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  • 1
    In: Health Education, Emerald, Vol. 122, No. 6 ( 2022-11-07), p. 678-699
    Abstract: The development of health literacy skills is of paramount importance especially for students, as it is associated with their wellbeing and academic success. Assessing students' health literacy is necessary for its advancement. This study comes to fill the need for a valid multidimensional health literacy assessment instrument for secondary school students. Design/methodology/approach Initially, the authors defined the conceptual framework within which the items of this instrument were generated. Its final form was obtained through three pilot studies. A test-retest followed and, finally, a nationwide survey was conducted on Greek seventh-, ninth- and tenth-grade students ( N  = 2,800). Findings A 37-item instrument, the Health Literacy Assessment for Secondary School Students (HeLiASeSS), was developed which includes the following nine dimensions/skills of health literacy: “access to”, “understand” and “evaluate” (health information), “functional communication”, “interactive communication” and “critical communication”, “relying on health information”, “self-efficacy regarding health matters” and “intention for active citizenship regarding health matters”. HeLiASeSS proved to have good stability (ICC = 0.943) and high internal consistency reliability ( a  = 0.903). Originality/value HeLiASeSS offers the possibility of a reliable and valid assessment of secondary school students' health literacy skills providing a multidimensional evaluation of this construct and is expected to be useful in interventions aiming at promoting this type of literacy.
    Type of Medium: Online Resource
    ISSN: 0965-4283
    Language: English
    Publisher: Emerald
    Publication Date: 2022
    detail.hit.zdb_id: 2043504-6
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  • 2
    Online Resource
    Online Resource
    National Documentation Centre (EKT) ; 2020
    In:  Psychology: the Journal of the Hellenic Psychological Society Vol. 18, No. 1 ( 2020-10-15), p. 85-
    In: Psychology: the Journal of the Hellenic Psychological Society, National Documentation Centre (EKT), Vol. 18, No. 1 ( 2020-10-15), p. 85-
    Abstract: Lapsley’s (1993) “New Look” model for the interpretation of adolescentegocentrism, as an alternative to the classic cognitive one formulated by Elkind (1967), was tested in this study. According to the “New Look” model, the two manifestations of adolescent egocentrism – the imaginary audience and the personal fable – are adaptive coping mechanisms used by adolescents in their attempt to deal with the stressful developmental aim of separation-individuation. Two-hundred ninety seven adolescents 11-18 years’ old completed the Imaginary Audience Scale (Elkind & Bowen, 1979), the New Imaginary Audience Scale (Lapsley, Fitzgerald, Rice, & Jackson, 1989), the Personal Fable Scale (Elkind, personal communication, August 10, 1993), the New Personal Fable Scale (Lapsley et al., 1989), and the Separation-Individuation Test of Adolescence (Levine, Green, & Millon, 1986; Levine & Saintonge, 1993). The “New Look” model was generally supported by the data. The various dimensions of separation were significantly associated with the imaginary audience, whereas the dimensions of individuation had stronger links with the personal fable. In addition, some associations were found between the imaginary audience and individuation, as well as between the personal fable and separation. Consistent age and gender differences in the variables studied were found. Results are discussed in the framework of the literature on adolescent egocentrism and on parent-adolescent relations.
    Type of Medium: Online Resource
    ISSN: 2732-6640 , 1106-5737
    Language: Unknown
    Publisher: National Documentation Centre (EKT)
    Publication Date: 2020
    detail.hit.zdb_id: 2800820-0
    SSG: 5,2
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  • 3
    In: Genetics in Medicine, Elsevier BV, Vol. 25, No. 1 ( 2023-01), p. 76-89
    Type of Medium: Online Resource
    ISSN: 1098-3600
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2023
    detail.hit.zdb_id: 2063504-7
    SSG: 12
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  • 4
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 14 ( 2023-1-24)
    Abstract: This study aimed to systematically review research findings regarding the relationship between adult friendship and wellbeing. A multidimensional scope for wellbeing and its components with the use of the PERMA theory was adopted. A total of 38 research articles published between 2000 and 2019 were reviewed. In general, adult friendship was found to predict or at least be positively correlated with wellbeing and its components. In particular, the results showed that friendship quality and socializing with friends predict wellbeing levels. In addition, number of friends, their reactions to their friend's attempts of capitalizing positive events, support of friend's autonomy, and efforts to maintain friendship are positively correlated with wellbeing. Efforts to maintain the friendship, friendship quality, personal sense of uniqueness, perceived mattering, satisfaction of basic psychological needs, and subjective vitality mediated this relationship. However, research findings highlighted several gaps and limitations of the existing literature on the relationship between adult friendship and wellbeing components. For example, for particular wellbeing components, findings were non-existent, sparse, contradictory, fragmentary, or for specific populations only. Implications of this review for planning and implementing positive friendship interventions in several contexts, such as school, work, counseling, and society, are discussed.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2023
