ΕΝΔΕΙΚΤΙΚΗ ΒΙΒΛΙΟΓΡΑΦΙΑ
- Abreu, R. L., Kenny, M. C., Hall, J. G., & Huff, J. (2019). Supporting transgender students: School counselors’ preparedness, training efforts, and necessary support. Journal of LGBT Youth. https://doi.org/10.1080/19361653.2019.1662755
- Allen, K-A., Waters, L., Arslan, G., & Prentice, M. (2022). Strength-based parenting and stress-related growth in adolescents: Exploring the role of positive reappraisal, school belonging, and emotional processing during the pandemic. Journal of Adolescence, 94, 176–190. DOI: 10.1002/jad.12016
- Bassok, D., & Latham, S. (2017). Kids today: The rise in children’s academic skills at kindergarten entry. Educational Researcher, 46, 7–20.
- Ben-Eliyahu, A. (2019). Academic emotional learning: A critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist, 1-22.
- Ben-Eliyahu, Α. (2021). Sustainable learning in education. Sustainability, 13, 4250. https://doi.org/10.3390/su13084250
- Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39, 146–170.
- 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.
- Butler, R. (2019). Gender, Motivation, and Society: New and Continuing Challenges. In E.
N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 129-149). Bingley, UK: Emerald Publishing.
- 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.
- Cai, T., & Tu, K. M. (2021). Linking academic worries and youth academic adjustment: The role of parental involvement. Journal of Applied Developmental Psychology, 76, 101325.
- Camacho, A., Alves, R. A., Daniel, J. R., Fien De Smedt, Van Keer, H. (2022). Structural relations among implicit theories, achievement goals, and performance in writing. Learning and Individual Differences, 100, 102223.
- 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.
- Cleary, T. J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on
middle school mathematics achievement. School Psychology Review, 46, 88-107.
- Collins (2020). Say something nice: A meta-analytic review of peer reporting interventions. Journal of School Psychology, 83, 89-103.
- Day, J. K., Ioverno, S., & Russel, S. T. (2019). Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices. Journal of School Psychology, 74, 29-43.
- 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.
- Dietrichson, J., Bøg, Μ., Filges, T., & Jørgensen, A-M. K. (2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87, 243–282.
- Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Stanford University: Bill & Melinda Gates Foundation.
- Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859.
- Falanga, K., Gonida, E. N., & Stamovlasis, D. (2022). Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect. European Journal of Psychology of Education.
https://doi.org/10.1007/s10212-022-00613-0
- Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31, 121-162.
- Goetz, T., Frenzel, A. C., Stockinger, K., Lipnevich, A. A., Stempfer, L., & Pekrun, R. (in press). Emotions in education. In R. Tierney, F. Rizvi, and K. Ercikan (Eds.). International Encyclopedia of Education (4th edition). Elsevier Science: Amsterdam
- 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.
- 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.
- 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., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & the CTY Greece (2018). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies.
DOI:10.1080/13598139.2018.1535244
- 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, 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.
- Guo, J., Hu, X., Elliot, A. J., Marsh, H. W., Murayama, K., Basarkod, G., Parker, P. D., & Dicke, T. (2022). Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspp0000436
-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
-Hecht, C., Priniski, S., & Harackiewicz, J. (2019). Understanding Long-Term Effects of Motivation Interventions in a Changing World. In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 81-98). Bingley, UK: Emerald Publishing.
- 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.
-Hospel, V., & Galand, b. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1-10.
-Huang B, Jong MS-Y, King RB, Chai C-S and Jiang MY-C (2022). Promoting Secondary Students’ Twenty-First Century Skills and STEM Career Interests Through Crossover Program of STEM and Community Service Education. Frontiers in Psychology, 13, 903252. doi: 10.3389/fpsyg.2022.903252
-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., & 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.
-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.
- Lerkkanen, M-K., & Pakarinen, E. (2019). The Role of Parental Beliefs and Practices in Children’s Motivation in the Changing World. In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 151- 167). Bingley, UK: Emerald Publishing.
- 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.
- Manago, A.M., Taylor, T., & Greenfield, P.M. (2012). Me and My 400 Friends: The Anatomy of College Students’ Facebook Networks, Their Communication Patterns, and Well-Being. Developmental Psychology, 48 (2), 369-380.
-Master, A. (2021). Gender Stereotypes Influence Children’s STEM Motivation. Child Development Perspectives, 15 (3), 203-210
- Mata, L., Monteiro, V., Peixoto, F., Santos, N. N., Sanches, C., & Gomes, M. (2022). Emotional profiles regarding maths among primary school children – A two-year longitudinal study. European Journal of Psychology of Education, 37, 391-415. https://doi.org/10.1007/s10212-020-00527-9
- Moe, A., Consiglio, P., & Katz, I. (2022). Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teaching and Teacher Education 118, 103823.
