Kassis, Wassilis

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Kassis
Vorname
Wassilis
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Kassis, Wassilis

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2002 - 200942020 - 20243
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Institut: Institut Forschung und Entwicklung × Thema: Schule ×

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Gerade angezeigt 1 - 8 von 8
  • Vorschaubild
    Publikation
    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 [in: Adversity and Resilience Science]
    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
  • Vorschaubild
    Publikation
    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 [in: Education Sciences]
    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
  • Vorschaubild
    Publikation
    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 [in: Psychology: the Journal of the Hellenic Psychological Society]
    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
  • Vorschaubild nicht verfügbar
    Publikation
    Gewalt in der Schule, Phänomene aus dem Nichts?
    (Pestalozzianum, 2008) Kassis, Wassilis; Drilling, Matthias; Steiner, Olivier; Eser Davolio, Miryam [in: Gewalt an Schulen. Handlungskonzepte auf dem Prüfstand]
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Gewalttäter in der Schule: Das Produkt ihres Selbst und ihres sozialen Umfelds
    (2003) Kassis, Wassilis [in: Bulletin der Arbeitsgemeinschaft LehrerInnen für Geistigbehinderte]
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild nicht verfügbar
    Publikation
    Was charakterisiert Gewalttäter in der Schule?
    (Pestalozzianum, 2002) Kassis, Wassilis; Drilling, Matthias; Steiner, Olivier; Eser Davolio, Miryam [in: Gewalt an Schulen. Handlungskonzepte auf dem Prüfstand]
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift
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