Papers by Stelios Georgiou
Educational Psychology, 2014
Publisher's PDF, also known as Version of record Bruggink, M. (2014). Teachers' Perceptions of St... more Publisher's PDF, also known as Version of record Bruggink, M. (2014). Teachers' Perceptions of Students' Additional Support Needs. Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.
Journal of Adolescence, Aug 23, 2017
The aims of the present study were to explore the impact of parental characteristics (behavioural... more The aims of the present study were to explore the impact of parental characteristics (behavioural control and psychological control) on adolescents' expression of externalizing and internalizing behaviours. To address the aim of the study, participants completed quantitative measures; the study included 538 adolescents and their mothers and fathers. Overall, 513 mothers and 464 fathers participated in the study. Adolescents completed the Children's Report on Parent Behaviour Inventory (CRPBI), while parents completed the Child Behaviour Checklist e Parent Report (Short Form; CBCL). Results of the study showed that only maternal and paternal psychological control predicted externalizing and internalizing behaviours. The conclusions have practical applications, as they can provide novel approaches in parent training programmes. Furthermore, results are discussed in relation to the connection with earlier studies and the theoretical contribution.
Ψυχολογία. Το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, Nov 18, 2022
Parental rejection is a significant predictor of adolescents' social adjustment, including victim... more Parental rejection is a significant predictor of adolescents' social adjustment, including victimization. Despite the fact that parenting research has largely neglected the role of the father, there are indications that paternal acceptance can play a protective role against maternal rejection. The purpose of the present study was to clarify the effect of maternal rejection indicators on victimization, and to examine whether paternal acceptance moderates this effect, in a cross-cultural sample of 846 (Mage = 12.63, SDage = 1.01, Ngirls = 403) of Greek (N = 471) and Cypriot (N = 375) early adolescents, following a short-term longitudinal research design (six-month interval). Students completed self-report measures. Results indicated that the maternal rejection had a strong effect on victimization six months later, even when taking into account initial victimization levels, and that paternal acceptace moderated this effect to a large extend. The findings are discussed and suggestions for future research are given.
Parental Knowledge Questionnaire
The purpose of the present study was to investigate the direction of effects between parents' sou... more The purpose of the present study was to investigate the direction of effects between parents' sources of knowledge and children's involvement in bullying and victimization at school. The participants were 348 early adolescents with a mean age of 13.5 years and their mothers. The children completed the Revised Bullying and Victimization Questionnaire, while the mothers completed the Parental Knowledge Questionnaire. Data were collected in two time points with a 6-month interval. The structural equation model showed that child disclosure and parental control at Time 1 (T1) positively predicted bullying at Time 2 (T2), while parental solicitation at T1 negatively predicted bullying at T2. Conversely, bullying at T1 positively predicted child disclosure and parental control at T2, while victimization at T1 positively predicted parental solicitation at T2 and negatively predicted child disclosure at T2. The results confirmed that the relationship between parental knowledge and bullying is reciprocal and that prior parental solicitation was the only source of knowledge that was negatively related with future involvement in bullying. Interestingly, victimization at T2 was not related with any of the sources of parental knowledge at T1 indicating that parents' effort to know about their youths' socialization may not lead to reducing victimization. Bullying, however, appeared to be negatively predicted by prior parental solicitation indicating that parents' effort to
European Journal of Developmental Psychology, Jul 31, 2020
The present study sought to investigate the short-term growth in the levels of traditional and cy... more The present study sought to investigate the short-term growth in the levels of traditional and cyber forms of bullying and victimization, and examine how growth in one form of bullying relates to that of others', for students in late elementary and early high school grades (ages 10 to 15) and to examine how the educational level of the students affects this growth. In total 868 students participated in the study during four measurement waves with an approximate five-week time-lag between each wave. The Latent Growth Modeling technique was implemented in data analysis and results indicated considerable differences between traditional and cyber forms of bullying. For example a steeper fluctuation was indicated for cyber forms of bullying and victimization, which was more precipitous for students who were already reporting high levels of such behaviors, contrary to what was found for traditional forms of bullying. Nonetheless, similarities between the two forms were also present. Implications for research and practice are discussed.