-Muenks, K., Wigfield, A. & Eccles, J., S., (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39. doi: 10.1016/j.dr.2018.04.001
-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.
-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.
-Ng. Z, G, Huebner, S. E., & Kimberly, J. H. (2015). Lfe, Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association. Journal of School Psychology, 53. 479–491.
-OECD (2021). Youth and COVID-19: Response, Recovery, and Resilience.
-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.
-Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012). Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls. Developmental Psychology, 48 (2), 328-346. DOI: 10.1037/a0027030
-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.
-Rosenberg, J. M., Borchers, C., Burchfield, M. A., Anderson, D., Stegenga, S. M., & Fischer, C. (2022). Posts about students on Facebook: A data ethics perspective. Educational Researcher. Prepublished November 2, 2022. https://www.doi.org/10.3102/0013189X221120538.
-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.
-Rutledge, S. A., Dennen, V. P. & Bagdy, L. (2019). Exploring Adolescent Social Media Use in a High School: Tweeting Teens in a Bell Schedule World. Teachers College Record, 121, 140307.
-Ryan, A. M., Pintrich, P.R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93–114.
-Sandilos, L., Neugebauer, S. R., DiPerna, J. C., Hart, S. C., & Lia E. P. (2022). Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students. School Mental Health, https://doi.org/10.1007/s12310-022-09543-0
-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.
-Skinner, Ε. Α., Ρickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, DOI: 10.1080/00461520.2022.2038603
-Snyder, K. E., Fong, C. J., Painter, J., Pittard, C., Barr, S. & Patall, E. A. (2019).
Interventions for academically underachieving students: A systematic review and meta- analysis. Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.100294
-Song, J., Kim, S., & Bong, M. (2019). The more interest, the less effort cost perception and effort avoidance. Frontiers in Psychology, 10, 1-13.
-Stamovlassis, D., & Gonida, E. N. (2018). Dynamic effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics. Nonlinear Dynamics in Psychology and Life Sciences, 22, 335-358.
-Stroet, K., Opdenakker, M-C, & Minnaert, A. (2016). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature.
Educational Research Review, 9, 65-87.
-Stroet, K., Opdenakker, M-C, & Minnaert, A. (2016). What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology, 42, 129-140.
-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', 148-174.
-UNESCO (2017). Happy Schools. A framework for learner well-being in th Asia-Pasific. Paris.
-Urdan, T., Sharma, N., & Dunn, M. (2019). Motivation and Achievement of Immigrant Students in Times of Economic and Political Instability. In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 169-184). Bingley, UK: Emerald Publishing.
-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
-Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-Determination Theory. In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 53-80). Bingley, UK: Emerald Publishing.
-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.
-Wigfield, A., & Gladstone, J. (2019). What Does Expectancy-Value Theory Have to Say About Motivation and Achievement in Times of Change and Uncertainty? In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20. (pp. 15-32). Bingley, UK: Emerald Publishing.
-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
-Wuthrich, V. M., Belcher, J., Kilby C., Jagiello, T., Lowe, C. (2021). Tracking stress, depression, and anxiety across the final year of secondary school: A longitudinal study. Journal of School Psychology, 88, 18-30.
-Φαλάγγα, Κ., & Γωνίδα, Ε. (2022, υπό δημοσίευση). Γονεϊκή εμπλοκή στη σχολική εργασία των παιδιών στο σπίτι: Μια βιβλιογραφική επισκόπηση. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας.
-Χατζηκυριάκου, Γ., Γωνίδα, Ε. Ν., & Κιοσέογλου, Γ. (2019). Στρατηγικές ακαδημαϊκής αυτo-υπονόμευσης κατά την εφηβεία: Η συμβολή ατομικών παραγόντων και αντιλαμβανόμενων παραγόντων πλαισίου. Hellenic Journal of Psychology, 16, 43-73.
-Xia, M. (2022). Different Families, Diverse Strengths: Long-Term Implications of Early Childhood Family Processes on Adolescent Positive Functioning. Developmental Psychology, 58 (10), 1863-1874.
-Yang, C., Tsa, M-K, & Ma, T-L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of School Psychology, 82, 49-69.
-Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314.
- Yeager, D. S., Bryan, C. J, Gross, G.G., Murray J., Krettek, Santos, P., Graveling, H., & Jamieson (2022). A Synergistic Mindsets Intervention Protects Adolescents from Stress. Nature.