Athena DaniilidouUniversity of Macedonia | UOM · Department of Educational and Social Policy
Athena Daniilidou
Doctor of Psychology
Adjunct Lecturer
About
26
Publications
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Introduction
Adjunt Professor. Bachelor in Elementary Education. Master in Continuing Education/Adult Education . PhD in Educational Psychology. Post-doc in Educational Psychology
Additional affiliations
Education
October 2015 - December 2018
September 2012 - June 2014
September 2007 - June 2011
Publications
Publications (26)
The aim of the present study was to create a reliable scale that assesses both the internal and the external protective factors that affect teachers' levels of resilience. Participants were 136 Greek secondary education teachers. The Connor-Davidson Resilience Scale (CD-Risc) and Resilience Scale for Adults (RSA) were used to collect the data. The...
International literature indicates that self-efficacy and resilience are interrelated and they both predict teachers’ burnout and stress. In order to better understand their inter-twining relationship, the present study was conducted to test the hypothesis that resilience mediates the effect of efficacy beliefs to burnout and stress.
Participants...
Objective
This study aimed to explore the role of family resilience in the relationship between parents' psychological stress and their perceptions of children's emotional and behavioral symptoms during the COVID‐19 lockdown in Italy.
Background
The COVID‐19 lockdown threatened the well‐being of parents, with a potentially cascading effect on chil...
Resilience is an important resource for teachers' quality of life and functional work.
Yet, there are very few scales for measuring it addressed specifically to teachers; in
fact, those existing do not include many of the important resilience protective factors. To fill this gap, based on relevant qualitative data collected earlier, this study aime...
Προηγούμενες έρευνες έδειξαν ότι η συναισθηματική νοημοσύνη φοιτητών και φοιτητριών συσχετίζεται αρνητικά με την ακαδημαϊκή εξουθένωση και θετικά με την ακαδημαϊκή τους δέσμευση. Η παρούσα έρευνα εξετάζει την υπόθεση ότι η ακαδημαϊκή δέσμευση διαμεσολαβεί στην προβλεπτική σχέση της ακαδημαϊκής εξουθένωσης από την συναισθηματική νοημοσύνη. Στην έρευ...
Recent research has identified factors influencing the choice of a special education career; however, it has not thoroughly examined their connection with personality traits and identity status. Thus, the present study was designed to explore how different personality traits and identity statuses correlate with the motives and perceptions associate...
In the last years, few measurement scales have been introduced to explore the concept of teachers' resilience. While these instruments have made valuable contributions to the field, they have been criticized for their failure to encompass several pivotal protective factors that literature has identified as central to teachers' resilience. In respon...
This study aimed to assess the applicability of the Teachers' Resilience Scale (TRS) among Greek and Polish teachers and explore whether nationality and sociodemographic factors influence teachers' engagement with resilience protective factors. A total of 1622 teachers participated, providing TRS responses and sociodemographic information. Greek an...
Literature suggests that perfectionism is associated to self-compassion. However, the multiple relationships between the types of perfectionism (adaptive, maladaptive and non-perfectionists) and the multidimensional construct of self-compassion have not been thoroughly examined. To this end, the present study aimed (a) to examine the relationships...
Resilience is influenced by personal and environmental risk and protective factors that are unique in each context. The constant socio-cultural changes affect the educational context and may lead to new factors associated with teachers’ resilience. To this end, the present study aimed to examine the risk and protective factors of resilience in Gree...
During the last years, few measurement scales have been introduced to explore the concept of teachers' resilience. While these instruments have made valuable contributions to the field, they have been criticized for their failure to encompass several pivotal protective factors that literature has identified as central to teachers' resilience. In re...
Η ψυχική ανθεκτικότητα των εκπαιδευτικών είναι εξαιρετικά σημαντική για τη λειτουργικότητά τους. Με δεδομένο ότι, ανάμεσα στο πλήθος των εργαλείων μέτρησης της ψυχικής ανθεκτικότητας, μόνο δύο απευθύνονται ειδικά σε εκπαιδευτικούς, ήταν σημαντικό να δημιουργηθεί μια κλίμακα που να λαμβάνει υπόψη όσο το δυνατό περισσότερους από τους προστατευτικούς...
TPFRS: A new measure for assessing resilience in teachers
Recently developed scales addressed -specifically- to teachers’ resilience, although profited the field, they do not include some of the critical protective factors of teachers’ resilience identified in the literature. To address this limitation, we aimed at designing a more comprehensive sc...
