Coping with Examination Stress: An Emotion Analysis.

Stress is an important factor affecting human behavior, with recent works in the literature distinguishing it as either productive or destructive. The present study investigated how the primary emotion of stress is correlated with engagement, focus, interest, excitement, and relaxation during university students' examination processes. Given that examinations are highly stressful processes, twenty-six postgraduate students participated in a four-phase experiment (rest, written examination, oral examination, and rest) conducted at the International Hellenic University (IHU) using a modified Trier protocol. Network analysis with a focus on centralities was employed for data processing. The results highlight the important role of stress in the examination process; correlate stress with other emotions, such as interest, engagement, enthusiasm, relaxation, and concentration; and, finally, suggest ways to control and creatively utilize stress.

Conceptual understanding in science learning and the role of four psychometric variables: a person-centered approach.

The present study investigated conceptual understanding in learning science in relation to four cognitive variables: logical thinking, field-dependence/field-independence, and divergent and convergent thinking. The participants were fifth- and sixth-grade elementary school pupils involved in different mental tasks, where they had to describe and interpret phenomena related to changes of matter. This brief report presents data from the students' understanding of evaporation, and the method of analysis, a person-centered approach, is explicated. Latent class analysis (LCA) was applied to reveal distinct clusters of cases sharing similar patterns of responses. The use of LCA aligns with theoretical conjectures related to a stepwise conceptual change process, and the hypothetical steps correspond to the identified discrete latent classes (LCs). Subsequently, the LCs were associated with the four cognitive variables as covariates, thus providing empirical evidence for the role of the above-mentioned individual differences in children's learning in sciences. Methodological issues and theoretical implications are discussed.

A Punctuated Equilibrium Model for Conceptual Change and the Role of Neo-Piagetian Constructs: Methodology, Empirical Evidence, and Theoretical Perspectives.

This study explores the hypothesis related to a punctuated equilibrium process for conceptual change in science learning, in conjunction with the effects of four cognitive variables: logical thinking and field-dependence/field-independence, divergent and convergent thinking. The participants were fifth and sixth-grade elementary school pupils involved in different tasks, who were asked to describe and interpret chemical phenomena. Latent Class Analysis (LCA) was applied to children's responses, and three clusters or latent classes (LC1, LC2, and LC3) were identified, corresponding to hierarchical levels of conceptual understanding. The ensued LCs align with the theoretical conjecture about a stepwise conceptual change process that might go through various stages or mental models. These levels or stages are conceptualized as attractors, and changes between them were modeled as cusp catastrophes using the four cognitive variables as controls. The analysis showed that logical thinking acted as asymmetry factor, while field-dependence/field-independence, divergent and convergent thinking acted as bifurcation variables. This analytic approach presents a methodology for investigating conceptual change as a punctuated equilibrium process that adds to the nonlinear dynamical research with important implications for theories of conceptual change in science education and psychology as well. Discussion on the new perspective embracing the meta-theoretical framework of complex adaptive systems (CDS) is provided.

University students' experiences of sexual harassment: the role of gender and psychological resilience.

This study aimed to investigate university students' experiences of different types of sexually harassing behaviors, within academia, as well as the role of gender and psychological resilience regarding their victimization and its consequences. Overall, 2,134 students (70.5% women), both undergraduates (81%) and postgraduates (19%), completed a self-reported online questionnaire regarding the variables involved (sexual harassment, consequences, and resilience). According to the results, the most prevailing types of sexually harassing behaviors, which were experienced mainly by women students, included offensive sexual comments/jokes/stories, inappropriate comments about one's body/appearance/sex life, as well as obscene ways of staring, obscene gestures, and/or exposure of body parts causing embarrassment. Accordingly, the perceived psycho-emotional and academic consequences of sexual harassment were more pronounced in the case of women. Furthermore, psychological resilience was negatively associated with gender, making women with low resilience more vulnerable to experiences of sexual harassment and more affected by its consequences. This study highlights important aspects of this gender-based aggressive behavior in academia and emphasizes the necessity for the implementation of appropriate policies and interventions in higher education institutions against sexual harassment.

Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics.

