Course Information
Cycle / Level1st / Undergraduate
Teaching PeriodWinter
Course ID600013498

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 310
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course326

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours4
Total Hours52
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
Good command of English (terminology, additional English literature).
Learning Outcomes
Upon successful completion of the course, students are expected to: (a) deeply understand the ways children and adolescents can learn in order to achieve high-level learning outcomes and to be well-adjusted at school and the broader school community, (b) be aware of the psychological processes behind educational practices which would promote or undermine the learning process, (c) to support teachers and parents in issues related to learning and instruction so that children's and adolescents' learing outcomes to be promoted.
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
  • Respect natural environment
  • 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 course examines the major learning approaches and contemporary research findings on school learning, instruction and the promotion of student learning outcomes and academic achievement. Specifically, the following topics are discussed: Behavioral, social cognitive, cognitive views of learning. Self-regulated learning. Motivating students to learn (implicit theories of intelligence, achievement goal orientations, self-efficacy beliefs, causal attributions,interest, academic emotions). Self-concept and self-esteem and their relationship with academic outcomes. Psychological classroom environment. Avoidance behaviors in school settings (avoiance of help seeking, self-handicapping strategies). Parenting, school learning and children’s academic outcomes (parental involvement, school-family collaboration).
learning approaches (behavioral, cognitive, socio-cognitive), self-regulated learning, achievement motivation, academic emotions, self-concept and self-esteem, psychological classroom environment, avoidance behaviors, parental involvement in students' school life.
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
  • Book
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 - Use of Moodle - Electronic Communication with the students (via e-mail, use of the Department's website) - The course is available as a Massive Open Online Course (MMOCS) at the following address:
Course Organization
Reading Assigment261
Student Assessment
- Written exams at the end of the semester The above procedure is described in the Course Sullabus which is provided to the students in the beginning of every teaching semester. It is also available on the website of the School of Psychology and on the elearning platform.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Exam with Problem Solving (Summative)
Course Bibliography (Eudoxus)
Προτεινόμενα συγγράμματα 1. Elliot, S. N., Kratochwill, T. R., Cook, J. L., & Travers, J. F. (2000/2008, μετ.). Εκπαιδευτική Ψυχολογία: Αποτελεσματική διδασκαλία, αποτελεσματική μάθηση. Αθήνα: Gutenberg (Επιμ. Μετ.: Α. Λεονταρή & Ε. Συγκολλίτου). 2. Eggen, P. & Kauchak, D. (2016/2017 μετ.). Εκπαιδευτική Ψυχολογία: Νέοι Ορίζοντες στη Μάθηση και τη Διδασκαλία. Αθήνα: Κριτική (Επιμ. Μετ.: Π. Δημητροπούλου)
Additional bibliography for study
Ενδεικτική Βιβλιογραφια Γεωργίου, Σ. Ν. (2012). Γονική εμπλοκή και ανάπτυξη του παιδιού. Στο Σ. Χατζηχρήστου & Η. Μπεζεβέγκης (Επιμ. Έκδοσης), Ψυχο-Παιδία: Θέματα ανάπτυξης και προσαρμογής των παιδιών στην οικογένεια και το σχολείο (σελ. 43-61). Αθήνα: Πεδίο. 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. Γωνίδα, Ε., Κιοσέογλου, Γ., & Παπακυριακίδου, Ο. (2007). Καλλιέργεια των μεταγνωστικών δεξιοτήτων κατά την προσχολική ηλικία: Μια έρευνα παρέμβασης μέσα στην τάξη. Στο Π. Μισαηλίδη, Α. Μπρούζος, & Α. Ευκλείδη (Επιμ. Έκδ.), Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδας, Τόμος 5 (σελ. 133-162). Αθήνα: Ελληνικά Γράμματα. 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, Ε., Kiosseoglou, G, & Leondari, A. (2006). Implicit theories of intelligence, perceived academic competence and school achievement: Developmental differences and educational implications. The American Journal of Psychology, 119, 223-238. Gonida, E. N., & Lemos, M. (Guest Eds.) (2019). Motivation in Education at a Time of Global Change: Theory, Research and implication for Practice. In S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series, Vol. 20. Bingley, UK: Emerald Publishing. 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 (1), 53–60. Karabenick, S., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 421-433, 2nd ed.). New York: Routledge. Κωσταρίδου-Ευκλείδη, Α. (1995). Ψυχολογία κινήτρων. Αθήνα: Ελληνικά Γράμματα. Κωσταρίδου-Ευκλείδη, Α. (2005). Μεταγνωστικές διεργασίες και αυτο-ρύθμιση. Αθήνα: Ελληνικά Γράμματα. Λεονταρή, Α. (1996). Αυτο-αντίληψη. Αθήνα: Ελληνικά Γράμματα. Λεονταρή, Α. (2012). Αυτοεκτίμηση: μια βασική ψυχολογική ανάγκη; Στο Σ. Χατζηχρήστου & Η. Μπεζεβέγκης (Επιμ. Έκδοσης), Ψυχο-Παιδία: Θέματα ανάπτυξης και προσαρμογής των παιδιών στην οικογένεια και το σχολείο (σελ. 299-321). Αθήνα: Πεδίο. Metallidou, P., & Vlachou, Α. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42 (1), 2-15. Schunck, D. H., Pintrich, P., & Meece, J. L. (2007/2010, μετ.). Τα κίνητρα στην εκπαίδευση. Αθήνα: Gutenberg (Επιμ. Μετ.: Ν. Μακρής & Δ. Πνευματικός) Stipek, D., & Seal, K. (2001). Motivated minds: Raising children to love learning. New York: Henry Holt & company. Συγκολλίτου, Ε. (2006) (Επιμ. Έκδ.). Έννοια του εαυτού και λειτουργικότητα στο σχολείο. Θεσσαλονίκη: Εκδόσεις Κυριακίδη. Τιβικέλη, Α., Γωνίδα, Ε., & Κιοσέογλου, Γ. (2017). Στόχοι επίτευξης για τη διδασκαλία και πεποιθήσεις αποτελεσματικότητας εκπαιδευτικών: Η συμβολή τους στην υιοθέτηση διδακτικών πρακτικών. Επιστημονική Επετηρίδα Τμήματος Ψυχολογίας, Α.Π.Θ., Τόμος ΙΑ'.
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