Auflistung nach Autor:in "Vasiou, Aikaterini"

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Exploring parenting styles patterns and children’s socio-emotional skills
(MDPI, 29.06.2023) Vasiou, Aikaterini; Kassis, Wassilis; Krasanaki, Anastasia; Aksoy, Dilan; Favre, Céline Anne; Tantaros, Spyridon
In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a “Highly Authoritative style” profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called “Relaxed Authoritative style”, with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named “Permissive Focused Authoritative style”, had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named “Inconsistent Parenting style”, we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the “highly authoritative parenting style” profile to be the least connected to internalizing or externalizing problems of the respective children.
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
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