Sofia Mastrokoukou

Sofia Mastrokoukou
Università degli Studi di Torino | UNITO · Dipartimento di Psicologia

PhD
Postdoctoral Research Fellow at the Department of Psychology (University of Turin)

About

13
Publications
1,940
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14
Citations
Citations since 2017
10 Research Items
14 Citations
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Introduction
My research focuses on quality management in higher education, inclusive teaching and learning, and teacher effectiveness.
Additional affiliations
March 2022 - present
University of Piraeus
Position
  • Lecturer

Publications

Publications (13)
Article
Full-text available
International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivation...
Article
Full-text available
Although teacher effectiveness plays a critical role in the learning process, little is known about its conceptualization and assessment, particularly in higher education (HE). This review aims to fill this gap by (a) listing the literature on teacher effectiveness, (b) identifying the instruments that have been used to assess teacher effectiveness...
Article
Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self‐efficacy, academic achievements, and regulation in first‐year university students during their transition into HE. The convenience...
Conference Paper
Full-text available
Book | LTTA proceedings | An Open Space to discuss the relationship between inclusion and online learning e-LTTA Proceedings | November 9-11, 2021 | Turin
Article
Full-text available
Findings indicate that the perception that teachers have of students' appearance may influence the way they look at the students and thus the quality of the relationship they develop with them. Moreover, the relationship that children have with their teacher may influence students’ social status among peers. Driven by these considerations, in the p...
Conference Paper
Full-text available
Students coming from vulnerable groups need a different teaching approach that can facilitate their learning process. The study begins by exploring the concept of vulnerability, drawing from the extant literature in other fields, and identifying critical approaches that have been used in these fields, which can potentially be used in a Greek Higher...
Presentation
Full-text available
The present study investigates issues of access to education, inequalities and universal design, focusing on d/Deaf students attending three public Higher Education Institutions of Turin (Italy).
Presentation
Full-text available
In the last few years, Higher Education Institutions (HEIs) are going through a major resurge in Europe and elsewhere in the world. The quest for this evolution is the enhancement of the operations of the Universities in order to cope with raising demands for better educational services and higher value added for all stakeholders. Despite the fact...
Conference Paper
In the last few years, Higher Education Institutions (HEIs) are going through a major resurge in Europe and elsewhere in the world. The quest for this evolution is the enhancement of the operations of the Universities in order to cope with raising demands for better educational services and higher value added for all stakeholders. Despite the fact...
Conference Paper
Full-text available
Sign languages exist throughout the world’s societies with varying degrees of acceptance and recognition. To be more specific, the recognition of sign languages as official languages is one of the major concerns of many Deaf communities all over the world. Luckily, in many countries the fight reached the goal and sign languages got some degree of r...
Chapter
Full-text available
Lifelong learning has the dual function of responding to societal challenges and economic growth. Two decades after the theorization of lifelong learning, Europe shows an economic and political integration worse than the expectations, partly due to the economic crisis. As a consequence, it is far from the strategic goal set by the Lisbon Strategy t...
Presentation
Full-text available
Εισαγωγή: Η απόπειρα του ανθρώπου να εκφραστεί μέσα από το σχέδιο είναι τόσο παλαιά, όσο και η ίδια του η υπόσταση. Ιδιαίτερα, όταν η προσπάθεια αυτή για έκφραση γίνεται από ένα παιδί, και επομένως επηρεάζεται από τον αυθορμητισμό και ίσως από την ψυχική του διάθεση, είναι επιβεβλημένο να αντικρίσουμε αυτό το «ψυχρό» χαρτί -που συνήθως χρησιμοποιεί...