Burnout (BT) is a vital determinant of work effectiveness and a well-studied psychological construct. The dominant theoretical perspectives have defined BT via the proposed dimensional structures and have provided the corresponding instruments for measuring them. The present endeavor adopts the Oldenburg Burnout Inventory (OLBI), as its purpose is to examine the psychometric properties of a short version for the Greek teachers and to find differences across their individual characteristics. The Greek short version of OLBI comprises two dimensions: Disengagement (four items) and Exhaustion (five items), with reliability measures utilizing Cronbach's alpha and McDonald's omega: Exhaustion (α = 0.810/ω = 0.823) and Disengagement (α = 0.742/ω = 0.756). Confirmatory factor analysis showed an adequate fit of the measurement model: χ2 = 320.291, df = 26, p < 0.001; CFI = 0.970; TLI = 0.958; RMSEA = 0.068; 90% CI of RMSEA = [0.062; 0.075]; SRMR = 0.067; NFI = 0.967; GFI = 0.986]. The proposed model is extracted after two studies (N1 = 134, N2 = 2437). The novel aspect of this endeavor is the measurement invariance explored across selected demographic variables. The findings supporting the measurement invariance make an essential contribution to the field, and the implications for educational research are provided along with a concise presentation of theoretical issues.

Clinical determinants of involuntary psychiatric hospitalization: A clinical profile approach.

OBJECTIVES: The study examines the clinical determinants of involuntary psychiatric hospitalization. Specifically, it investigates whether distinct clinical profiles of hospitalized patients can be discerned, what other characteristics they are linked with, and which profiles predict involuntary admission. METHODS: In this cross-sectional multicentre population study, data were collected for 1067 consecutive admissions in all public psychiatric clinics of Thessaloniki, Greece, during 12 months. Through Latent Class Analysis distinct patient clinical profiles were established based on Health of the Nation Outcome Scales ratings. The profiles were then correlated with sociodemographic, other clinical, and treatment-related factors as covariates and admission status as a distal outcome. RESULTS: Three profiles emerged. The "Disorganized Psychotic Symptoms" profile, combining positive psychotic symptomatology and disorganization, included mainly men, with previous involuntary hospitalizations and poor contact with mental health services and adherence to medication, indicating a deteriorating condition and chronic course. Τhe "Active Psychotic Symptoms" profile included younger persons with positive psychotic symptomatology in the context of normal functioning. The "Depressive Symptoms" profile, characterized by depressed mood coupled with nonaccidental self-injury, included mainly older women in regular contact with mental health professionals and treatment. The first two profiles were associated with involuntary admission and the third with voluntary admission. CONCLUSIONS: Identifying patient profiles allows the examination of the combined effect of clinical, sociodemographic, and treatment-related characteristics as risk factors for involuntary hospitalization, moving beyond the variable-centered approach mainly adopted to date. The identification of two profiles associated with involuntary admission necessitates the development of interventions tailored to chronic patients and younger persons suffering from psychosis respectively.

Teachers' Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model.

Teachers' innovative work behavior (TIWB) is crucial in the contemporary demanding educational environments for overcoming any commonplace issues and to ensure sustainability and development. It refers to a process in which the employee tries to create new ideas, adopt them, apply them in the school context, and then communicate them to other members of the organization in order to achieve a communal benefit. Among a plethora of factors that could influence such behavior, self-efficacy, burnout, and irrational beliefs have been proposed as potential covariates. In the present study, the associations of the above constructs with TIWB are concomitantly investigated by employing structural equation modeling (SEM). Data were taken from the participation of in-service teachers (N = 964) in primary education via self-reported questionnaires. The proposed SEM model exhibited a satisfactory goodness-of-fit to the empirical data, highlighting the direct effects of the independent variables on TIWB, while mediation analysis showed that irrational beliefs and burnout act also as mediators between self-efficacy and innovative work behavior. The findings are in line with previous reports and are interpretable in the context of modern theories, while a discussion on theoretical and practical implications along with emerging ideas and perspectives for further research is provided.

Neo-Piagetian Predictors of Students' Performance in Science Learning: Evidence from Primary Education.

This study explores primary school pupils' knowledge recall and interpretation skills regarding chemical and physical phenomena, in relation to three psychometric variables: logical thinking, field dependence/field independence, and divergent thinking. The participants (N = 375) were in the fifth and sixth grades (aged 11-12) taking an introductory course in science, and they were involved in three tasks related to combustion, dissolution, and mixture separation. The pupils had to complete an instrument, in which they were asked to describe and interpret the phenomena involved in the tasks. Two achievement variables were recorded separately, one relating to knowledge recall and the other to the interpretation of the phenomena. In addition, the participants completed the corresponding psychometric tests. Correlational and multiple linear regression analysis showed that the dependent measures were associated with the cognitive variables, while path and mediation analysis showed the direct and indirect effects of the neo-Piagetian constructs on the dimensions of knowledge and interpretations. The main implications of the findings are theoretical and concern the role of the operationalized mental resources in learning the specific subject matter. Moreover, the results inform teaching practices and curricula designs, and they point out the learning difficulties ascending from the individual differences under study. Further discussion on conceptual change is provided.