European Journal of Developmental Psychology, May 29, 2017
While previous studies have examined the relationship between psychopathic traits and alcohol use... more While previous studies have examined the relationship between psychopathic traits and alcohol use in adolescents, limited empirical investigations of the longitudinal bidirectional effects of psychopathic traits and alcohol use have been conducted for this age-group. The purpose of the present study was to examine the longitudinal associations among adolescent's psychopathic traits and their alcohol use, in order to illustrate the directional causal relationship between the two constructs, taking into account demographic effects. Participants were 334 adolescents from Cyprus. The participants responded to self-report questionnaires in two consecutive measurements within a six-month interval. Data were analyzed with cross-lagged structural equation modelling. Results indicated that the Dependence alcohol symptoms in Time 1 were significant predictors of the Interpersonal dimension of psychopathy in T2, and the Behavioural dimension of psychopathy in T1 was a significant predictor of Dependence alcohol symptoms in T2, regardless of previous levels of psychopathy and alcohol use, gender and age effects. Implications for research are discussed.
International journal of developmental science, Jul 29, 2019
The present study sought to examine the independent, hierarchical, and integrative models of mult... more The present study sought to examine the independent, hierarchical, and integrative models of multiple attachment relationships in a sample of Greek-Cypriots in middle adolescence and to test the distinct and interactive effects of these relationships on bullying involvement. A sample of Greek-Cypriot adolescents (N = 406, 55.4% females, M age = 16.01, SD = 0.82) completed the Greek forms of the Revised Olweus Bully-Victim Questionnaire (BVQ-R), the Inventory of Parental and Peer Attachment (IPPA), and the Questionnaire on Teacher Interaction (QTI). Path models were used to test for the effect of multiple attachment relationships on bullying and victimization, using AMOS 24.0.The integrative model of multiple attachment relationships was supported and found to have significant effects on bullying involvement. The effect of the quality of the mother-adolescent relationship on bullying involvement was fully mediated by the quality of the attachment relationships with peers and the interpersonal relationship with teachers. The quality of adolescents' relationship with teachers affected their interactions with peers, and not the opposite, though both continued to have distinct effects on bullying involvement.
International journal of criminology and sociology, Sep 19, 2012
The purpose of the present study was to examine the differences existing between subgroups of ear... more The purpose of the present study was to examine the differences existing between subgroups of early adolescents involved in bullying activities at school. Specifically, the study aimed at comparing three identified groups (bullies, passive victims and aggressive victims or bully-victims) as well as uninvolved students in terms of a number of indicators of psycho-social adjustment; namely, empathy, impulsivity, hyperactivity, emotional and behavioral problems and pro-social skills. A representative sample of 454 Greek Cypriot students (mean age of 13.4) was selected from seven different public high schools. The participants completed a revised version of the Bullying and Victimization Questionnaire and based on their scores they were classified into one of four, mutually exclusive categories, those of bullies, victims, aggressive victims, and uninvolved. These groups were then compared regarding their mean scores on the Basic Empathy Scale, the Strengths and Difficulties Questionnaire, and the Urgency Subscale. Multiple post-hoc comparisons revealed that the aggressive victims group had the most problematic psycho-social profile. Specifically, aggressive victims were significantly more impulsive, less affectively empathic, and had lower prosocial skills, more behavioural problems and more hyperactivity. The results of the present study show that children and adolescents diagnosed as aggressive victims are at higher risk in a number of psychopathological characteristics that endanger typical development.
Social Psychology of Education, Nov 16, 2017
The purpose of this study was to examine the relationship between parenting styles, cultural valu... more The purpose of this study was to examine the relationship between parenting styles, cultural values and bullying behavior at school. The main objective was to test the mediating role of cultural values in these relationships. The participants were 985 pre-adolescents, aged 10-12 years old (M = 10.95, SD = .75) from Cyprus and Greece who completed the Parental Authority Questionnaire, the Cultural Values Scale and the Bullying Victimization Questionnaire. Structural equation models were applied to test the interrelations between the latent factors. It was found that horizontal individualism was positively related to victimization, whereas vertical individualism was positively related to bullying. Furthermore, cultural values partially mediated the relationships between parental styles and bullying behavior. The contextual mechanisms explaining bullying and victimization were similar for males and females. The findings support the contextual conceptualization of bullying and point out the need to consider the mediating role of cultural values in order to understand the differential pathways between familial factors and child outcomes.