    detail.hit.zdb_id: 2563826-9
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  • 5
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2007
    In:  European Journal of Psychology of Education Vol. 22, No. 4 ( 2007-12), p. 455-475
    In: European Journal of Psychology of Education, Springer Science and Business Media LLC, Vol. 22, No. 4 ( 2007-12), p. 455-475
    Type of Medium: Online Resource
    ISSN: 0256-2928 , 1878-5174
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2007
    detail.hit.zdb_id: 619277-4
    detail.hit.zdb_id: 2128212-2
    SSG: 5,2
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  • 6
    Online Resource
    Online Resource
    Informa UK Limited ; 2010
    In:  European Journal of Developmental Psychology Vol. 7, No. 6 ( 2010-11), p. 653-673
    In: European Journal of Developmental Psychology, Informa UK Limited, Vol. 7, No. 6 ( 2010-11), p. 653-673
    Type of Medium: Online Resource
    ISSN: 1740-5629 , 1740-5610
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2010
    detail.hit.zdb_id: 2145762-1
    SSG: 5,2
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  • 7
    Online Resource
    Online Resource
    Elsevier BV ; 2017
    In:  Mental Health & Prevention Vol. 7 ( 2017-09), p. 21-27
    In: Mental Health & Prevention, Elsevier BV, Vol. 7 ( 2017-09), p. 21-27
    Type of Medium: Online Resource
    ISSN: 2212-6570
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2017
    detail.hit.zdb_id: 2732462-X
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  • 8
    Online Resource
    Online Resource
    Leibniz Institute for Psychology (ZPID) ; 2017
    In:  Europe’s Journal of Psychology Vol. 13, No. 3 ( 2017-08-31), p. 417-440
    In: Europe’s Journal of Psychology, Leibniz Institute for Psychology (ZPID), Vol. 13, No. 3 ( 2017-08-31), p. 417-440
    Type of Medium: Online Resource
    ISSN: 1841-0413
    Language: Unknown
    Publisher: Leibniz Institute for Psychology (ZPID)
    Publication Date: 2017
    detail.hit.zdb_id: 2629534-9
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  • 9
    Online Resource
    Online Resource
    SAGE Publications ; 2004
    In:  International Journal of Behavioral Development Vol. 28, No. 5 ( 2004-09), p. 435-443
    In: International Journal of Behavioral Development, SAGE Publications, Vol. 28, No. 5 ( 2004-09), p. 435-443
    Abstract: School-age children’s ability to distinguish among the concepts of aloneness, loneliness, and solitude was the focus of this study. This ability has been largely neglected by researchers. Also, the relation of this ability with self-reported loneliness was examined. Individual interviews were conducted with 180 second, fourth, and sixth graders from Athens, Greece. Their responses were qualitatively and quantitatively analysed. Results showed that school-age children were able to perceive the differences between aloneness and loneliness, although they frequently associated being alone with feeling lonely. Nearly half of them perceived the motivational dimension, which distinguishes voluntary from involuntary aloneness. The ability to recognise the existence of beneficial aloneness, that is, solitude, was extremely limited among second graders, but increased dramatically up to the beginning of adolescence. About two thirds of the total sample acknowledged the human desire to be alone. Girls were significantly more able than boys to perceive the differences between aloneness and loneliness, the motivational dimension, and the desire to be alone. More than two-thirds of the total sample had experienced loneliness, but this experience appeared to be unrelated to their understanding of the various aloneness concepts. Age and gender differences, as well as children’s various justifications of their responses, are discussed in the framework of the existing theoretical and research literature on children’s aloneness, loneliness, and solitude.
    Type of Medium: Online Resource
    ISSN: 0165-0254 , 1464-0651
    RVK:
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2004
    detail.hit.zdb_id: 1466999-7
    detail.hit.zdb_id: 432118-2
    SSG: 5,2
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  • 10
    Online Resource
    Online Resource
    SAGE Publications ; 2008
    In:  School Psychology International Vol. 29, No. 2 ( 2008-05), p. 214-229
    In: School Psychology International, SAGE Publications, Vol. 29, No. 2 ( 2008-05), p. 214-229
    Abstract: The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teacher's Report Form score completed the Children's Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made.
    Type of Medium: Online Resource
    ISSN: 0143-0343 , 1461-7374
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2008
    detail.hit.zdb_id: 2060753-2
    SSG: 5,2
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