Μεταγνωστικές Διεργασίες και Ρύθμιση του Γνωστικού και του Θυμικού

Δεν υπάρχουν.

Προβολή διαφανειών στο πλαίσιο της διδασκαλία. Χρήση ηλεκτρονικής πλατφόρμας (e-learning) για επικοινωνία με φοιτητές και ανάρτηση του υλικού του μαθήματος.

Οι φοιτητές/τριες αξιολογούνται σε όλη τη διάρκεια του εξαμήνου ως εξής: --Συμμετοχή μέσα στην τάξη (10% της τελικής βαθμολογίας) --2 ομαδικές προφορικές παρουσιάσεις σε σχετική θεματολογία (ομάδες των 2 ατόμων). (20% της τελικής βαθμολογίας) --1 γραπτή ατομική εργασία (άρθρο επισκόπησης 10-15 σελίδων). (40% της τελικής βαθμολογίας) --Τελική προφορική εξέταση (30% της τελικής βαθμολογίας)

Αγγλική και ελληνική βιβλιογραφία από βιβλία και άρθρα από βιβλιογραφικές βάσεις Ενδεικτική βιβλιογραφία για μελέτη των θεμάτων που θα παρουσιαστούν --Bailey, P. E., & Henry, J. D. (2008). Growing less empathic with age: Disinhibition of the self-perspective. The Journals of Gerontology: Series B: Psychological Sciences and Social Sciences, 63, 219-226. --Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. Doi: 10.1146/annurev-psych-113011-143823 --Brockman, R., Ciarrochi, J., Parker, P., & Kashdan, T. (2016). Emotion regulation strategies in daily life: mindfulness, cognitive reappraisal, and emotion suppression. Cognitive Behaviour Therapy, 46, 91-113. http://dx.doi.org/10.1080/16506073.2016.1218926 --Carver, C. S. (2015). Control processes, priority management, and affective dynamics. Emotion Review, 7, 301-307. Doi: 10.1177/1754073915590616 --Davis, E. L., Levine, L. J., Lench, H. C., & Quas, J.A. (2010). Metacognitive Emotion Regulation: Children’s Awareness that Changing Thoughts and Goals Can Alleviate Negative Emotions. Emotion, 10, 498-510. --De Boer, H., Donker, A. S., Kostons, D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. --Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. --Δερμιτζάκη, Ε. (2017). Προάγοντας τις δεξιότητες των μαθητών να μαθαίνουν: Ανάπτυξη της αυτό-ρυθμιζόμενης μάθησης. Αθήνα: Gutenberg. --Dumontheil, I., Apperly, I. A., & Blakemore, S. J. (2010). Online usage of theory of mind continues to develop in late adolescence. Developmental Science, 13, 331-338. --Duval, C., Piolino, P., Bejanin, A., Eustache, F., & Desgranges, B. (2011). Age effects on different components of theory of mind. Consciousness and Cognition, 20, 627-642. --Ebert, S. (2015) Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language. Journal of Cognition and Development, 16, 4, 559-586. --Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-and co-regulation. European Psychologist, 13, 277-287. Doi:10.1027/1016-9040.13.4.277 --Efklides, A. (2011). Interactions of metacognition with motivation and affect in self regulated learning: The MASRL model. Educational Psychologist, 46, 6-25. --Efklides, A. (2016). Metamemory and affect. In J. Dunlosky& S. Tauber (Eds.), The Oxford handbook of metamemory (pp. 245-267). New York, NY: Oxford University Press. --Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911. --Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13, 359-365. Doi:10.1037/a0032135 --Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. Doi:10.1037/0022-3514.85.2.348. --Hughes, C., Jaffee, S. R., Happé, F. G., Taylor, A., Caspi, A., & Moffitt, T. E. (2005). Origins of individual differences in theory of mind: From nature to nurture? Child Development, 76, 356-370. --Misailidi, P. (2010). Children’s metacognition and theory of mind: Bridging the gap. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 279-291). NY: Springer. --Naragon-Gainey, K., McMahon, T.P., & Chacko, T.P. (2017). The structure of common emotion regulation strategies: A meta-analytic examination. Psychology Bulletin, 143, 384-427. --Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102–116. --Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. --Schirda, B., Valentine, T.R., Aldao, A., & Prakash, R.S. (2016). Age-related differences in emotion regulation strategies: Examining the role of contextual factors. Developmental Psychology, 52, 1370-1380. --Strain, A. C., & D’Mello, S. K. (2015). Affect regulation during learning: The enhancing effect of cognitive reappraisal. Applied Cognitive Psychology, 29, 1-19. Doi:10.1002/acp.3049 --Weiner, B. (2014). The attribution approach to emotion and motivation: History, hypotheses, home runs, headaches/heartaches. Emotion Review, 6(4), 353-361. Doi: 10.1177/1754073914534502