Constantinos M. Kokkinos

Dimensionality of Coping An Empirical Contribution to the Construct Validation of the Brief-COPE with a Greek-speaking Sample

The construct of coping has received increasing attention over the past years in relation to psychological and physical health, yet its dimensional and conceptual understanding is not consistent across theoretical models. The present study investigates the dimensionality of coping in a sample of 1127 Greek-speaking adults using the Brief-COPE. Both exploratory and confirmatory factor analyses revealed a structure comprised of eight factors, four of which were broader, and included active/positive, avoidant, support seeking and negative emotional approaches. Results indicated adequate psychometric characteristics for the Greek translation of the Brief-COPE for this population. Associations between coping strategies with gender, education, and psychological symptomatology are also discussed.

Bullying and Victimization in Early Adolescence: Associations With Attachment Style and Perceived Parenting

The current study examined the relationship between self-reported bullying, victimization, attachment styles and parenting in a nonclinical sample of 601 Greek preadolescents. Results showed that both bullying and victimization were related to perceived parenting (positively with rejection and negatively with emotional warmth). Insecurely attached children reported more involvement in bullying and victimization, lower levels of emotional warmth, and higher levels of rejection. Hierarchical regression analyses revealed that both bullying and victimization were predicted by perceived parenting, whereas only victimization was predicted by insecure attachment style over and above student characteristics and parenting. The findings confirm previous research findings, and are discussed in terms of their practical implications for parents and teachers.

Cyber-Bullying, Personality and Coping among Pre-Adolescents

The aim of this study was to investigate the association of personality Five Factor Model, coping and cyber-bullying/victimization experiences among 300 Greek pre-adolescent students attending the upper two primary school grades. Boys reported more frequent involvement in cyber-bullying incidents, while there were no significant gender differences in terms of cyber-victimization. In terms of participant roles, non-involved students scored higher in Conscientiousness, and cyber-bully/victims in Emotional Instability. The latter also tended to use maladaptive coping strategies more frequently, while cyber-bullies reported using more aggression and resignation to cope with interpersonal conflicts. Multiple regression analyses indicated that low conscientious boys who use passive avoidance and aggression were more likely to cyber-bully, while those who use aggression, passive avoidance and situation control to cope with interpersonal stressors were more likely to be cyber-victimized. Implications of the findings are discussed.

Special education teachers under stress: evidence from a Greek national study

The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self‐report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the childs progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in‐service and pre‐service teacher preparation, support, and awareness‐raising regarding job stress are discussed.

Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents

ABSTRACT This study investigates the relationship between cyber-bullying (CB), cyber-victimization (CV), parenting styles, children’s Internet use and skills, on-line disinhibition, and five perceived specific Internet parenting practices in a sample of 220 Greek elementary students. Bully-victims scored higher in on-line disinhibition, while children of democratic parents in safe Internet use, Internet skills, and parenting communication about Internet use. CB and CV correlated negatively with Internet content parenting practices and autonomy, and positively with on-line disinhibition. CB negatively correlated with behavioral control. Psychological autonomy, warm involvement and on-line disinhibition significantly predicted CB, while psychological autonomy, CV. Prevention and intervention recommendations are provided.

A review of research on cyber-bullying in Greece

Cyber-bullying is a recently emerging type of violence, which has gained significant media and research attention. Although research across Europe and the USA has been extensive, in Greece it is sparse and at an elementary level. This paper aimed at reviewing existing research literature on cyber-bullying experiences with Greek subjects. The bibliographical research carried out for this purpose yielded studies conducted between 2005 and 2012. Findings illustrate that to date, most evidence regarding cyber-bullying in Greece is drawn from European-level research projects which mainly provide statistics regarding the prevalence of the phenomenon, but give little information regarding its correlates, while most of the few national studies are conducted with small, non-nationwide samples or have not been published in scholarly papers. In conclusion, cyber-bullying research seems to be at a premature level in Greece, but it is a global issue that sooner or later should be systematically addressed.

Indirect and Direct Associations Between Personality and Psychological Distress Mediated by Dispositional Coping

ABSTRACT The present study examines the association between coping and personality, by testing the hypothesis that dispositional coping mediates the relationship between personality and psychological distress. Canonical correlations evaluated the degree of the association among personality and coping dimensions in a community sample (N = 489) from Cyprus. Results partially support the hypothesized mediation model with Agreeableness predicting distress through the full mediation of avoidant coping, expression of negative feelings and active-positive coping. Partial mediation was found for Neuroticism and Openness. Canonical correlations deciphered how coping relates to the Big Five dimensions. Neuroticism was mostly associated with maladaptive coping, whereas Conscientiousness and Extraversion with adaptive coping.

Links between relational aggression, parenting and personality among adolescents

Abstract The aim of this cross-sectional study was to examine the mediating role of behavioral inhibition system, referring to the inhibition of behavior, and behavioral activation system (BAS), related to impulsivity, in the association between perceived parenting behaviors and relational aggression. It simultaneously investigated the moderating effects of callous-unemotional (CU) traits in this association in a sample of 261 (127 girls) Greek junior high school students who completed a self-report questionnaire. Results of the mediation analyses revealed that BAS was a partial mediator in the relationship between low parental psychological autonomy and relational aggression, as well as between low parental behavioral control and relational aggression. The effect of low parental psychological autonomy on relationally aggressive behavior was also significantly stronger when CU traits were present (moderator). The results emphasize that both individual and interpersonal factors should be taken into consideration when studying relational aggression.

The Model of Interpersonal Teacher Behaviour: a qualitative cross-cultural validation within the Greek elementary education context

The Model of Interpersonal Teacher Behaviour (MITB) provides a widely acclaimed framework for studying the student-teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross- cultural adaptation procedures. The present study examined the cross-cultural validity of the MITB within the Greek elementary education context. Semi-structured interviews were under- taken with 6 teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and teachers.

Greek EPQ-J: Further Support for a Three-Factor Model of Personality in Children and Adolescents

This study aimed to investigate the validity of the Eysenckian personality dimensions in 1,368 children and adolescents who completed the Greek Eysenck Personality Questionnaire-Junior (EPQ-J). Exploratory and confirmatory factor analyses were employed. Controversial issues regarding the Lie and Psychoticism scales were also investigated. Finally, the predictive validity of the EPQ-J was assessed using Goodman’s Strengths and Difficulties Questionnaire. Confirmatory factor analytic results supported the four-factor structure of the scale. Results provide support for the appropriateness of the EPQ-J with Greek speaking samples and add to the international literature regarding the three-factor model of personality in children and adolescents.