Classification and evaluation of educational apps for early childhood: Security matters.

This study explored certain popular educational apps' vital characteristics and potential profiles (n1 = 50) for kindergarten kids. The profile analysis involved a categorization ascended from an evaluation process conducted by pre-service early childhood teachers' (n2 = 295) at the University of Crete, Greece, using a new instrument, validated in the present research, the ETEA-2 scale. The categorization criteria were the five dimensions of the ETEA-2: Learning, Suitability, Usability, Security, and Parental Control. The classification based on Latent Class Analysis led to three apps' profiles: Cluster/profile 1 includes apps that have high values in Learning, Usability, Suitability, and medium Parental Control and Security; Cluster/Profile 2 includes apps with medium Learning, Usability, Suitability, but low Parental Control and High Security; Cluster/Profile 3 includes apps with medium Learning, Usability, Suitability, but low Parental Control and low Security. This profile scheme is an indicative categorization summarizing the crucial features that popular apps possess and can help parents and/or educators' decision-making on choosing the desirable application for their kids. Moreover, from an independent evaluation of these specific fifty apps sought on the internet, the members of Cluster2/Profile 2 were the most popular and preferable, as suggested by the number of downloads. This profile is distinguished for the security dimension.

Catastrophe Theory Applied to Neuropsychological Data: Nonlinear Effects of Depression on Financial Capacity in Amnestic Mild Cognitive Impairment and Dementia.

Financial incapacity is one of the cognitive deficits observed in amnestic mild cognitive impairment and dementia, while the combined interference of depression remains unexplored. The objective of this research is to investigate and propose a nonlinear model that explains empirical data better than ordinary linear ones and elucidates the role of depression. Four hundred eighteen (418) participants with a diagnosis of amnestic MCI with varying levels of depression were examined with the Geriatric Depression Scale (GDS-15), the Functional Rating Scale for Symptoms of Dementia (FRSSD), and the Legal Capacity for Property Law Transactions Assessment Scale (LCPLTAS). Cusp catastrophe analysis was applied to the data, which suggested that the nonlinear model was superior to the linear and logistic alternatives, demonstrating depression contributes to a bifurcation effect. Depressive symptomatology induces nonlinear effects, that is, beyond a threshold value sudden decline in financial capacity is observed. Implications for theory and practice are discussed.

The regulatory properties of anger under different goal orientations: the effects of normative and outcome goals.

BACKGROUND: The present study aimed to evaluate the self-regulatory properties of anger on the performance of individuals under various motivational dispositions using an experimental design. METHODS: The participants were 99 university students who participated in response to extra credit. The performance of the participants was evaluated using the Tower of Hanoi task. Their anger was measured using a facial expression recognition system and arousal was assessed using a heart-rate monitoring device. Two motivational dispositions were assessed: performance goals with normative evaluative standards and performance goals with a focus on outcomes. RESULTS: The results indicated that a nonlinear function explained the relationship between anger, arousal, and achievement under different goal conditions. Specifically, the Cusp Catastrophe Model showed that anger levels beyond a critical point were associated with the unpredictability of performance during the normative goal condition, suggesting that anger disturbed the relationship between arousal and achievement. Interestingly, a linear model was relevant for explaining the same relationships during the outcome goal condition. CONCLUSION: Thus, this study concluded that anger plays a more salient role when coupled with the pressures arising from employing interpersonal evaluative standards.

Longitudinal Study of Depression on Amnestic Mild Cognitive Impairment and Financial Capacity.

OBJECTIVES: Amnestic mild cognitive impairment (aMCI) among other cognitive deficits also includes impairments in financial capacity, but so far the role of depression in time has not been examined. We aimed to examine the hypothesis that individuals with aMCI and comorbid worsening depression levels would demonstrate greater deficits in financial capacity atone year in relation to multiple-domain aMCI patients with stable levels of depression, aMCI patients without depression and healthy individuals. METHODS: Ninety-six Greek women and 24 men aged 54 and older (multiple-domain aMCI with, stable and increased levels of depression at one year, aMCI without depressive symptoms, and cognitively intact elders with and without depression) were examined with the Mini-mental State Examination (MMSE), the Geriatric Depression Scale (GDS-15), and the Legal Capacity for Property Law Transactions Assessment Scale (LCPLTAS). RESULTS: Bootstrapped ANCOVA was implemented. Multiple-domain aMCI patients' performance regarding financial capacity is severely impaired when depression co-exists, resembling the performance of patients with mild Alzheimer's disease, and it declines further when depression deteriorates. CONCLUSIONS: Findings contribute to the limited evidence in financial capacity assessment when depression co-exists showing that higher depressive symptom scores are associated with reduced financial capacity scores and deterioration of depressive symptomatology worsens not only general cognitive outcome, but financial capacity in particular. CLINICAL IMPLICATIONS: Proactive care for individuals with depression is needed as this condition severely influences financial capacity in aMCI.

