates the association between children’s social competence and peer exclusion, while examining the effect of gender in both domains. Participants were 312 children (3–5 years old) from 39…
Evaluation of the psychometric properties of the Family-Preschool Partnership Scale
Family-preschool partnership is key to children’s development. A large body of research has examined the relationship between the family-preschool partnership and the children’s cognitive and socio-emotional development. However, existing measures of family-preschool partnership have some limitations. The aim of the present study was to examine the factorial validity of the Family-Preschool Partnership Scale (FPPS). The FPPS was developed as a co…
Psychology (9 obras) · Early Childhood Education and Development (6 obras) · Developmental psychology (5 obras) · Geography (5 obras) · Mathematics (5 obras) · Child and Adolescent Psychosocial and Emotional Development (4 obras) · Computer Science (4 obras) · Mathematics education (4 obras) · Parental Involvement in Education (4 obras) · Psychometrics (4 obras)