Dimitra Hartas
Biographic Data
| ID | 349967 |
|---|---|
| NAME | Dimitra Hartas |
| GIVEN NAMES | Dimitra |
| FAMILY NAME | Hartas |
| SIGNATURE | HARTAS D |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0001-7440-8453 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
A cluster analysis of health behaviours and their relationship to weight stigma, neuroticism and psychological wellbeing in adolescents and young adults
Research has documented relationships between adolescent body weight and mental health, but few studies have examined profiles of adolescent weight status and weight management behaviours and mental health outcomes at population level. Utilising data from the Millenium Cohort Study (MCS), a TwoStep cluster analysis identified four clusters (i.e., underweight, no diet/ exercise; overweight, diet/exercise; normal weight, no diet / exercise; and nor…
Predictors of Post-18 Educational Aspirations and Expectations for the Covid-19 Generation
This study used data from the COVID Social Mobility and Opportunities (COSMO) Study, to examine young people’s university aspirations and post-18 education expectations during COVID-19 in relation to their demographic and socio-economic position, school engagement, education disruption, and attitudes to education. Through a series of binary regression analyses, the findings showed the important role school engagement (in the form of online lesson…
Academic self- concept, self-esteem and school attitudes in pre and mid adolescents
Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the Millennium Cohort Study (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes in pre and mid adolescents through…
Mental health trajectories in adolescents during Covid‐19
This study used a longitudinal probability sample survey, Understanding Society: Covid‐19 , to examine trajectories in adolescents' mental health, via the Strengths and Difficulties Questionnaire, at three timepoints during Covid‐19 with a particular emphasis on vulnerable groups (i.e., young carers, adolescent girls, BAME—Black, Asian and minority ethnic, and adolescents in financially strained households). Generally, self‐reports of emotional a…
The social context of adolescent mental health and wellbeing
Concerns about mental health difficulties in young people, mid-adolescent girls in particular, are on the rise. Many explanations ranging from peer pressure and bullying, to social media and gender inequality, have been offered for the rise in mental health problems. This study utilised data from the Millennium Cohort Study (Wave 6) to examine 14-year-olds’ mental health and wellbeing in relation to familial and peer interactions, gender, socio-e…
Young People's Play, Wellbeing and Learning
Assessing the Foundational Studies on Adverse Childhood Experiences
This article critically reviews the foundational studies carried out by Felitti in the US and Bellis in the UK and their colleagues examining the relationship between Adverse Childhood Experiences (ACEs) and adult health and morbidity. These studies have paved the way for much research on childhood adversity and its impact on child development and brain functioning at a family level. ACEs have gained traction in the UK in terms of policy targetin…
Setting for English and Maths
As a way to raise attainment, schools are encouraged to form ability groups across classes for particular subjects. There is limited evidence however about the relationship between setting and primary school children’s characteristics and how teachers perceive them. The aim of this study was to investigate associations between set positioning for English and Maths and teachers’ perceptions about 11-year-olds’ behaviour and school attitudes and fu…
Young people's educational aspirations
Utilising data from Understanding Society (2010–2013), this study examined the contribution of young people's psychosocial and background factors and home environment to their educational aspirations in the UK. Young people's general well-being and self-efficacy emerged as good predictors of their educational aspirations as did some aspects of their home environment. Interestingly, filial dynamics such as emotional closeness to parents and cultur…
Parenting for social mobility? Home learning, parental warmth, class and educational outcomes
Parenting has come to play a pivotal role in breaking intergenerational disadvantage and increasing children’s life chances and social mobility through practices such as parental support with their learning and education. Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children’s characteristics, parenting practices and family’s socio-economic background to ch…
The social context of parenting
Parenting occurs within families and communities and is shaped by parents' internal resources and the structures that surround their life. Utilising a large national data-set, Understanding Society, this study examined the extent to which variation in mothers' personality, cognitive ability and well-being, as well as structural and background factors is associated with affective and dialogic parenting and homework support. The findings revealed t…
Inequality and the home learning environment
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio‐economic background to children's language and literacy at the end of Key Stage 1 (age seven‐years‐old). Consistently with previous studies, the findings showed that family's socio‐economic background made a substanti…
Families’ social backgrounds matter
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective o…
Families’ social backgrounds matter
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective o…
Young people's educational aspirations
Utilising data from Understanding Society (2010–2013), this study examined the contribution of young people's psychosocial and background factors and home environment to their educational aspirations in the UK. Young people's general well-being and self-efficacy emerged as good predictors of their educational aspirations as did some aspects of their home environment. Interestingly, filial dynamics such as emotional closeness to parents and cultur…
Inequality and the home learning environment
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio‐economic background to children's language and literacy at the end of Key Stage 1 (age seven‐years‐old). Consistently with previous studies, the findings showed that family's socio‐economic background made a substanti…
Parenting for social mobility? Home learning, parental warmth, class and educational outcomes
Parenting has come to play a pivotal role in breaking intergenerational disadvantage and increasing children’s life chances and social mobility through practices such as parental support with their learning and education. Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children’s characteristics, parenting practices and family’s socio-economic background to ch…
The social context of adolescent mental health and wellbeing
Concerns about mental health difficulties in young people, mid-adolescent girls in particular, are on the rise. Many explanations ranging from peer pressure and bullying, to social media and gender inequality, have been offered for the rise in mental health problems. This study utilised data from the Millennium Cohort Study (Wave 6) to examine 14-year-olds’ mental health and wellbeing in relation to familial and peer interactions, gender, socio-e…
Mental health trajectories in adolescents during Covid‐19
