Modern Issues of Educational and School Psychology

Course Information
TitleΣύγχρονα Θέματα Εκπαιδευτικής και Σχολικής Ψυχολογίας / Modern Issues of Educational and School Psychology
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
Course ID600016598

Programme of Study: Scholikī PSychología (2020-2022)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Psychology Applications in EducationCompulsory Course1110

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful completion of the course, students are expected to have achieved the following learning outcomes: (a) deep understanding of the topics under discussion, (b) deep understanding of the research methods used to study the topics of the course and competence to work as autonomous researchers in the field, and (c) competence to provide relevant counseling services to students, teachers and parents.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The aims of the course are twofold: (a) the acquisition of specialized knowledge and skills in current issues in the literature of Educational and School Psychology and (b) their associations with educational applications aiming at the promotion of children’s and adolescents’ learning outcomes and of their adjustment in the school context. Specifically, the following topics will be thoroughly discussed: (i) Achievement motivation with emphasis on Achievement Goal Theory, Expectancy-Value Theory and Possible Selves. (ii) Avoidance behaviors in the school context (self-handicapping and avoidance of help-seeking). (iii) Parental involvement in the children’s school life and academic outcomes. Developmental considerations in regard to the above issues are also discussed.
Achievement motivation, goal orientation theory, expectancy-value theory, possible selves, self-handicapping, avoiadnace of help seeking, parental involvement in children's school life.
Educational Material Types
  • Slide presentations
  • Video lectures
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
- Use of powerpoint during the classes - Occasionally use of the internet - Use of Moodle - Electronic Communication with the students (via e-mail, via moodle, use of the Department's website)
Course Organization
Reading Assigment52
Written assigments52
Student Assessment
- Literature review and class participation (25%) - Presentation of selected topics in the classroom (25%) - Design of an evidence-based prevention/intervention program for the school community (focused on the units discussed in the class, 30%) - Oral exams (20%)
Student Assessment methods
  • Written Assignment (Formative)
  • Oral Exams (Summative)
  • Performance / Staging (Formative)
  • Labortatory Assignment (Summative)
Course Bibliography (Eudoxus)
Δε χορηγείται σύγγραμμα.
Additional bibliography for study
ΕΝΔΕΙΚΤΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ - Butler, R. (2006). An achievement goal perspective on student help-seeking and teacher help giving in the classroom: theory, research, and educational implication. In S. A. Karabenick, & R. S. Newman (Eds.), Help-seeking in academic settings: Goals, groups and contexts (pp. 15-44). Mahwah, NJ: Erlbaum. - Γωνίδα, Ε. (2012). Κίνητρα και Μάθηση: Ο ρόλος του σχολείου και της οικογένειας. Στο Σ. Χατζηχρήστου & Η. Μπεζεβέγκης (Επιμ. Έκδοσης), Ψυχο-Παιδία: Θέματα ανάπτυξης και προσαρμογής των παιδιών στην οικογένεια και το σχολείο (σελ. 130-171). Αθήνα: Πεδίο. - Cassidy, S. (2015). Resilience-building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 1-14. - Chow, A., Eccles, J. S., & Salmela-Aro, K. (2012). Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland. Developmental Psychology, 48, 1612-1628. - Denissen, J. J. A., Zarrett, N. R. Eccles, J. S. (2007). I like to do it, I’m able, and I know I am: Longitudinal couplings between domain-specific achievement, self-concept, and interest. Child Development, 78, 430 – 447. - Destin, M. & Oyserman, D. (2010) Incentivizing education: Seeing schoolwork as an investment, not a chore. Journal of Experimental Social Psychology, 46, 846-849. - Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396. - Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120-130. - Gonida, E. N., & Leondari, A. (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. International Journal of Educational Research, 50, 209-211. - Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53–60. - Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. European Journal of Psychology of Education, 22, 23-39. - Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99-123. - Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645. doi: 10.1037/0022-0663.94.3.638 - Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740-763. - Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42. - Hoover-Dempsey, K. V., Battiano, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36, 195-209. - Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106, 105-130. - Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2015). Student motivation: Current theories, constructs, and interventions within an expectancy value framework. In A. Lipnevich, F. Preckel, & R. Roberts (Eds.), Psychosocial skills and school systems in the twenty-first century: Theory, research, and applications. New York: Springer. - Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449. - Ireson, J., & Hallam, S. (2009). Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools. Learning and Instruction, 19, 201-213. - Kaplan, A. (2015). Opinion: Paradigms, methods, and the (as yet) failed striving for methodological diversity in Educational Psychology published research. Frontiers in Psychology, 6, 1-4. - Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, 126, 33-43. - Kratochwill, T. R. (2012). Comments on “Distinguishing science from pseudoscience in school psychology:” Evidence-based interventions for grandiose bragging. Journal of School Psychology, 50, 37-42. - Kosovich, J. J., Hulleman, C. S., Barron, K. E., & Getty, S. (2014). A practical measure of student motivation: Establishing validity evidence for the expectancy-value-cost scale in middle school. The Journal of Early Adolescence, 1-27. - Lazowski, R. A., & Hulleman, C. S. (2015). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, XX, 1 –39 . - Lee, M. & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294. - Murayama, K., & Elliot, A., (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070. - Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103, 258-236. - Lilienfeld, S. O., Ammirati, R., & David, M. (2012). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50, 7-36. - Linnenbrink-Garcia, L., Middleton, M. J., Ciani,K. D., Easter, M. A., O'Keefe, P. A., & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281-301. - Muis, K. R. & Edwards, O. (2009). Examining the stability of achievement goal orientation. Contemporary Educational Psychology, 34, 265-279. - Newman, R. S. (2000). Social influences on the development of children’ adaptive help seeking: The role of parents, teachers, and peers. Developmental Review, 20, 350–404. - Oyserman, D., Bybee, D., Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188-204. - Oyserman, D. (2014). Identity-based motivation: Core processes and intervention examples. In S. Karabenick & T. Urdan (Eds.), Advances in Motivation and Achievement series - Motivational Interventions. New York: Emerald - Oyserman, D., Johnson, E., & James, L. (2011). Seeing the destination but not the path: Effects of socioeconomic disadvantage on school-focused possible self-content and linked behavioral strategies. Self and Identity, 10, 474‐492. - Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039-1101. - Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583–597. doi:10.1037/00220663.98.3.583 - Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115– 135. doi:10.1037/a0013383 - Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback. Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115-124. - Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373-410 - Pomerantz, E. M., Ng, F. F., & Wang, Q. (2006). Mothers’ mastery-oriented involvement in children’s homework: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98, 99-111. - Pomerantz, E., M., Wang, Q., & Ng, F. F. (2005). Mothers’ affect in the homework context: The importance of staying positive. Developmental Psychology, 41, 414-427. - Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51, 146-163. - Roussel, P., Elliot, J. A., & Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21, 394-402. - Ryan, A. M., Pintrich, P.R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93–114. - Schencke, K., Lam, A. C., Conley, A. M., & Karabenick, S. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146. - Schwinger, M., Steinmayr, R. & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 164-179. - Senko, C., & Miles, K. M. (2008). Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology, 33, 561–583. doi:10.1016/ j.cedpsych.2007.12.001 - Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist. DOI: 10.1080/00461520.2011.538646 - Senko, C., Durik, A., M., Patel, L., Lovejoy, C. M., & Valentiner.,D. (2013). Performance-approach goal effects on achievement under low versus high challenge conditions. Learning and Instruction, 23, 60-68. - Shukla, S. Y., Tombari, A. K., Toland, M. D., & Danner, F. W. (2015). Parental support for learning and high school students’ academic motivation and persistence in mathematics. Journal of Educational and Developmental Psychology, 5, 44-56. - Vasquez, A. C., Patall, E. A., Fong, C. F., Corrigan, A. S., & Pine, L. (2015). Parent autonomy support, academic achievement, and psychosocial functioning: a meta-analysis of research. Educational Psychology Review, 28. doi: 10.1007/s10648-015-9329-z - Wang, M-T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choice of careers in Science, Technology, Engineering, and Mathematics. Psychological Science, XX, 1-6. - Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations and interest: Definitions, development and relations to achievement outcomes. Developmental Review, 30, 1-35. - Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. - Wolters, C. A. (2004). Advancing achievement goals theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236– 250. doi:10.1037/0022-0663.96.2.236
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