Naska Goagoses
Biographic Data
| ID | 289272 |
|---|---|
| NAME | Naska Goagoses |
| GIVEN NAMES | Naska |
| FAMILY NAME | Goagoses |
| SIGNATURE | GOAGOSES N |
| AFFILIATIONS | Carl von Ossietzky Universität Oldenburg |
| ORCID | 0000-0002-9679-9499 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Factors Associated with Teachers’ Suicide Literacy and Self-Efficacy: A Scoping Review
In suicide prevention, gatekeepers are community members who interact with many individuals, can be trained to recognize signs of suicidality, and facilitate referral to support services. Teachers are considered natural gatekeepers who play an important role in identifying and supporting students, yet require adequate knowledge and self-efficacy beliefs to engage in suicide intervention behaviors. The aim of the current scoping review was to inve…
Classroom Motivational Climate in Middle School: A Descriptive Exploration of Students’ Experienced and Desired Instructional Practices
Ensuring that students are motivated in and beyond middle school is an important educational objective. Based on achievement goal theory, research has demonstrated that the classroom motivational climate can influence students’ motivation and achievement. Instructional practices that foster mastery goal structures have been proposed within the TARGET framework. However, relatively few studies have explored students’ views of these, and thus, the …
Primary School Teachers’ Motivational Beliefs for Teacher–Student Relationships
Examining teachers’ motivation beliefs about teacher–student relationships can offer valuable insights for teacher education and professional development. Based on the Motivating Teacher–Student Relationships Framework, the aim of the pilot study was to empirically examine primary school teachers’ motivational beliefs in association with their relationship-building behaviours. Three hundred ten teachers in Germany completed an online questionnair…
The effects of early childhood education and care quality on academic competences in early primary school: A systematic review and meta-analysis
Early childhood education and care (ECEC) quality is typically determined by key components such as the child-to-teacher ratio, teacher qualifications, the learning environment, and the quality of teacher–child interactions. The aim of the current systematic review and meta-analysis was to investigate the effect of different ECEC quality components on children's language and mathematical competences in early primary school. Suitable search terms …
Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School
The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students' internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidir…
Alcohol and Cannabis Use by Adolescents with Special Educational Needs: A Systematic Review Focused on Students with Emotional and Behavioral Disorders
Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools
Embedded within social dynamics and social‐information processing, the current qualitative study explores the social goal orientations, self‐perceptions and perceptions of popularity of students attending regular and special education schools in Germany. Semi‐structured interviews were conducted with seven students in Grade 8, of which three were attending a special educational school specialised in supporting social‐emotional development. Studen…
Morality in Moderation: Profiles of Moral Self and Behavioral Problems Among Children
Middle childhood marks an important phase for moral and social-emotional development, yet little research has focused on a combined focus within this age range. A person-centered research approach could capture the complex co-development of the moral self and behavior problems. We thus sought to determine exploratively what emergent subgroups/profiles exist when examining combinations of moral self, emotional, conduct and peer problems in middle …
Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: A systematic review and Meta-analysis
Emotion dysregulation is a transdiagnostic factor in the development of various mental and behavioral disorders, thus requiring ample evidence for prevention and intervention approaches. The aim of the current systematic review and meta-analysis was to investigate the association between parenting dimensions/styles and emotion dysregulation in childhood and adolescence. Following the PRISMA guidelines, the review was registered (PROSPERO CRD42021…
Morality in middle childhood: The role of callous-unemotional traits and emotion regulation skills
The findings address a knowledge gap and indicate that emotion regulation skills, callousness, and uncaring play an important role in morality in middle childhood and should be included in frameworks of moral decision-making and development
Epidemiology of Somatoform Symptoms and Disorders in Childhood and Adolescence: A Systematic Review and Meta-Analysis
The aim of the current systematic review and meta-analysis was to examine the prevalence and incidence of somatoform symptoms and disorders (also referred to as medically unexplained symptoms, psychosomatic symptoms, functional syndromes, somatization disorder, or somatic symptom disorder) in childhood and adolescence. The PRISMA guidelines were followed, and the review was registered prior to initiation (PROSPERO CRD42022339735). Fitting search …
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary Scho…