This study used a longitudinal probability sample survey, Understanding Society: Covid‐19 , to examine trajectories in adolescents' mental health, via the Strengths and Difficulties Questionnaire, at three timepoints during Covid‐19 with a particular emphasis on vulnerable groups (i.e., young carers, adolescent girls, BAME—Black, Asian and minority ethnic, and adolescents in financially strained households). Generally, self‐reports of emotional a…
Assessing the Foundational Studies on Adverse Childhood Experiences
This article critically reviews the foundational studies carried out by Felitti in the US and Bellis in the UK and their colleagues examining the relationship between Adverse Childhood Experiences (ACEs) and adult health and morbidity. These studies have paved the way for much research on childhood adversity and its impact on child development and brain functioning at a family level. ACEs have gained traction in the UK in terms of policy targetin…
Setting for English and Maths
As a way to raise attainment, schools are encouraged to form ability groups across classes for particular subjects. There is limited evidence however about the relationship between setting and primary school children’s characteristics and how teachers perceive them. The aim of this study was to investigate associations between set positioning for English and Maths and teachers’ perceptions about 11-year-olds’ behaviour and school attitudes and fu…
The social context of parenting
Parenting occurs within families and communities and is shaped by parents' internal resources and the structures that surround their life. Utilising a large national data-set, Understanding Society, this study examined the extent to which variation in mothers' personality, cognitive ability and well-being, as well as structural and background factors is associated with affective and dialogic parenting and homework support. The findings revealed t…
Families’ social backgrounds matter
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective o…
Inequality and the home learning environment
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio‐economic background to children's language and literacy at the end of Key Stage 1 (age seven‐years‐old). Consistently with previous studies, the findings showed that family's socio‐economic background made a substanti…
Parenting for social mobility? Home learning, parental warmth, class and educational outcomes
Parenting has come to play a pivotal role in breaking intergenerational disadvantage and increasing children’s life chances and social mobility through practices such as parental support with their learning and education. Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children’s characteristics, parenting practices and family’s socio-economic background to ch…
The social context of parenting
Parenting occurs within families and communities and is shaped by parents' internal resources and the structures that surround their life. Utilising a large national data-set, Understanding Society, this study examined the extent to which variation in mothers' personality, cognitive ability and well-being, as well as structural and background factors is associated with affective and dialogic parenting and homework support. The findings revealed t…
Young people's educational aspirations
Utilising data from Understanding Society (2010–2013), this study examined the contribution of young people's psychosocial and background factors and home environment to their educational aspirations in the UK. Young people's general well-being and self-efficacy emerged as good predictors of their educational aspirations as did some aspects of their home environment. Interestingly, filial dynamics such as emotional closeness to parents and cultur…
Setting for English and Maths
As a way to raise attainment, schools are encouraged to form ability groups across classes for particular subjects. There is limited evidence however about the relationship between setting and primary school children’s characteristics and how teachers perceive them. The aim of this study was to investigate associations between set positioning for English and Maths and teachers’ perceptions about 11-year-olds’ behaviour and school attitudes and fu…
Assessing the Foundational Studies on Adverse Childhood Experiences
This article critically reviews the foundational studies carried out by Felitti in the US and Bellis in the UK and their colleagues examining the relationship between Adverse Childhood Experiences (ACEs) and adult health and morbidity. These studies have paved the way for much research on childhood adversity and its impact on child development and brain functioning at a family level. ACEs have gained traction in the UK in terms of policy targetin…
Young People's Play, Wellbeing and Learning
The social context of adolescent mental health and wellbeing
Concerns about mental health difficulties in young people, mid-adolescent girls in particular, are on the rise. Many explanations ranging from peer pressure and bullying, to social media and gender inequality, have been offered for the rise in mental health problems. This study utilised data from the Millennium Cohort Study (Wave 6) to examine 14-year-olds’ mental health and wellbeing in relation to familial and peer interactions, gender, socio-e…
Academic self- concept, self-esteem and school attitudes in pre and mid adolescents
Children undergo significant changes as they enter secondary school, a time during which their social and academic self-concept is fluid and the pressures to adjust and show positive attitudes and behaviours are intense. Utilising data from the Millennium Cohort Study (Waves 4 and 5) the purpose of this study was two-fold: to examine longitudinal changes in academic self-concept, self-esteem and school attitudes in pre and mid adolescents through…
Mental health trajectories in adolescents during Covid‐19
This study used a longitudinal probability sample survey, Understanding Society: Covid‐19 , to examine trajectories in adolescents' mental health, via the Strengths and Difficulties Questionnaire, at three timepoints during Covid‐19 with a particular emphasis on vulnerable groups (i.e., young carers, adolescent girls, BAME—Black, Asian and minority ethnic, and adolescents in financially strained households). Generally, self‐reports of emotional a…
Predictors of Post-18 Educational Aspirations and Expectations for the Covid-19 Generation
This study used data from the COVID Social Mobility and Opportunities (COSMO) Study, to examine young people’s university aspirations and post-18 education expectations during COVID-19 in relation to their demographic and socio-economic position, school engagement, education disruption, and attitudes to education. Through a series of binary regression analyses, the findings showed the important role school engagement (in the form of online lesson…
A cluster analysis of health behaviours and their relationship to weight stigma, neuroticism and psychological wellbeing in adolescents and young adults
Research has documented relationships between adolescent body weight and mental health, but few studies have examined profiles of adolescent weight status and weight management behaviours and mental health outcomes at population level. Utilising data from the Millenium Cohort Study (MCS), a TwoStep cluster analysis identified four clusters (i.e., underweight, no diet/ exercise; overweight, diet/exercise; normal weight, no diet / exercise; and nor…
Psychology (12 works) · Developmental psychology (10 works) · Parental Involvement in Education (7 works) · Medicine (6 works) · Sociology (6 works) · Social Psychology (5 works) · Social Psychology (5 works) · Mental health (4 works) · Political science (4 works) · Diverse Education Studies and Reforms (3 works)