Plousia Misailidi
Biographic Data
| ID | 3674754 |
|---|---|
| NAME | Plousia Misailidi |
| GIVEN NAMES | Plousia |
| FAMILY NAME | Misailidi |
| SIGNATURE | MISAILIDI P |
| AFFILIATIONS | University of Ioannina |
| ORCID | 0000-0002-2185-3622 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers' Personal and Teaching Epistemic Practices: A Four‐Country Survey and Interview Exploration of Argumentation Implementation
Three hundred and eighteen in‐service teachers from Greece, Cyprus, Romania and Hungary participated in a professional training program aimed at promoting their metacognitive and epistemic thinking and practices, with argumentation as a prominent teaching practice. Pre‐program survey results revealed that teachers' personal and teaching epistemic practices were underdeveloped, with particularly low engagement in the latter. Personal epistemic pra…
Metacognitive Monitoring in Written Communication: Improving Reflective Practice
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhan…
Relationship between shame and theory of mind in early adolescence: The Mediating Role of Private and Public Self-Consciousness
11;1 years; months, 51 girls) were administered measures assessing dispositional shame and self-consciousness and a ToM test. Results support an essential distinction between the private and public aspects of self-consciousness and show that ToM's relationship to dispositional shame is mediated by public but not private self-consciousness. The significance of these findings and their potential implications for theoretical models of shame developm…
Theory of mind and emotion regulation in school‐aged children: Associations with parental reflective functioning
Children's theory of mind (ToM) and emotion regulation (ER) have been associated with various parental factors. This study examined associations between ToM, ER, and dimensions of parental reflective functioning (RF) in children aged 7 to 12 years. A total of 95 children ( M = 8.85 years, 51 girls, and 44 boys) and their mothers took part in the study. Children completed two higher‐order ToM tasks and mothers rated their own RF and children's ToM…
Second-order theory of mind as a predictor of children’s guilt proneness
The relation between children’s guilt proneness and theory of mind (ΤοΜ) was examined in children (Ν = 96) aged 7- to 11-years. Guilt proneness was assessed with a self-report scenario-based measure and ToM was examined with a battery of first-order and second-order mental-state tasks. Hierarchical regression analysis revealed that second-order, but not first-order, mental state understanding, predicted children’s guilt proneness. Age and gender …
Representations of loneliness in children's drawings
This article reports the results of a study which aimed to examine the development of children's ability to depict loneliness in their drawings. Seventy-eight children and 20 adults took part in the study. Participants were first asked a series of questions assessing their conceptions of loneliness, and were then invited to draw a picture that conveys loneliness. The resulting drawings were coded and scored for the presence of the two dimensions …
Emotion in Children's Art: Do Young Children Understand the Emotions Expressed in Other Children's Drawings
This study examined developmental changes in children's ability to understand the emotions expressed in other children's drawings. Eighty participants, at each of four age groups — three, four, five and six years — were presented with a series of child drawings, each expressing a different emotion (happiness, sadness, anger or fear). All drawings had been previously rated by adult judges on an emotion-intensity scale as being good exemplars of th…
Young Children's Display Rule Knowledge: Understanding the Distinction Between Apparent and Real Emotions and the Motives Underlying the Use of Display Rules
Aspects of 72 preschoolers' display rule knowledge – the ability to distinguish apparent from real emotions and understand the motives underlying display rule use – were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the prot…
Emotion in Children's Art: Do Young Children Understand the Emotions Expressed in Other Children's Drawings
This study examined developmental changes in children's ability to understand the emotions expressed in other children's drawings. Eighty participants, at each of four age groups — three, four, five and six years — were presented with a series of child drawings, each expressing a different emotion (happiness, sadness, anger or fear). All drawings had been previously rated by adult judges on an emotion-intensity scale as being good exemplars of th…
Representations of loneliness in children's drawings
This article reports the results of a study which aimed to examine the development of children's ability to depict loneliness in their drawings. Seventy-eight children and 20 adults took part in the study. Participants were first asked a series of questions assessing their conceptions of loneliness, and were then invited to draw a picture that conveys loneliness. The resulting drawings were coded and scored for the presence of the two dimensions …
Young Children's Display Rule Knowledge: Understanding the Distinction Between Apparent and Real Emotions and the Motives Underlying the Use of Display Rules
Aspects of 72 preschoolers' display rule knowledge – the ability to distinguish apparent from real emotions and understand the motives underlying display rule use – were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the prot…
Emotion in Children's Art: Do Young Children Understand the Emotions Expressed in Other Children's Drawings
This study examined developmental changes in children's ability to understand the emotions expressed in other children's drawings. Eighty participants, at each of four age groups — three, four, five and six years — were presented with a series of child drawings, each expressing a different emotion (happiness, sadness, anger or fear). All drawings had been previously rated by adult judges on an emotion-intensity scale as being good exemplars of th…
Representations of loneliness in children's drawings
This article reports the results of a study which aimed to examine the development of children's ability to depict loneliness in their drawings. Seventy-eight children and 20 adults took part in the study. Participants were first asked a series of questions assessing their conceptions of loneliness, and were then invited to draw a picture that conveys loneliness. The resulting drawings were coded and scored for the presence of the two dimensions …
Second-order theory of mind as a predictor of children’s guilt proneness
The relation between children’s guilt proneness and theory of mind (ΤοΜ) was examined in children (Ν = 96) aged 7- to 11-years. Guilt proneness was assessed with a self-report scenario-based measure and ToM was examined with a battery of first-order and second-order mental-state tasks. Hierarchical regression analysis revealed that second-order, but not first-order, mental state understanding, predicted children’s guilt proneness. Age and gender …
Theory of mind and emotion regulation in school‐aged children: Associations with parental reflective functioning
Children's theory of mind (ToM) and emotion regulation (ER) have been associated with various parental factors. This study examined associations between ToM, ER, and dimensions of parental reflective functioning (RF) in children aged 7 to 12 years. A total of 95 children ( M = 8.85 years, 51 girls, and 44 boys) and their mothers took part in the study. Children completed two higher‐order ToM tasks and mothers rated their own RF and children's ToM…
Metacognitive Monitoring in Written Communication: Improving Reflective Practice
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhan…
Relationship between shame and theory of mind in early adolescence: The Mediating Role of Private and Public Self-Consciousness
11;1 years; months, 51 girls) were administered measures assessing dispositional shame and self-consciousness and a ToM test. Results support an essential distinction between the private and public aspects of self-consciousness and show that ToM's relationship to dispositional shame is mediated by public but not private self-consciousness. The significance of these findings and their potential implications for theoretical models of shame developm…
Teachers' Personal and Teaching Epistemic Practices: A Four‐Country Survey and Interview Exploration of Argumentation Implementation
Three hundred and eighteen in‐service teachers from Greece, Cyprus, Romania and Hungary participated in a professional training program aimed at promoting their metacognitive and epistemic thinking and practices, with argumentation as a prominent teaching practice. Pre‐program survey results revealed that teachers' personal and teaching epistemic practices were underdeveloped, with particularly low engagement in the latter. Personal epistemic pra…
Psychology (7 works) · Developmental psychology (6 works) · Social Psychology (6 works) · Cognition (4 works) · Cognitive psychology (3 works) · Social Psychology (3 works) · Anger (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Communication (2 works) · Educational Strategies and Epistemologies (2 works)