Research Findings: A successful transition from preschool to elementary school requires a high level of behavioral adaptation. The aim of our study was to analyze child-related factors in preschool that facilitate a positive behavioral adaptation in the transitional period to elementary school. A cluster analysis was conducted with the data from 406 preschoolers, in order to identify profiles based on self-regulation skills, social-emotional comp…
The association between social goals and academic variables in school: A systematic review
Callous-unemotional traits, social goal orientations, and bullying perpetration: Exploring concurrent associations during adolescence
Bullying and cyberbullying is a severe problem afflicting adolescents worldwide, underscoring the need to understanding of the mechanisms behind bullying perpetration. In the current study, we examined the association between callous-unemotional traits, social goal orientations, and bullying/cyberbullying behaviours. The current study draws upon a sample of 435 adolescents, who completed an online questionnaire. A path model, which separately inc…
Attachment and Externalizing Behavior: Mediation through Dysfunctional Emotion Regulation and Callous-Unemotional Traits
The aim of the current study was to investigate whether the association between parental attachment and externalizing behavior is parallelly mediated by dysfunctional emotion regulation and callous-unemotional traits. The community sample included 296 adolescents (M age = 14.90, SD age = 1.31), who completed the Inventory of Parent and Peer Attachment, the Inventory of Callous-Unemotional Traits, the Regulation of Emotions Questionnaire, and the …
The influence of social achievement goals on academic engagement: A cross-sectional survey in a Namibian primary school
Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students ( N = 117) answered questionnaires regarding their mas…
Community protocols for researchers: Using sketches to communicate interaction guidelines
Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools
Embedded within social dynamics and social‐information processing, the current qualitative study explores the social goal orientations, self‐perceptions and perceptions of popularity of students attending regular and special education schools in Germany. Semi‐structured interviews were conducted with seven students in Grade 8, of which three were attending a special educational school specialised in supporting social‐emotional development. Studen…
Morality in Moderation: Profiles of Moral Self and Behavioral Problems Among Children
Middle childhood marks an important phase for moral and social-emotional development, yet little research has focused on a combined focus within this age range. A person-centered research approach could capture the complex co-development of the moral self and behavior problems. We thus sought to determine exploratively what emergent subgroups/profiles exist when examining combinations of moral self, emotional, conduct and peer problems in middle …
Community protocols for researchers: Using sketches to communicate interaction guidelines
Attachment and Externalizing Behavior: Mediation through Dysfunctional Emotion Regulation and Callous-Unemotional Traits
The aim of the current study was to investigate whether the association between parental attachment and externalizing behavior is parallelly mediated by dysfunctional emotion regulation and callous-unemotional traits. The community sample included 296 adolescents (M age = 14.90, SD age = 1.31), who completed the Inventory of Parent and Peer Attachment, the Inventory of Callous-Unemotional Traits, the Regulation of Emotions Questionnaire, and the …
The influence of social achievement goals on academic engagement: A cross-sectional survey in a Namibian primary school
Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students ( N = 117) answered questionnaires regarding their mas…
Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary Scho…
Research Findings: A successful transition from preschool to elementary school requires a high level of behavioral adaptation. The aim of our study was to analyze child-related factors in preschool that facilitate a positive behavioral adaptation in the transitional period to elementary school. A cluster analysis was conducted with the data from 406 preschoolers, in order to identify profiles based on self-regulation skills, social-emotional comp…
The association between social goals and academic variables in school: A systematic review
Callous-unemotional traits, social goal orientations, and bullying perpetration: Exploring concurrent associations during adolescence
Bullying and cyberbullying is a severe problem afflicting adolescents worldwide, underscoring the need to understanding of the mechanisms behind bullying perpetration. In the current study, we examined the association between callous-unemotional traits, social goal orientations, and bullying/cyberbullying behaviours. The current study draws upon a sample of 435 adolescents, who completed an online questionnaire. A path model, which separately inc…
Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: A systematic review and Meta-analysis
Emotion dysregulation is a transdiagnostic factor in the development of various mental and behavioral disorders, thus requiring ample evidence for prevention and intervention approaches. The aim of the current systematic review and meta-analysis was to investigate the association between parenting dimensions/styles and emotion dysregulation in childhood and adolescence. Following the PRISMA guidelines, the review was registered (PROSPERO CRD42021…
