Aikaterini Gari

The Community Well-Being Questionnaire: Theoretical Context and Initial Assessment of Its Reliability and Validity

The article presents the theoretical contextand the elements that underlie the developmentof the community well-being questionnaire. Italso discusses the reliability and validity ofthe questionnaires scales by presentingresults from two studies carried out in urbanareas in the U.K., Ireland and Greece. Thescales assess satisfaction with the builtenvironment, environmental quality and services and facilities. They also measure personal safety, informal interaction,community spirit, income sufficiency, decisionmaking process and place attachment. Analysesshowed that they have high internal and goodtest-retest reliability. They also performwell, when subjected to factorial validity andconstruct validity assessments.

Political and religious group membership, value priorities and educational values

Value priorities and educational value patterns are explored in respect to university students’ active membership to religious and political groups. The sample was 117 students of the University of Athens, Greece, with 39 of them being active members of Christian Orthodox religious groups, 34 active members of political groups or unions, and 44 students acting as the ‘control’ group, since they were not members of such religious or political groups. Group membership—religious or political—was found to be associated with the systems of value priorities and educational values, with specific value combinations differentiating between religious group membership and political group membership.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

Development and Psychometric Properties of the Scale for Self-Consciousness Assessment

This scale development employed Duval and Wicklunds (1972), Carvers (1979), and Zaborowskis (1987) theories on self-consciousness. The aim of the study was to create a new method to assess the self-consciousness construct, in an effort to operationally express self-consciousness, while circumventing existing metric and other impediments. Initially, 38 pilot interviews were conducted with undergraduate psychology students, and two studies followed, one on 494 participants and one on 248 participants. Exploratory factor analysis models, equivalence testing, followed by a third confirmatory factor analysis study on a separate sample of 216 participants, resulted in a final 24-item scale. A four-factor structure of two public and two private self-consciousness dimensions emerged. The Scale for Self-Consciousness Assessment (SSCA) can be of use in various areas of psychological research, possibly in concurrent use with other constructs of interest, due to its theoretical and research importance and its adequate psychometric properties.