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Analysis of the accommodative patterns of two age groups of Greek remigrant students returning from the former Federal Republic of Germany at different times in comparison to their peers using peer, teacher, self-ratings and achievement data reveals difficulties in school performance which become greater with the delay in return. The early-return students exhibit similar performance and adjustment abilities as their local classmates while late-return students face difficulties in learning, language domain and accomplishments, more so in secondary than in elementary school, emphasizing the significance of the right time for remigration.

This study compared individuals who have been identified as engaging in delinquent behavior, but who perceive their childhood differently. It examined the differentiating family and social characteristics between delinquents who were maltreated in childhood (based on self-report data) and delinquents who were not maltreated. The sample consisted of the entire population of juvenile delinquents (N = 287) in all institutions and prisons in Greece. Childhood abuse and neglect were defined on the basis of perceived parental rearing patterns as assessed by the EMBU questionnaire, and groups of abused/nonabused and neglected/non-neglected delinquents were formed. Perceived parental abuse and/or psychological neglect (paternal and/or maternal) were found to be associated with various family and social characteristics. Specific parameters connected to the Greek societal and cultural context have also been identified.

This paper presents social justice principles as core concepts in school psychology practice via a conceptual framework that combines theory, research, training, and practical applications. Focusing on the specific needs of Greece (i.e. economic recession, influx of migrant and refugee students, etc.), we discuss the inclusion of multicultural and international components of school psychology practice as well as implications for socially just practice. Specific examples of interventions and activities developed and implemented by the Laboratory of School Psychology of the National and Kapodistrian University of Athens, which emphasizes the application of social justice principles to practice, are also presented. Finally, we discuss specific guidelines for developing interventions that embrace social justice principles globally as well as explore transnational implications. [ABSTRACT FROM AUTHOR]

The aim of this research is to explore specific dimensions of the school environment and related psychosocial adjustment of immigrant students. In particular, this study examines immigrant students' self-concept and their coping strategies in new school and cultural environments. The sample consisted of 246 elementary school students (fifth grade) from the region of Attica, Greece. The immigrant group consisted of 43 students from various national backgrounds. The control group consisted of 203 students born and raised in Greece. The following instruments were used in the study: (a) the Athens Coping Scale and (b) the Self Description Questionnaire (SDQ) (Marsh). Additionally, demographic and achievement data were obtained. Significant differences between the groups were found regarding several self-concept dimensions. Significant differences were also found with respect to several independent variables. Findings show the need for further consultation and support of immigrant students in school contexts. The study is part of an extensive project on cross-cultural education and psychological support of remigrant and immigrant students in Greek schools. The data will be discussed within the framework of proposed guidelines for school based consultation within the context of an alternative model for the provision of school psychological services in the Greek educational system. [ABSTRACT FROM AUTHOR]

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed. [ABSTRACT FROM AUTHOR]