Auflistung nach Autor:in "Govaris, Christos"

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Identification and comparison of school well-being patterns of migrant and native lower secondary-school students in Greece and Switzerland: A multigroup latent profile analysis approach
(Elsevier, 13.09.2021) Kassis, Wassilis; Govaris, Christos; Chouvati, Raia; Sidler, Petra; Janousch, Clarissa; Ertanir, Beyhan
We detected three very similar school well-being patterns among migrant and native students for both countries. The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.
01A - Beitrag in wissenschaftlicher Zeitschrift
Individual and social predictors of Greek early adolescents’ self-determination. A longitudinal structural equation analysis
(Hellenic Psychological Society, 2023) Kassis, Wassilis; Vasiou, Aikaterini; Govaris, Christos; Rietz, Christian; Graf, Ulrike
Given that early adolescence is a dynamic and vulnerable developmental period, it is important to examine factors that promote adolescents’ individual development and, more specifically, the satisfaction of psychological needs within the framework of self-determination theory. In a two-wave longitudinal sample (N = 218) of Greek adolescents (eighth grade in autumn 2020 and ninth grade in autumn 2021), we used structural equation modeling to determine which individual and social factors longitudinally predict autonomy, competence, and relatedness. The examination of these psychological needs is regarded as a necessary step in designing school-based prevention and intervention programs for adolescents. Individual factors, such as self-esteem, self-efficacy, and depression or anxiety, foster self-determination through social factors, such as recognition and support from teacher and parents, and social resources. Adolescents with a migration background showed lower levels of social factors. The model was gender invariant and indicated that social agents (teachers and parents) and social resources predict a very large proportion of variance in early adolescents’ individual development. These findings support the view that early adolescents’ development depends on social factors through the satisfaction of psychological needs.
01A - Beitrag in wissenschaftlicher Zeitschrift
Longitudinal negotiation, navigation processes, and school Success in High School. A two-wave latent transition approach
(Springer, 17.01.2024) Kassis, Wassilis; Dueggeli, Albert; Govaris, Christos; Kassis, Maria; Dittmar, Miriam; Aksoy, Dilan; Favre, Céline Anne
By combining person-centered analysis with latent transition analysis (LTA) and adapting a navigation and negotiation perspective, we examined the effect of the COVID-19 pandemic on adolescents’ depression and anxiety levels as well as their adaptation and success in high school. Focusing on the navigation (individual adaptation) and negotiation (social adaptation) factors that contribute to school success, our data from a longitudinal study in Switzerland (wave 1 in autumn 2020, grade eight [n = 315]; wave 2 in spring 2021, grade eight [n = 257]) revealed four patterns: students with high levels in both dimensions (“thriving”), students with low levels in both dimensions (“demanding”), students with low negotiation but moderate to high navigation (“unsupported bloomers”), and students with high negotiation but low navigation (“encouraged non-achievers”). The “thriving” pattern had about three times more students than the “encouraged non-achiever” pattern did and about five times more students with a lower depression/anxiety profile than the “demanding” pattern did. Parental involvement and reading comprehension were identified as crucial factors in students’ academic achievement, with parental involvement being significantly associated with the “unsupported bloomers” pattern, suggesting that parents can compensate for the lack of teacher academic support and recognition and it can contribute to students’ academic success. Adolescents with high navigation and negotiation resources had higher reading comprehension scores compared to those with lower navigation and negotiation resources. Reading comprehension significantly influenced grades in language subjects and mathematics. The study emphasized the importance of individual and social adaptation factors in promoting academic success and personal growth in high school.
01A - Beitrag in wissenschaftlicher Zeitschrift
Minority and majority adolescents’ attitudes toward mutual acculturation and its association with psychological adjustment
(Springer, 06.04.2022) Sidler, Petra; Baysu, Gülseli; Kassis, Wassilis; Janousch, Clarissa; Chouvati, Raia; Govaris, Christos; Graf, Ulrike; Rietz, Christian
Although acculturation is considered a mutual process, no measure assesses attitudes toward mutual acculturation. Through a novel four-dimensional measurement, this study addresses this research gap by assessing attitudes toward minority and majority acculturation and its relation to psychological adjustment for immigrant-background minority and non-immigrant majority adolescents in public secondary schools in three European countries: in Germany (n = 346, 46% female, Mage = 12.78 years, range 11–16), Greece (n = 439, 56% female, Mage = 12.29 years, range 11–20), and Switzerland (n = 375, 47% female, Mage = 12.67 years, range 11–15). Latent profile analyses led to three distinct acculturation profiles in all three countries: strong and mild mutual integration profiles, where both migrant and majority students are expected to integrate, and a third profile assuming lower responsibility upon the majority. Additionally, those in the strong- and mild-integration profiles reported stronger psychological adjustment than those assuming lower responsibility upon the majority, which held for all students in Switzerland and mostly for those without a migration background in Germany. The findings demonstrate the importance of a mutual acculturation framework for future research. Moreover, as most adolescents fit in with one of the mutual integration patterns, findings stress that no matter their migration background, adolescents favor mutual integration including the expectation on schools to enhance intercultural contact.