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Projects

Projects (3)
Project
Overview of special issue The pandemic has accelerated a trend towards online and digital methods to support higher, technical apprenticeship and work-based/integrated learning. A movement can be seen from initial ‘emergency online teaching and learning’ to better thought out and more pedagogically effective use of technology. A blended approach is appearing post-Covid, with the learning and logistical benefits from digital methods ensuring that many of the changes implemented are likely to be adopted permanently. Progress is however uneven, and there is still a need for improved practice in online methods and to improve the integration of theoretical and practical learning and address issues of learner difficulties and appropriate adjustments. The aim is to directly influence practitioner competencies and ongoing professional development in digital pedagogy and showcase through research and case studies how we are building back better in relation to digital pedagogy and vocational, education and training including in apprenticeships and work-based/integrated learning. The SI is concerned with the identification of frameworks for teaching effectiveness and their associated key success characteristics, with research conducted internationally that examines how inclusiveness in the virtual classroom is fostered, involving learners with for example, additional communication needs, such as those with physical or hearing requirements or learning difficulties/disabilities such as dyslexia, dyspraxia etc., as a major shift to more sustainable futures. HESWBL has already published seminal work on global perspectives on profound pedagogies in 2015 (Vol 5, 4) published at a time of intense internationalisation and globalisation of education. Then the emphasis was on how to move beyond a student stereotype described as ‘passive, rote learners, lacking in critical thinking and independent learning skills’ (Ryan, 2011, p. 637) and contextualise this move within workplace and vocationally oriented forms. It is against this context that the aim of this special issue becomes critical by bringing the research interest up to date following what has been first a global health emergency but also a period of resilience for higher education providers. As was the case in 2015, much of the scholarly activity on digital pedagogic practices today (with learners studying geographically distanced from the academy) is rarely situated within work-based/integrated settings which is this journal’s central and unique focus. Universities globally have the opportunity and responsibility to showcase and share what constitutes best pedagogical practice in the use of digital technology and set standards and benchmarks which will raise expectations amongst institutions, practitioners, and policy makers. This special issue is aimed at collating and reporting best practice insights, covering a variety of angles. It will bring new perspectives to and recognition of the value of ‘using digital’ by viewing best and emerging practice using several reference points to identify "success and quality characteristics" from pedagogical practice and help enhance and inform delivery, encourage new reflections on high level teaching and assessment and revise the approach to staff digital competencies. This special issue will also contribute to the growing need of aligning educational curriculums with the changing needs and skills needed for business workplaces in different fields such as marketing, management information systems and data analytics along with other business applications of Artificial Intelligence (AI). We welcome submissions to this special issue. Topics covered include (but are not limited to): Research and examples that illustrate and demonstrate which shibboleths have been revealed The role of digital technologies in rethinking the skills needed in business education Best practice in the form of institutional level roadmaps that deliver online infrastructure upgrades and high-quality training Opportunities for widening access to relevant provision via adaptations in innovative digital pedagogy and approach to teaching, learning and assessment Case Studies: Challenges and opportunities of digital, blended, and online learning for learners in work/on vocational programmes Perspectives on issues of connectivity, inclusiveness, accessibility, and equity and how they are addressed by online and digital methods Learning from digital adaptations and ongoing application in work-based/work integrated learning in HE, including apprenticeships Capacity building of tutors, practitioners, and institutions, exploring current requirements of digital pedagogy and a reimagining/reuse of existing frameworks of digital competence Combining hybrid working and new forms of learning processes at work; boundaries of work-based learning in a digital age, including obstacles, advantages, dilemmas, and possibilities created Future gazing and future proofing learning for dynamic and resilient work environments Impact on learning materials and resources in the virtual world/classroom/workplace and on the capacity of tutors and higher education institutions Deadline and submission details Abstracts by March 2022 or earlier. The submission deadline for all full papers is 9 March 2022. The publication date for this special issue is late 2022. To submit your research, please visit ScholarOne. Contact the Guest Editor and Associate Editor for an early discussion or expression of interest. Guest Editors: Dr Sofia Mastrokoukou, Junior Lecturer, University of Turin (e) sofia.mastrokoukou@unito.it Professor Allam Mohammed Hamdan, Dean: College of Business and Finance, Ahlia University, Manama, Bahrain (e) allamh3@hotmail.com Dr. Bahaaeddin Alareeni, Middle East Technical University, Northern Cyprus Campus (e) alareeni@metu.edu.tr Dr. Rim El Khoury, Associate Professor, Department of Accounting and Finance, Notre Dame University, Louaize, Lebanon (e) rimkhoury81@gmail.com Dr. Reem Hamdan, Assistant Professor, University College of Bahrain, Manama, Bahrain (e) rhamdan@ucb.edu.bh Associate Editor: Mandy Crawford-Lee, Chief Executive, University Vocational Awards Council (t) +44 (0) 7763820713 (e) m.crawfordlee@bolton.ac.uk
Project
Current research emphasizes the need for further investigation of the variables contributing to students’ well-being, learning and persistence in studies as for some students transition phase may be challenging and for others full of stress (Coertjens et al., 2016). Some of these factors are: motivation (Deci & Ryan, 2000), executive functioning (Gioia et al., 2000), individual characteristics (self-efficacy; Bandura, 1997), personality dimensions (resilience; Cassidy, 2015), sense of coherence (Antonovsky, 1993), anxiety (Spielberger, Gorush, & Lushene, 1970), other factors as academic emotions (Schutz & Pekrun, 2007), explicit and implicit emotion regulation (Gyurak, Gross, & Etkin, 2011) and mental-health factors. In line with the need for further exploration of the relations underlying the above variables to enhance students learning, this project aims to develop an on-line diagnostic tool/platform that comprises cognitive/learning and psychological constructs contributing to students’ psycho-educational profiles and academic success. According to their scores, students will be given feedback followed by guidance and coaching guidelines will be available to teachers on demand. The design of the platform will be based on modern web development tools following previous experience in Flanders (Vanthournout et al., 2012). It will be a new improved tool developed and tested in three different countries and languages ensuring the transferability of it. It will enhance students’ awareness of their pros and cons, strengths and weaknesses, increasing their resilience and self-development that will enable them to engage with learning and regulate their progress in order succeed. The ultimate goal at policy level in higher education is to develop a supportive learning environment for better quality of mental-life, well-being, learning and academic success in a highly complex society (Barnett, 2000).