Morality in middle childhood: The role of callous-unemotional traits and emotion regulation skills
The findings address a knowledge gap and indicate that emotion regulation skills, callousness, and uncaring play an important role in morality in middle childhood and should be included in frameworks of moral decision-making and development
Epidemiology of Somatoform Symptoms and Disorders in Childhood and Adolescence: A Systematic Review and Meta-Analysis
The aim of the current systematic review and meta-analysis was to examine the prevalence and incidence of somatoform symptoms and disorders (also referred to as medically unexplained symptoms, psychosomatic symptoms, functional syndromes, somatization disorder, or somatic symptom disorder) in childhood and adolescence. The PRISMA guidelines were followed, and the review was registered prior to initiation (PROSPERO CRD42022339735). Fitting search …
Alcohol and Cannabis Use by Adolescents with Special Educational Needs: A Systematic Review Focused on Students with Emotional and Behavioral Disorders
Exploring social goal orientations, self‐perceptions and popularity with students attending regular and special education schools
Embedded within social dynamics and social‐information processing, the current qualitative study explores the social goal orientations, self‐perceptions and perceptions of popularity of students attending regular and special education schools in Germany. Semi‐structured interviews were conducted with seven students in Grade 8, of which three were attending a special educational school specialised in supporting social‐emotional development. Studen…
Morality in Moderation: Profiles of Moral Self and Behavioral Problems Among Children
Middle childhood marks an important phase for moral and social-emotional development, yet little research has focused on a combined focus within this age range. A person-centered research approach could capture the complex co-development of the moral self and behavior problems. We thus sought to determine exploratively what emergent subgroups/profiles exist when examining combinations of moral self, emotional, conduct and peer problems in middle …
The effects of early childhood education and care quality on academic competences in early primary school: A systematic review and meta-analysis
Early childhood education and care (ECEC) quality is typically determined by key components such as the child-to-teacher ratio, teacher qualifications, the learning environment, and the quality of teacher–child interactions. The aim of the current systematic review and meta-analysis was to investigate the effect of different ECEC quality components on children's language and mathematical competences in early primary school. Suitable search terms …
Bidirectional Associations Between Perceived Social Support and Internalizing and Externalizing Behavior Problems in Lower Secondary School
The current study examined the bidirectional associations between perceived social support from parents, teachers, and peers with students' internalizing and externalizing behavior problems across lower secondary school. A total of 1,746 students (47.7% girls; M age = 13.76) in Finland completed questionnaires in Grade 7 and again in Grade 9. Based on a cross-lagged panel model, only peer support and internalizing problems showed a negative bidir…
Factors Associated with Teachers’ Suicide Literacy and Self-Efficacy: A Scoping Review
In suicide prevention, gatekeepers are community members who interact with many individuals, can be trained to recognize signs of suicidality, and facilitate referral to support services. Teachers are considered natural gatekeepers who play an important role in identifying and supporting students, yet require adequate knowledge and self-efficacy beliefs to engage in suicide intervention behaviors. The aim of the current scoping review was to inve…
Classroom Motivational Climate in Middle School: A Descriptive Exploration of Students’ Experienced and Desired Instructional Practices
Ensuring that students are motivated in and beyond middle school is an important educational objective. Based on achievement goal theory, research has demonstrated that the classroom motivational climate can influence students’ motivation and achievement. Instructional practices that foster mastery goal structures have been proposed within the TARGET framework. However, relatively few studies have explored students’ views of these, and thus, the …
Primary School Teachers’ Motivational Beliefs for Teacher–Student Relationships
Examining teachers’ motivation beliefs about teacher–student relationships can offer valuable insights for teacher education and professional development. Based on the Motivating Teacher–Student Relationships Framework, the aim of the pilot study was to empirically examine primary school teachers’ motivational beliefs in association with their relationship-building behaviours. Three hundred ten teachers in Germany completed an online questionnair…
Psychology (8 works) · Developmental psychology (6 works) · Bullying, Victimization, and Aggression (5 works) · Early Childhood Education and Development (5 works) · Social Psychology (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Social Psychology (4 works) · Education, Achievement, and Giftedness (3 works) · Goal Orientation (3 works) · Human Factors and Ergonomics (3 works)