Students’ Psychosocial Empowerment With The ‘Steps For Life’ Personal and Social Skills Greek Elementary Programme

Significant research has been conducted on skills’ enhancement school programs, since their importance has been well established. The pre-sented study evaluates “Steps for life”, a Greek, universal, annual, teacher-taught programme, designed to improve personal and social skills in young elementary students by the use of questions, diffusion in formal and hidden curriculum, and parental involvement. The experimental study was conducted in Greece during 2013-2014. The sample consisted of 2439 students, with 1516 forming the experimental group and 923 the control group. The study questionnaire included demographics, Personal and Social Skills Scale-Elementary, and the BASE scale. It investigated students’ self-esteem, concentration of attention, participation/cooperation, emotions’ identification and expression, emotions’ management, ability to control verbal and physical aggressiveness, ability to control victimization, empathy, friendship skills, problem-solving, ability to take responsibility, and use of spoken and written language. The experimental group exhibited significant improvement in all inves-tigated skills post-intervention, while the control group did not improve concentration of attention, emotions’ management, and their ability to control verbal and physical aggressiveness and victimization. The analysis also revealed that intervention students had significantly higher improvement than the controls in all dimensions. Appropriately designed mental health promotion programs can improve several children’s social-emotional skills and abilitie

Enhanced Traffic Management Procedures of Connected and Autonomous Vehicles in Transition Areas

In light of the increasing trend towards vehicle connectivity and automation, there will be areas and situations on the roads where high automation can be granted, and others where it is not allowed or not possible. These are termed ‘Transition Areas’. Without proper traffic management, such areas may lead to vehicles issuing take-over requests (TORs), which in turn can trigger transitions of control (ToCs), or even minimum-risk manoeuvres (MRMs). In this respect, the TransAID Horizon 2020 project develops and demonstrates traffic management procedures and protocols to enable smooth coexistence of automated, connected, andconventional vehicles, with the goal of avoiding ToCs and MRMs, or at least postponing/accommodating them. Our simulations confirmed that proper traffic management, taking the traffic mix into account, can prevent drops in traffic efficiency, which in turn leads to a more performant, safer, and cleaner traffic system, when taking the capabilities of connected and autonomous vehicles into account

TransAID Deliverable 6.2/2 - Assessment of Traffic Management Procedures in Transition Areas

This Deliverable 6.2 of the TransAID project presents and evaluates the simulation results obtained for the scenarios considered during the project's first and second iterations. To this end, driver- and AV-models designed in WP3, traffic management procedures developed in WP4, and V2X communication protocols and models from WP5 were implemented within the iTETRIS simulation framework. Previous main results from Deliverable 4.2, where baseline and traffic management measures without V2X communication were compared, have been confirmed. While not all TransAID scenarios' traffic KPIs were affected, the realistic simulation of V2X communication has shown a discernible impact on some of them, which makes it an indispensable modelling aspect for a realistic performance evaluation of V2X traffic scenarios. Flaws of the first iteration's traffic management algorithms concerning wireless V2X communication and the accompanying possibility of packet loss were identified and have been addressed during the project's second iteration. Finally, lessons learned while working on these simulation results and assessments have additionally been described in the form of recommendations for the real-world prototype to be developed in WP7. We conclude that all results obtained for all scenarios when employing ideal communication confirmed the statistical trends of the results from the original TM scenarios as reported in Deliverable 4.2 where no V2X communication was considered. Furthermore, the performance evaluation of the considered scenarios and parameter combinations has shown the following, which held true in both the first and second iterations: (1) The realistic simulation of V2X communication has an impact on traffic scenarios, which makes them indispensable for a realistic performance evaluation of V2X traffic scenarios. (2) Traffic management algorithms need to account for sporadic packet loss of various message types in some way. (3) Although important, the realistic modelling and simulation of V2X communication also induces a significant computational overhead. Thus, from a general perspective, a trade-off between computation time and degree of realism should be considered

Reliability and Validity of the Multidimensional Locus of Control IPC Scale in a Sample of 3668 Greek Educators

The Multidimensional Locus of Control IPC Scale (IPC LOC Scale) is an instrument for assessing the locus of control on adults. The aim of the present study is to translate the IPC LOC Scale and evaluate its reliability and validity in a sample of Greek teachers. Data were collected from a nationwide sample of 3668 educators of all levels and specialties. The Cronbach’s alpha coefficient was used to determine the internal consistency reliability. A confirmatory factor analysis (CFA) was conducted in order to test the construct validity of the questionnaire. Validity was further examined by investigating the correlation of the IPC LOC Scale with the Rosenberg self-esteem scale (RSES) and its association with several demographic and work-related data. Internal consistency reliability was satisfactory with a Cronbach’s alpha above 0.70 for all LOC dimensions. CFA confirmed that the items composing the three subscales of the IPC LOC Scale measure the same construct. Also, the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.053, 0.951, and 0.937, respectively for the three-factor model, further confirming the manufacturer’s theory for the three latent variables, Internality, Powerful Others, and Chance. Intercorrelations and correlation coefficients between the IPC LOC Scale and the RSES were significant, while age and sex differences were also found. The Greek version of the IPC LOC Scale was found to have satisfactory psychometric properties and could be used to evaluate the locus of control in Greek teachers

Validity and Reliability of the Problem Solving Inventory (PSI) in a Nationwide Sample of Greek Educators

The Problem Solving Inventory (PSI) is designed to measure adults’ perceptions of problem-solving ability. The presented study aimed to translate it and assess its reliability and validity in a nationwide sample of 3668 Greek educators. In order to evaluate internal consistency reliability, Cronbach’s alpha coefficient was used. The scale’s construct validity was examined by a confirmatory factor analysis (CFA) and by investigating its correlation with the Internality, Powerful others and Chance Multidimensional Locus of Control Scale (IPC LOC Scale), the Rosenberg Self-Esteem Scale (RSES) and demographic information. Internal consistency reliability was satisfactory with Cronbach’s alphas ranging from 0.79 to 0.91 for all PSI scales. CFA confirmed that the bi-level model fitted the data well. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.030, 0.97 and 0.96, respectively, further confirming the bi-level model and the three-factors construct of the PSI. Intercorrelations and correlation coefficients between the PSI, the IPC LOC Scale and the RSES were significant. Age, sex, and working experience differences were found. In conclusion, the Greek version of the PSI was found to have satisfactory psychometric properties and therefore, it can be used to evaluate Greek teachers’ perceptions of their problem-solving skills

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student’s t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes

The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers

The present study examined the Toronto Empathy Questionnaire’s (TEQ) validity and reliability in a sample of 3955 Greek teachers. In order to test the internal consistency reliability, the Cronbach’s alpha coefficient was used and was found satisfactory at 0.72. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample, justifying the one-factor solution, with the only discrepancy of the low loading of an item. In the odd subsample a confirmatory factor analysis (CFA) was performed to confirm the one-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), while the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.078, 0.969 and 0.960, respectively, further supporting the model’s fit. Student’s t-tests and analysis of variance (ANOVA) showed that women, teachers with children of their own, those working full-time in public schools, those with students who needed special education, and those who had received mental health promotion training, scored higher. Additionally, multiple linear regression analysis revealed that sex, working status, having students who needed special education, and having attended mental health training courses were independently associated with TEQ score. The analyses confirmed that the Greek version of TEQ could be used for researches in Greek educators as a valid and reliable measure of teachers’ empathy

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

The presented study examined the Active Empathic Listening Scale’s (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale’s construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ2) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach’s alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS’ subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.46 to 0.54. Student’s t-tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS’ subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers’ active listening attitudes