European Journal of Developmental Psychology, 2011
The purpose of this special issue is to report on the findings of a series of studies which exami... more The purpose of this special issue is to report on the findings of a series of studies which examined national identity and ingroup-outgroup attitudes in 7-and 11-year-old children from countries that have not experienced violence or war in the recent past (England and The Netherlands) and countries that have recently been or still are subject to armed conflict or intergroup violence (Bosnia, northern and southern Cyprus, Northern Ireland, the Basque Country and Israel). In total, 12 national groups participated in these studies involving Bosniak and Serbian children (Bosnia), Greek Cypriot and Turkish Cypriot children (Cyprus), Catholic and Protestant children (Northern Ireland), Basque and Spanish children (the Basque Country), Jewish and Arab children (Israel), and Dutch and English children (The Netherlands and England).
Authoritarian Parenting, Power Distance, and Bullying Propensity
International journal of school and educational psychology, Sep 1, 2013
Educational Psychology, Mar 26, 2020
Little research evidence exists for the mechanisms through which cyberbullying develops and is ma... more Little research evidence exists for the mechanisms through which cyberbullying develops and is maintained. The purpose of the present was to investigate a social-ecological diathesis-stress model for cyberbullying. The study examined the unique and interactive effects of psychopathic traits, moral disengagement and school climate on cyberbullying and cybervictimization. A sample of 407 adolescents aged 15-18 years completed the Youth Psychopathic Inventory, the Moral Disengagement Scale, the School Climate Bullying Survey and the Personal Experiences Checklist. The structural equation models performed provided support for a social-ecological diathesis-stress model for cyberbullying and cybervictimization. Different effects were present for participants differing in the levels of self-reported psychopathy and gender. Implications for research and practice are discussed.
InTech eBooks, Feb 6, 2018
This chapter examines the existing relationship between different types of parental practices and... more This chapter examines the existing relationship between different types of parental practices and the development of internalizing and externalizing behavioral problems in adolescence. Parental involvement and parenting styles are defined and analyzed as possible parameters of adolescent problems, including bullying and victimization. Special emphasis is given to the distinction between behavioral and psychological parental control. Furthermore, issues such as parent-adolescent conflict, locus of control, and parental values are discussed as correlates of these problems, since prior research has identified them as either risk or protective factors for child and adolescent social and emotional adaptation.
Longitudinal associations between parental rejection and bullying/victimization
Emotional and Behavioural Difficulties, Dec 7, 2017
ABSTRACT The present study investigated the direction of the relationship between parental reject... more ABSTRACT The present study investigated the direction of the relationship between parental rejection and children’s engagement in bullying and victimization. Using a cross-lagged design, we examined whether (a) bullying and victimization predict an increase in parental rejection six months later, (b) parental rejection predicts an increase in bullying and victimization six months later, and (c) there is a reciprocal association between bullying/victimization and parental rejection. The participants were 846 early adolescents (mean age = 12.63 years) randomly selected from primary and secondary schools in Cyprus and Greece (375 Cypriots, 471 Greek students) and their parents. Children completed a translated version of the Personal Experiences Checklist – (PECK) and the Rejection subscale of the Parental Acceptance/Rejection Questionnaire. The results showed that parental rejection at Time 1 predicted significantly victimization at Time 2. Parental rejection however, was not a significant predictor of bullying. Moreover, bullying and victimization at Time 1 predicted significantly parental rejection at Time 2. These results provide further insight at the theoretical level in as far our understanding of the familial dynamics in bullying victimization and may provide clinical implications in relation to counselling of victimized children and their parents.
Parenting styles and bullying at school: The mediating role of locus of control
International journal of school and educational psychology, Sep 20, 2016
The current study examined the mediating role of children's locus of control in the relation ... more The current study examined the mediating role of children's locus of control in the relation between parenting styles and bully–victim experiences at school. Participants were 447 students aged 10 and 11 years old from 13 different elementary, urban, and rural schools in Cyprus. Analyses using structural equation modeling showed that parenting styles predict the development of these experiences differently. Specifically, authoritarian parenting is positively associated to bully–victim experiences at school, while authoritative parenting is negatively associated to the same variables. Furthermore, the findings indicated mediation effects, with locus of control being a full mediator in the relationship between authoritative parenting style and bully–victim experiences and a partial mediator in the relationship between authoritarian parenting style and bully–victim experiences at school. Nonrecursive reciprocal models confirmed the theoretically driven direction of the effect from parenting styles to bullying and victimization through the mechanism of locus of control. Multigroup analyses of invariance showed that gender moderated the mediation models for the authoritative and the authoritarian parenting styles.