Recently developed scales addressed -specifically- to teachers’ resilience have profited the field; however, a growing number of studies reveals that critical protective factors of teachers’ resilience have not been included in any of the existing scales. To this end, based on relevant qualitative data collected earlier, this study aimed to design...
Meaning in life is a significant resource in the resilience process, supporting the use of adaptive behaviors and enhancing the feeling of wellbeing. As such, it could be critical for teachers who encounter many stressors threatening their life quality and work productivity. This study aimed to investigate how teachers' levels of meaning in life re...
Teachers’ Resilience Scale (TRS)
The TRS comprises 26 items and assesses four dimensions of teachers’ resilience: (a) Personal Competencies and Persistence (9 items), (b) Spiritual Influences (3 items), (c) Family Cohesion (7 items) and (d) Social Skills and Peer Support (7 items). Responses on the first two subscales, which were derived from the C...
Η επαγγελματική εξουθένωση και η εργασιακή δέσμευση αποτελούν φαινόμενα που έχουν μελετηθεί σε εργαζόμενα άτομα. Έχει διαπιστωθεί ότι, στους εκπαιδευτικούς, η συναισθηματική νοημοσύνη προβλέπει αρνητικά την πρώτη και θετικά τη δεύτερη (Olatomide & Jude, 2013∙ Platsidou, 2010). Ωστόσο, τελευταία άρχισαν να μελετώνται και σε άλλους πληθυσμούς όπως εί...
Previous research findings regarding the development of teachers’ resilience with proceeding age and teaching experience are not conclusive. Some indicated that older and more experienced teachers exhibit higher levels of resilience (e.g., Botou, Mylonakou-Keke, Kalouri, & Tsergas, 2017∙ Estaji & Rahimi, 2014), while others revealed no significant...
The article introduces and describes the REST (Resilience in Educators, Schools and Teaching) which is an interactive online learning program aiming to help pre-service and practicing teachers build their awareness of the skills and practices that will help facilitate resilience in their teaching career. Based on similar programs available in the i...
Το εκπαιδευτικό πρόγραμμα REST στοχεύει στην ενδυνάμωση της ψυχικής ανθεκτικότητας των υποψήφιων (τελειόφοιτων φοιτητών Παιδαγωγικών Τμημάτων ή/και αποφοίτων που δεν έχουν ακόμη αρχίσει να εργάζονται ως εκπαιδευτικοί), αλλά και εν ενέργεια εκπαιδευτικών, έτσι ώστε να επιτύχουν καλύτερη προσαρμογή και ανταπόκριση στις απαιτήσεις του εργασιακού τους...
Στη διεθνή βιβλιογραφία υπάρχουν λίγα εκπαιδευτικά προγράμματα που έχουν στόχο την ενίσχυση της ψυχικής ανθεκτικότητας των εκπαιδευτικών, ενώ στην ελληνική πραγματικότητα η έλλειψη είναι ακόμη μεγαλύτερη. Απαντώντας στη ανάγκη δημιουργίας τέτοιων προγραμμάτων, θα παρουσιαστεί ένα εκπαιδευτικό πρόγραμμα για την ενίσχυση της ψυχικής ανθεκτικότητας πο...
Resilience in the field of education has emerged as an important area of research, especially in countries where high resignation rates have been observed in the teaching profession. Internationally, there are numerous studies that evaluate the levels of, and the risk and protective factors of teachers’ resilience, with the relevant instruments var...
Questions
Questions (4)
Dear colleagues,
I want to measure resilience (protective factors) in children aged 8-10 years old but my main considaration is that I am not sure if children in these ages can fully understand the concept of stress and resilience. It seems that many of them misunderstand stress with fear or anger or sadness.
In your opinion, do you think we can measure resilience in children younger than 12 years old?
Thank you in advance,
Athena
I want to assess the resilience levels in children 8-10 years old. I am aware that in the international literature there are scales measuring resilience in children but the majority of them are adressed to children older than 12 years old. Could you recommend a scale for ages 8 to 10?
Thank you in advance!
I am working on the construction of a new scale measuring protective factors of resilience in teachers. I have a total of 60 items that will be tested (principal component analysis, reliability, confirmatory factor analysis). My goal is to result in a 25-30 item scale.
So far I have collected 410 answer. I would like to ask you if you think that the size of the sample is adequate to proceed with the analyses.
Thank you in advance,
Athena
I want to assess the resilience levels in children 8-10 years old. I am aware that there are scales in the international literature measuring resilience in children but the majority of them are adressed to children older than 12 years old. Could you recommend a scale for these ages?
Thank you in advance!