01A - Beitrag in wissenschaftlicher Zeitschrift
Recognitive justice and educational inequalities. AniIntersectional approach involving secondary grade school students in Greece
(MDPI, 25.08.2021) Govaris, Christos; Kassis, Wassilis; Sakatzis, Dimitris; Sarafidou, Jasmin-Olga; Chouvati, Raia
By applying an intersectional approach, mainly through multiple regression analysis and multivariate interaction tests with MANOVA, we were able to identify that migrant students and students from families with a low educational level experienced a significantly lower degree of recognition, mainly with the forms of respect and social esteem, both in their relationships with teachers and with peers. Additionally, levels of recognition among teachers explained the large amount of variability in academic achievement and self-esteem, while higher levels of recognition among peers were a significant predictor of the respective students’ higher self-esteem.
01A - Beitrag in wissenschaftlicher Zeitschrift
Resilience profiles across context: A latent profile analysis in a German, Greek, and Swiss sample of adolescents
(Public Library of Science, 27.01.2022) Janousch, Clarissa; Anyan, Frederick; Kassis, Wassilis; Morote, Roxanna; Hjemdal, Odin; Sidler, Petra; Graf, Ulrike; Rietz, Christian; Chouvati, Raia; Govaris, Christos
The present study investigated resilience profiles (based on levels of symptoms of anxiety and depression and five dimensions of protective factors) of 1,160 students from Germany (n = 346, 46.0% females, Mage = 12.77, SDage = 0.78), Greece (n = 439, 54.5% females, Mage = 12.68, SDage = 0.69), and Switzerland (n = 375, 44.5% females, Mage = 12.29, SDage = 0.88) using latent profile analyses. We also checked for measurement invariance and investigated the influence of gender and migration on class membership. A three-profilesolution was found for Switzerland (nonresilient 22.1%, moderately resilient 42.9%, untroubled 34.9%), and a four-profile-solution was the best fitting model for Germany (nonresilient 15.7%, moderately resilient 44.2%, untroubled 27.3%, resilient 12.7%) and Greece (nonresilient 21.0%, moderately resilient 30.8%, untroubled 24.9%, resilient 23.3%). Measurement invariance did not hold across the three countries. Profile differences regarding class membership predictions were detected for Germany and Greece, but none for Switzerland. Results implicate that resilience profiles are highly contextually sensitive, and resilience research findings should not be generalized considering the particularity of contexts, people, and outcomes.
01A - Beitrag in wissenschaftlicher Zeitschrift
Social and individual factors predicting students’ resilience. A multigroup structural equation model
(MDPI, 2023) Kassis, Wassilis; Vasiou, Aikaterini; Govaris, Christos; Favre, Céline Anne; Aksoy, Dilan; Graf, Ulrike
We investigated students’ resilience predictors during the COVID-19 pandemic. With a two-wave longitudinal sample (n = 713) of students from Greece, Germany, and Switzerland (eighth grade in autumn 2020 and ninth grade in autumn 2021), we determined which social and individual predictors longitudinally predicted resilience before and during the COVID-19 pandemic. We identified the high likelihood of individual factors (self-esteem, self-efficacy) fostering resilience by social factors (teacher, parents, and social resources). Multigroup structural equation modeling analyses demonstrated that the adolescent population was best typified by two growth trajectory classes: a low-anxiety class characterized by a low initial level of depression/anxiety and a high-anxiety class characterized by a higher initial level of depression/anxiety. The model was gender-, migration-, and country-invariant. Overall, the model showed that teachers overlook adolescents with high anxiety or depression levels, but parents support them more. These findings highlight the necessity to pay attention to students’ depression or anxiety symptoms and to satisfy their basic psychological needs, as vital prerequisites for their meaningful, coherent engagement in modern societies despite the odds.
01A - Beitrag in wissenschaftlicher Zeitschrift