Developmental Science, Nov 1, 1999
This paper aims to integrate research and theorizing about problem solving, self and personality ... more This paper aims to integrate research and theorizing about problem solving, self and personality into a comprehensive theory. With this purpose, the paper attempts to answer three questions: how do humans become aware of themselves and how do the products of self-awareness interrelate to produce an integrated self-system, which includes the domains of cognition and personality? How do persons know and influence each other? How do these processes change with development? The answers given to these questions by self, personality and cognitive developmental psychology are critically examined. It is concluded that an overarching model would have to assume a multilevel and multidimensional architecture. This would involve three main levels: the first includes general-purpose processes and functions, such as processing efficiency and working memory, which define current cognitive potentials; the second includes several domain-specific systems directed to different aspects of the environment; the third includes self-oriented processes that register, represent and regulate processes at the other two levels. Each person's self-concepts result from the application of the third level on the other two and they differentially reflect their condition. Personality reflects the interaction between these self-concepts and dispositions to act in particular ways. Because humans share this architecture they can negotiate and affect each other's self-and reflected representations. Thus, the formation of mind, self and personality results from a continuous flow of interactions between the levels and domains of mind within and across persons. The article summarizes a series of studies lending support to this general model.
Do mothers know? Longitudinal associations between parental knowledge, bullying, and victimization
Journal of Social and Personal Relationships, Mar 6, 2014
Journal of Criminology (Online), May 15, 2013
The purpose of the present study was threefold. First, we tried to investigate whether the qualit... more The purpose of the present study was threefold. First, we tried to investigate whether the quality of attachment with parents and peers predicts bullying and victimization. Second, we also attempted a moderation analysis in order to examine whether the relationship between quality of attachments and bullying is moderated by the child's gender. Finally, we explored whether there are significant differences in the quality of attachment between children identified as bullies, victims, bully/victims, and uninvolved. The participants were 303 fifth and sixth grade children with a mean age of 11.06 years that completed the Revised Bullying and Victimization Questionnaire and the Inventory of Parent and Peer Attachment. The results showed that poor quality of attachment with parents and peers predicts bullying and victimization. Moderation analysis revealed that the link between quality of attachment and bullying and victimization is significantly stronger for girls. Also, as hypothesized, bullies and bully/victims manifest the worst quality of attachment with parents and peers. The results are discussed with the framework of attachment and aggression theory, exploring the pathways that explain the association between poor attachment and externalizing problems during late childhood.
Longitudinal associations between parental rejection and bullying/victimization
Emotional and Behavioural Difficulties, 2017
ABSTRACT The present study investigated the direction of the relationship between parental reject... more ABSTRACT The present study investigated the direction of the relationship between parental rejection and children’s engagement in bullying and victimization. Using a cross-lagged design, we examined whether (a) bullying and victimization predict an increase in parental rejection six months later, (b) parental rejection predicts an increase in bullying and victimization six months later, and (c) there is a reciprocal association between bullying/victimization and parental rejection. The participants were 846 early adolescents (mean age = 12.63 years) randomly selected from primary and secondary schools in Cyprus and Greece (375 Cypriots, 471 Greek students) and their parents. Children completed a translated version of the Personal Experiences Checklist – (PECK) and the Rejection subscale of the Parental Acceptance/Rejection Questionnaire. The results showed that parental rejection at Time 1 predicted significantly victimization at Time 2. Parental rejection however, was not a significant predictor of bullying. Moreover, bullying and victimization at Time 1 predicted significantly parental rejection at Time 2. These results provide further insight at the theoretical level in as far our understanding of the familial dynamics in bullying victimization and may provide clinical implications in relation to counselling of victimized children and their parents.
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Papers by Stelios Georgiou