ADAPTION AND PSYCHOMETRIC PROPERTIES OF THE SHORT FORMS MARLOWE-CROWNE SOCIAL DESIRABILITY SCALE WITH A SAMPLE OF GREEK UNIVERSITY STUDENTS

Nowadays more and more self-report measures are used in social psychology, where many of them are susceptible to response biases. Socially Desirable Responding (SDR) might be interpreted in terms of response biases. The present study, with a sample of 173 Greek university students, used confirmatory factor analysis to establish the adequacy of Reynolds (1982) three forms from the original 33 item version of Crowne & Marlowe (1960) in measuring social desirability. Results showed that the three short forms of social desirability scale provide satisfactory measures of social desirability, while the form with the smaller number of items presented improved measures in comparison to all other forms.  Article visualizations

Investigation of the Statistical Anxiety Rating Scale Psychometric Properties with a Sample of Greek Students

The purpose of this study was to adapt the Statistics Anxiety Rating Scale (STARS) for a Greek student population. The STARS was administered to 890 Tertiary Education students in two Greek universities. It was performed a cross-validation study to examine the factorial structure and the psychometric properties with a series of confirmatory factor analyses. Results revealed a correlated six first-order factor model which provided the best fit to the data compared to a six-factor model with one superordinate factor. All six factors of the Greek version of the STARS presented convergent and discriminant validity and were internally consistent. Implications and limitations are discussed

Four Job Satisfaction’s dimensions of secondary education teachers: An Exploratory Factor Analysis based on a Greek sample

BackgroundSurveying and assessing teachers’ job satisfaction constitutes an evergreen crosscutting issue.  It deploys the formation of policies that underpin its’ augmentation aiming for enhanced educational outcomes. Internationally there are not many valid instruments that can be used to assess teachers’ job satisfaction. Especially in Greece, research on the reliability and validity of these instruments when applied on teachers is non-existent.MethodThe instrument used was JSS. JSS describes nine (9) dimensions of Job Satisfaction. 177 secondary education teachers in Western Greece took part in this research. Exploratory Factor Analyses was conducted. ResultsParallel analyses and principal axis factoring revealed a structure of 4 dimensions of the JSS. Confirmatory factor analysis ascertained this structure that features satisfactory reliability and construct validity.ConclusionsWe could say that the JSS, according to the factorial structure, could be considered an appropriate tool for investigating the JS of teachers in Greece as well. The four -dimensions of the JSS revealed by the answers of Greek secondary education teachers are: teachers’ Payment framework, teachers’ Supervision, Nature of work and teachers’ Communication

Family cultural activities and educational expectations of Day High School students

This paper, which uses the concepts of ‘cultural capital’ and ‘practice’ from Pierre Bourdieu’s theory, presents the family cultural activities that Day High School students in Greece adopt in their everyday life and which contribute to shaping their cultural capital. Moreover, an attempt is also made to investigate the role played by the family cultural activities that students adopt, in shaping their expectations concerning their educational future. The research sample consists of 1430 2nd grade Day High School students, who attended High School during the school year 2017-2018, and the research data were collected using a questionnaire. The research results showed that the students in the sample tend to accumulate and integrate into the system of their predispositions a smaller or larger volume of cultural capital, which is a function of the range of family cultural activities they adopt in their everyday lives. In addition, the students’ everyday family cultural activities tend to ‘organize’ the system of their expectations, defining their future educational careers, and orienting them to different educational outlet

Connaissances du contenu et connaissances technologiques des enseignants en Informatique en milieu francophone

In this article we study the content and technological knowledge of teachers who teach or are preparing to teach computer science in a francophone environment. The research is based on the questionnaire elaborated with the reference to the TPACK model. The content knowledge is studied on the base of the five main domains of computer science (algorithms, languages and programming, machines and networks, data representation, and computer science and society) and the technological knowledge on the base of professional and educational programming languages currently used at school. The study presents a multiple correspondence analysis of the 339 responses that were collected and estimated as valid ones. The findings show that the knowledge declared by the teachers vary. The content knowledge can be grouped in 4 categories (from quite poor and badly structured knowledge to more complete knowledge with stronger links). The technological knowledge falls in two categories depending on the knowledge of professional and educative languages declared by teachers

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views

The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates preschool teachers’ mathematics practices during remote teaching and the use of digital tools in teaching mathematics after their return to actual classes. Views from sixteen Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic analysis. The results showed that mathematical activities such as Numbers and Operations, Geometry, and Measurement occurred during distance learning in digital preschool classrooms. They made little reference to activities related to Algebra, while they did not refer to Data Analysis and Probability. They also seemed to prefer mathematical activities based on Connections and Representation processes in their digital classrooms. Preschool teachers reported that parents supported this process by their presence, and digital learning communities supported learning activities by providing guidelines and innovative approaches to them in digital times. However, after returning to face-to-face schooling, preschool teachers seemed to use digital tools to a lesser degree. They also mention that in face-to-face schooling, they prefer to utilize the authentic communication frameworks emphasizing problem-solving activities to enhance all mathematical processes. Implications for preschool teacher professional development are discussed