Papers by Christos Rentzios
Educational Psychology, 2014
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Educational Psychology, 2019
The study aims at investigating students’ learning/defence profiles.
It also explores students’ p... more The study aims at investigating students’ learning/defence profiles.
It also explores students’ profiles during different years of
study. Participants comprised of 425 undergraduates. They completed
the ‘Approaches to Study and Skills Inventory’ and the
‘Defense Style Questionnaire’. The students’ academic achievement
was measured through grade point average. Cluster analysis
revealed three profiles: ‘restricted maturity and dissonant-unorganized’
students, ‘defensive and reproduction oriented’ students, and
‘mature and learning advanced’ students. The profiles correspond
to adaptive and maladaptive learning patterns. The study also
revealed few (a) differences across the years of study (on strategic
approach) and (b) interactions between the three clusters and the
years of study (on mature defence style and GPA). The findings
are discussed in relation to recent literature. Limitations and
future research suggestions are presented.
According to social information-processing models, aggressive children are prone to over-attribut... more According to social information-processing models, aggressive children are prone to over-attribute hostile intentions to peers. The current article describes the development and preliminary evaluation of a 5-session, classroom-based, universal group program that focuses on helping students develop a more positive attributional style. Compared to a test-retest control group (n = 34), children receiving group intervention (n = 18) were less likely to endorse hostile attributions and more likely to endorse benign attributions in response to a set of ambiguous social situations. Furthermore, peer-directed aggressive behaviour scores reduced more in the experimental group than in the control group. Children who received social information processing group intervention also reported less perceived anger and showed a trend to report more self-control than those in the control group. Finally a regression analysis showed that children who evidenced greater reductions in aggressive behaviour tended to be those who also reported greater decreases in hostile attributional style.
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Papers by Christos Rentzios
It also explores students’ profiles during different years of
study. Participants comprised of 425 undergraduates. They completed
the ‘Approaches to Study and Skills Inventory’ and the
‘Defense Style Questionnaire’. The students’ academic achievement
was measured through grade point average. Cluster analysis
revealed three profiles: ‘restricted maturity and dissonant-unorganized’
students, ‘defensive and reproduction oriented’ students, and
‘mature and learning advanced’ students. The profiles correspond
to adaptive and maladaptive learning patterns. The study also
revealed few (a) differences across the years of study (on strategic
approach) and (b) interactions between the three clusters and the
years of study (on mature defence style and GPA). The findings
are discussed in relation to recent literature. Limitations and
future research suggestions are presented.
It also explores students’ profiles during different years of
study. Participants comprised of 425 undergraduates. They completed
the ‘Approaches to Study and Skills Inventory’ and the
‘Defense Style Questionnaire’. The students’ academic achievement
was measured through grade point average. Cluster analysis
revealed three profiles: ‘restricted maturity and dissonant-unorganized’
students, ‘defensive and reproduction oriented’ students, and
‘mature and learning advanced’ students. The profiles correspond
to adaptive and maladaptive learning patterns. The study also
revealed few (a) differences across the years of study (on strategic
approach) and (b) interactions between the three clusters and the
years of study (on mature defence style and GPA). The findings
are discussed in relation to recent literature. Limitations and
future research suggestions are presented.