Chryse Hatzichristou

The development of a short form of the EMBU: Its appraisal with students in Greece, Guatemala, Hungary and Italy

Abstract Out of the necessity of having an abbreviated form of the EMBU, a measure of perceived parental rearing behaviour, a short form (s-EMBU) consisting of three scales (rejection, emotional warmth and protection) with, respectively, 7, 6 and 9 items (plus 1 unscaled item) was developed from the original 81-item version. The factorial and/or construct validity and reliability of this s-EMBU were examined among samples of 2373 students from Italy, Hungary, Guatemala and Greece. The data were presented for the four national groups separately. The 23-item s-EMBU is recommended as a reliable functional equivalent to the 81-item early EMBU. Attention was drawn to the need for further research to explain some of the observed cross-national differences in the correlations between parental rearing styles and personality.

Dimensions of national culture as predictors of cross-national differences in subjective well-being

Abstract The value of predicting cross-national variations in Subjective Well-Being (SWB) from Hofstedes dimensions of national culture (1980) was examined using data collected in 36 nations. The Hofstede dimensions were: Individualism-Collectivism (IDV), Power Distance (PDI), Masculinity-Femininity (MAS), and Uncertainty Avoidance (UAI). With factors other than the Hofstede dimensions of national culture (National Wealth/Purchasing Power, Civil Rights and Income Social Comparison) being equal across nations, low UAI succeeded in predicting high national levels of SWB. As anticipated, a significant negative interaction was observed between MAS and National Wealth in predicting national SWB levels: in the poorer countries Masculinity correlated positively with SWB, whereas a negative association was observed for the subset of richer countries. Relatively speaking, feminine-rich countries reported the highest SWB levels. The predictive capability of MAS × National Wealth was independent of that of UAI. The predictive capabilities of MAS × National Wealth and UAI were both independent of national character.

Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries.

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed.

The international school psychology survey: Development and data from Albania, Cyprus, Estonia, Greece and Northern England

Although school psychological services around the world are currently undergoing a period of rapid development, little comparative information is available about the training, roles and responsibilities of school psychologists or the contrasting contexts in which they work. Further information in this area should help new and established school psychological services to plan future developments. Therefore, in 2001-2002, the International School Psychology Association’s (ISPA) Research Committee developed and piloted the International School Psychology Survey (ISPS). Utilizing the survey format implemented by the National Association of School Psychologists in the USA to survey school psychologists across the country, the ISPA Research Committee members collaborated to design a survey appropriate for international colleagues. The ISPS was piloted in five countries: Albania, Cyprus, Estonia, Greece and Northern England. The data from the ISPS provides unique information regarding the profession of school psychology in each of these countries. These initial efforts and preliminary data provide a foundation for the future understanding of the characteristics, training, roles and responsibilities, challenges and research interests of school psychologists around the world.

Masculinity-femininity as a national characteristic and its relationship with national agoraphobic fear levels: Fodor's sex role hypothesis revitalized

Hofstedes dimension of national culture termed Masculinity-Femininity [. Cultures and organizations: software of the mind. London: McGraw-Hill] is proposed to be of relevance for understanding national-level differences in self-assessed agoraphobic fears. This prediction is based on the classical work of Fodor [. In: V. Franks & V. Burtle (Eds.), Women in therapy: new psychotherapies for a changing society. New York: Brunner/Mazel]. A unique data set comprising 11 countries (total N=5491 students) provided the opportunity of scrutinizing this issue. It was hypothesized and found that national Masculinity (the degree to which cultures delineate sex roles, with masculine or tough societies making clearer differentiations between the sexes than feminine or modest societies do) would correlate positively with national agoraphobic fear levels (as assessed with the Fear Survey Schedule-III). Following the correction for sex and age differences across national samples, a significant and large effect-sized national-level (ecological) r=+0.67 (P=0.01) was found. A highly feminine society such as Sweden had the lowest, whereas the champion among the masculine societies, Japan, had the highest national Agoraphobic fear score.

Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

BACKGROUND A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. AIMS This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development. SAMPLES The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. METHODS The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. RESULTS The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstedes Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. CONCLUSIONS The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.

A Conceptual Framework of the Evolution of School Psychology Transnational Considerations of Common Phases and Future Perspectives

A conceptual framework is presented for exploring the evolution of school psychology in different countries. The proposed integrative framework provides a synthesis and expands transnational considerations of the following basic domains: (1) role and specialty definition-professional practice; (2) legal issues: (a) state and federal/ national laws and statutes impactingpsychology, education and provision of services and (b) certification/licensure; (3) education/preparation, accreditation; (4) scientific and professional associations; (5) scientific foundation for practice and (6) professional identity. The six interrelated domains described in this conceptual framework are examined in light of the evolution of school psychology in two countries that differ considerably in their educational and cultural systems-the USA and Greece. The framework attempts to provide guidelines leading to a deeper understanding of the evolving common phases across interrelated domains at a transnational level. Future perspectives are discussed combining innovative perspectives and insightful crosscultural professional considerations.

Professional Preparation in School Psychology: A Summary of Information from Programs in Seven Countries

This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden (Schad, 2014), United Kingdom (Wood, 2014), and United States (Joyce & Rossen, 2014). This paper summarizes prominent issues found in these and companion descriptions (e.g., Jimerson, Oakland, & Farrell, 2007), with the goal to promote an understanding of prevailing conditions that impact preparation, including those that are external to as well as under the control of school psychology programs. These latter conditions include the academic and professional development components of preparation, including their emphasis on multicultural and international issues. Program content generally is consistent with that promulgated by the International School Psychology Association (e.g., Cunningham & Oakland, 1998) and as discussed more fully in The Handbook of International School Psychology (Jimerson, Oakland, & Farrell, 2007). Regional and national agencies external to psychology and school psychology together with alterations in program funding are exerting a strong and seemingly increasing impact on professional preparation programs in psychology. Knowledge of these and other prevailing conditions together with their impact on school psychology preparation and subsequent services is warranted. Stronger leadership from national, regional, and international associations of psychology and school psychology is needed to counterbalance the effects of external control that pose threats to the specialty.

Temperament Styles of Greek and US Children.

Age, gender and cross-national differences of children ages 8 through 16 in Greece (n = 400) and the United States (n = 5,400) are examined on four temperament styles: extroversion-introversion, practical-imaginative, thinking-feeling and organized-flexible styles. In general, Greek children prefer extroverted to introverted styles and organized to flexible styles. Their preferences for practical-imaginative and thinking-feeling styles are more balanced. Gender differences are found on thinking-feeling and organized-flexible styles. Age differences are found on practical-imaginative and organized-flexible styles. In contrast to children in the US, those in Greece are more likely to favour extroverted and practical styles. Gender differences appear with both national samples: girls are more likely to favour a feeling style and boys to favour a thinking style.

Addressing Cultural Factors in Development of System Interventions.

SUMMARY The purpose of this article is to address various issues concerning multicultural interventions at a system level. Diversity is presented through a different conceptual approach and specific implications for school psychological practice are addressed. In this theoretical context an alternative model of school psychological services that was developed in the Greek educational system is presented and a primary intervention program is described as a paradigm of multicultural system/community intervention. Finally, the components of a transnational approach to multicultural system/community interventions that provides the basic procedural guidelines to developing effective, culturally sensitive interventions in the school environment is proposed.