Teachers' Irrational Belief Scale: Psychometric Properties of the Greek Version and Measurement Invariance across Genders.

Irrationality refers to human thoughts and beliefs that signify lack of rationality and entail erroneous perceptions about situational, personal, or collective idiosyncrasies, while it is independent of one's intellectual ability. Irrational beliefs are ubiquitous in all social and cultural groups and attract a special interest in behavioral sciences, where the primary concern is the development of instruments for identifying and measuring them. The present study evaluates the psychometric properties of Greek version of Teachers' Irrational Belief Scale (TIBS-G), a 25-item self-reported instrument using data collected from 835 participants. The exploratory procedure, implementing scree plot with parallel analysis, demonstrated the dimensionality of four factors, namely: Self-downing (SD), Authoritarianism (A), Demands for Justice (DJ), and Low Frustration Tolerance (LT). The corresponding reliability measures using Cronbach's alpha and McDonald's omega were ranged between 0.70 and 0.80. Subsequently, confirmatory factor analysis showed an adequate fit of the measurement model [χ2 = 579.98, df = 183, p < 0.001; CFI = 0.960; TLI = 0.956; RMSEA = 0.051]. In addition, measurement invariance was performed, which demonstrated differences between genders. Finally, discussion on the importance of irrational beliefs and the possible implementation of the TIBS instrument in educational research is provided.

Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles.

Contemporary mobile technologies offer tablets and smartphones that elicit young children's active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children's attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria. Filling the gap in the relevant literature, a new instrument, named PEAU-p (Perceptions about Educational Apps Use-parents), was developed and validated in the present study designed to measure parents' perception of educational apps for kindergarten pupils. Data (N = 435) were collected via online procedures, and the psychometric properties of PEAU-p were studied via exploratory and confirmatory methods. Principal Components Analysis extracted six factors, namely Usability, Enjoyment, Involvement, Learning, Worries, and Values, which explained 72.42% of the total variance. Subsequently, by implementing Latent Class Analysis based on the above factors, four Clusters (i.e., parents' Profiles) were extracted corresponding to their perceptions and attitudes towards the educational apps used for kindergarten pupils. Those were named as 'mild attitude', 'negative attitude', 'positive attitude', and 'indifferent attitude'. This categorization, besides the statistical support, is fully interpretable, and the profiles were associated with certain covariates, such as age, the number of children, knowledge on new technologies, or distal outcomes, e.g., the frequency of using apps, the general position towards apps or their intention to recommend apps use. The findings are discussed within the current research field, investigating the influential role parents play in young children's media selection and use.

Nonlinear Dynamic Effects of Convergent and Divergent Thinking in the Conceptual Change Process: Empirical Evidence from Primary Education.

The present study explores the role of convergent and divergent thinking in learning sciences from the nonlinear dynamical system (NDS) perspective. The participants (N=375) were fifth and sixth graders, aged 11-12, who were taking an introductory course in science. Students' understanding of physical phenomena, such as melting, boiling and evaporation was investigated as a function of four neo-Piagetian constructs via the difference-equation cusp catastrophe model. The nonlinear models where logical thinking acted as the asymmetry factor and field dependence/ independence, convergent thinking and divergent thinking acted as bifurcation factors, were superior, explaining 43-44% of the variance, whereas their linear alternatives explained 0-18%. Empirical evidence regarding the role of the above neo-Piagetian constructs at these early ages is reported for the first time and contributes to theory development within the NDS framework. Further, discussion about the significance of the findings is provided.

Job Crafting and Work Engagement: Can their Relationship be Explained by a Catastrophe Model?

To shed light on findings suggesting that not all job crafting strategies are (equally) favourable for employee motivation, we applied cusp catastrophe models to explore the possibility that combinations of job crafting strategies might be associated with nonlinear changes in work engagement (i.e., vigour, dedication, and absorption). We used cross-sectional data from a heterogeneous sample of 193 Greek employees and investigated increasing social and structural job resources as asymmetry factors, and increasingly challenging job demands and decreasingly hindering job demands as bifurcation factors in relation to work engagement. Cusp models, analysed with the maximum likelihood and least squares methods, proved superior to their linear alter-natives. Increasing social job resources functioned as the asymmetry factor for vigour and dedication. Increasing structural job resources was the asymmetry factor for absorption. The bifurcation factors were decreasing hindering job demands for vigour and increasing job challenges for dedication and absorption. This evidence suggests that threshold values exist in decreasing hindering and increasing challenging job demands, beyond which sudden changes in work engagement occur. The supported nonlinear models add in explaining when job crafting strategies are unfavourable for employees and have epistemological implications by suggesting that the underlying processes may be viewed as a complex dynamical system.

Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties.

The purpose of the present study was to explain the moderating role of rapid automatized naming (RAN) in word reading with a cusp catastrophe model. We hypothesized that increases in RAN performance speed beyond a critical point would be associated with the disruption in word reading, consistent with a "generic shutdown" hypothesis. Participants were 587 elementary schoolchildren (Grades 2-4), among whom 87 had reading comprehension difficulties per the IQ-achievement discrepancy criterion. Data were analyzed via a cusp catastrophe model derived from the nonlinear dynamics systems theory. Results indicated that for children with reading comprehension difficulties, as naming speed falls below a critical level, the association between core reading processes (word recognition and decoding) becomes chaotic and unpredictable. However, after the significant common variance attributed to motivation, emotional, and internalizing symptoms measures from RAN scores was partialed out, its role as a bifurcation variable was no longer evident. Taken together, these findings suggest that RAN represents a salient cognitive measure that may be associated with psychoemotional processes that are, at least in part, responsible for unpredictable and chaotic word reading behavior among children with reading comprehension deficits.

Dynamic Effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics.

The present study used achievement goal theory (AGT) as a theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achieve-ment within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students' achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no linear effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.

Illustration of Step-Wise Latent Class Modeling With Covariates and Taxometric Analysis in Research Probing Children's Mental Models in Learning Sciences.

This paper illustrates two psychometric methods, latent class analysis (LCA) and taxometric analysis (TA) using empirical data from research probing children's mental representation in science learning. LCA is used to obtain a typology based on observed variables and to further investigate how the encountered classes might be related to external variables, where the effectiveness of classification process and the unbiased estimations of parameters become the main concern. In the step-wise LCA, the class membership is assigned and subsequently its relationship with covariates is established. This leading-edge modeling approach suffers from severe downward-biased estimations. The illustration of LCA is focused on alternative bias correction approaches and demonstrates the effect of modal and proportional class-membership assignment along with BCH and ML correction procedures. The illustration of LCA is presented with three covariates, which are psychometric variables operationalizing formal reasoning, divergent thinking and field dependence-independence, respectively. Moreover, taxometric analysis, a method designed to detect the type of the latent structural model, categorical or dimensional, is introduced, along with the relevant basic concepts and tools. TA was applied complementarily in the same data sets to answer the fundamental hypothesis about children's naïve knowledge on the matters under study and it comprises an additional asset in building theory which is fundamental for educational practices. Taxometric analysis provided results that were ambiguous as far as the type of the latent structure. This finding initiates further discussion and sets a problematization within this framework rethinking fundamental assumptions and epistemological issues.

Exploring the Role of Cognitive Factors in a New Instrument for Elders' Financial Capacity Assessment.

BACKGROUND: The influence of cognitive factors on financial capacity across the dementia spectrum of cognitive aging, Alzheimer's disease (AD), and mild cognitive impairment (MCI) has been little investigated, while it has not been investigated at all in other types of dementia as well as in extended samples of elders in Greece. OBJECTIVE: The aim of this study is to investigate financial capacity, to develop a tool, test its psychometric properties, validate, and then test the tool in groups of healthy controls compared to elders with dementia, while examining other facets of their cognitive performance. METHODS: 719 elders from Greece including healthy participants and patients with different types of dementia were examined with Legal Capacity for Property Law Transactions Assessment Scale (LCPLTAS) and a battery of neuropsychological tests concerning various cognitive functions. RESULTS: Significantly different profiles in the scores and subscores of LCPLTAS for all the groups of dementia patients were found, with a general incapacity finding for all the dementia groups including the MCI patients. Logistic regression showed that Mini-Mental State Examination (MMSE), Geriatric Depression Scale, and Trail Making Part B predicted competence on LCPLTAS for the dementia patients. Persons with MCI and dementia had lower financial knowledge scores than those without cognitive impairment, with MMSE scores below 27 suggestive as an indication of financial incapacity. CONCLUSION: The LCPLTAS provides information for a strong positive correlation with MMSE, while the use both of MMSE and LCPLTAS as adequate measures of financial (in)capacity is discussed for the Greek legal procedures regarding elder guardianship cases.