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Inclusion of students with marginalization tendencies has been one of the demands in the field of education over the last decades, but it remains unrealized. At the same time, our daily lives appear to have changed rapidly because of extensive use of digital media. This fact may have both positive and negative consequences. So, we were inspired to investigate the relationship between teenagers who may be marginalized and the use of digital media, as well as the degree to which they promote or prevent inclusion, by the foregoing considerations. We chose mixed methodological approach as the most appropriate. Specifically, sequential exploratory strategy was used to collect the data, while grounded theory was used for their analysis. The quantitative part sample consists of 600 Secondary Education students. Accordingly, the sample of the qualitative part of the research was 138 Secondary Education students. The survey was conducted over a period of three months (from October 2019 to December 2019). By completing the research project, we concluded that the use of digital media and especially the engagement of adolescent students who show marginalizing tendencies with social media, digital games and distance education leads to their inclusion.

Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The paper presents the results of a systematic literature review of 76 studies (2012-2022), which evaluated the contribution of teacher feedback to the revision of student work. The review was based on the PRISMA methodology, and studies were selected based on quality criteria. The results showed that most of the studies recorded significant benefits from the application of several types of feedback processes in the successful revision of trainees' work, such as the successful correction of errors, the improvement of the quality of their texts, the assimilation of improvement strategies and the receptivity of teachers and learners. Most of the research concerns English as a second and foreign language course and academic writing, recorded in higher education and collected self-report data, utilizing primarily quasi-experimental intervention.

The present study aimed at examining the transactional effects between parental styles and adolescent externalizing problems. The total sample included 868 students, 410 preadolescents (M[subscript age] = 10.63, SD = 0.63) attending the last two grades of elementary school and 458 early adolescents (M[subscript age] = 12.65, SD = 0.67) attending the first two grades of high school. Participating schools (N = 15) were purposefully selected to be diverse in terms of urban/rural residence of families they serve, as well as their socioeconomic status, and came from three different Districts of Cyprus. In terms of gender, 451 (52.0%) were girls and 410 (47.5%) were boys. The self-report version of the "Strengths and Difficulties Questionnaire" was used for measuring externalizing problems and the "Parental Authority Questionnaire" was used for measuring parental style. A short-term longitudinal design was used, with the data collected at two points in time having 5-month intervals. By means of a cross-lagged model, and in contrast to prior studies claiming that certain parental styles influence positively or negatively externalizing problems, the current study found that the opposite effect is true. That is, externalizing problems affected positively authoritarian parenting and negative authoritative style. Also, a multigroup analysis revealed that age/developmental phase moderated these relationships. Specifically, T1 authoritarian parenting seemed to be a risk factor for preadolescents, but not for adolescents.

Special Unit students at a secondary education school in Cyprus were to be included in an action research project. Its primary objective was to study the challenges the headmaster/leader or other school leader faces while attempting to involve Special Unit students in the school's leadership, which was based on an inclusive leadership approach. The researchers concluded that Cyprus' centralized educational system is the biggest impediment. The primary research methods used to carry out the action research were interviews, focus groups, and observations. 85 teachers, 210 students, and 15 parents participated in the 8-month research, which was conducted in a secondary school in Cyprus with a special unit. By completing the research process, the researchers finally concluded that the solution to the problem might be the recruitment of an inclusive leadership model, which aims to use decentralized inclusive practices.

In recent years, the role of the leader in the effective operation of the school has been vastly debated in the international educational community. Through a historical study of educational leadership, this research discovered that the position of the leader is constantly being reshaped and adapted to the current social, cultural, and economic circumstances. During the last year, due to the coronavirus disease 2019 pandemic, the educational leadership has had to be reshaped worldwide. The aim of this study is to investigate the issues that have arisen from the aforementioned situation, as well as to try to figure out how a school's principal might apply the basic principles of educational leadership, in a period of crisis. This investigation was focused on the use of the qualitative method. The study included 88 teachers and 5 principals from Cyprus, as well as teachers and parents. Based on the findings of the study, we discovered that the challenges faced by school principals and teachers are primarily linked to alienation, marginalization, time management, improving bureaucracy, problems with technical equipment and distance learning programs. Solution to these obstacles seemed to be the: Empathy, teamwork, and decentralization of the educational system, which are all promoted by the principal, who occasionally has additional authority.

Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens

The aim of the present study was to examine the relationship between moral disengagement, emotion regulation and bullying behavior at school. Participants were 512 adolescents (281 males and 231 females) attending secondary schools in Cyprus. They completed a questionnaire package two times, with a five months period between them. Structural equation modeling (SEM) was applied to investigate the relationships among the variables under study. Moderation analyses were used to examine the moderating role of emotion regulation strategies on the effect of moral disengagement on bullying activity and multi-group analyses were further employed to examine the role of gender as a potential moderator. In line with earlier research, a positive association between moral disengagement and bullying behavior was found. Further, it was found that emotion regulation serves as a moderator of the effect of moral disengagement on bullying behavior. However, such moderation was found only for girls who use maladaptive emotion regulation strategies.

This paper aims at examining the institutional framework within which Special Units (SUs) in Cypriot secondary education operate. The establishment of SU targets to facilitate the education of pupils defined as having special educational needs (SEN) in mainstream schools, and their operation is governed by the 1999 law and subsequent amending acts and circulars. Neither the operation of the SUs and the institutional framework that guides their operation have yet been investigated. The main aim of our research was to investigate teachers' and parents' views of the way in which SUs function, as well as their opinions of the legislative sections relating to the special units. This process led to the creation of a critical approach called the Institutional Framework for Special Units in Cyprus. Lastly, the participants were asked to propose ways in which the SUs could operate an inclusive environment. This paper presents qualitative research conducted in three secondary schools in Cyprus. Our sample consisted of 52 participants (heads, special education associate administrators, assistant heads, teachers, parents) over a five month timespan (September 2017-February 2018). The results lead to the conclusion that immediate action for further improvement and change is imperative, primarily for the benefit of pupils defined as having SEN.

The present study sought to investigate the short-term growth in the levels of traditional and cyber forms of bullying and victimization and examine how growth in one form of bullying relates to that of others', for students in late elementary and early high school grades (ages 10 to 15) and to examine how the educational level of the students affects this growth. In total 868 students participated in the study during four measurement waves with an approximate five-week time-lag between each wave. The Latent Growth Modelling technique was implemented in data analysis and results indicated considerable differences between traditional and cyber forms of bullying. For example, a steeper fluctuation was indicated for cyber forms of bullying and victimization, which was more precipitous for students who were already reporting high levels of such behaviours, contrary to what was found for traditional forms of bullying. Nonetheless, similarities between the two forms were also present. Implications for research and practice are discussed.

The marginalization of pupils characterized as having special educational needs (SEN) is a phenomenon that persists despite the international intense efforts to avoid it. The school headmaster and the leadership model which he/she follows are key factors that could contribute to the creation of an inclusive school environment. The mixed methodology action research (MMAR) was used in an attempt to invent an innovative leadership model to make education more inclusive for pupils characterized as having SEN within a mainstream secondary school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. Action research was then carried out in a mainstream secondary school in Cyprus with a total of 80 participants, applying the proposed method to implement the innovative 'Intermediate inverted Leadership Model'. The study was then examined and critically evaluated through MMAR the extent to which the proposed leadership model enhanced inclusive education. The results showed that the innovative leadership model can contribute to inclusive education, by identifying the factors that lead to marginalization in order to convert them into factors that contribute in promoting inclusion.

Little research evidence exists for the mechanisms through which cyberbullying develops and is maintained. The purpose of the present was to investigate a social-ecological diathesis-stress model for cyberbullying. The study examined the unique and interactive effects of psychopathic traits, moral disengagement and school climate on cyberbullying and cybervictimization. A sample of 407 adolescents aged 15-18 years completed the Youth Psychopathic Inventory, the Moral Disengagement Scale, the School Climate Bullying Survey and the Personal Experiences Checklist. The structural equation models performed provided support for a social-ecological diathesis-stress model for cyberbullying and cybervictimization. Different effects were present for participants differing in the levels of self-reported psychopathy and gender. Implications for research and practice are discussed.

The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.

In this paper, we report some findings from an investigation of a topic related to affect and mathematics which is not well-represented in the literature. For some mathematicians, mathematics itself is a source of security in an uncertain world, and we investigated this feeling and experience in the case of 19 adult mathematicians working in universities and schools in Greece. The focus reported here is on ways that a relationship with mathematics offers a sense of permanence and stability on the one hand, and an assurance of novelty and progress on the other. [This document was originally published as Charalampous, E., & Rowland, T. (2012). The experience of security in mathematics. In T.-Y. Tso (Ed.), "Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education" (Vol. 2, pp. 115-122). Taipei, Taiwan: PME.]

The present study sought to examine the independent, hierarchical, and integrative models of multiple attachment relationships in a sample of Greek-Cypriots in middle adolescence and to test the distinct and interactive effects of these relationships on bullying involvement. A sample of Greek-Cypriot adolescents (N?=?406, 55.4% females, M[subscript age]?=?16.01, SD?=?0.82) completed the Greek forms of the Revised Olweus Bully-Victim Questionnaire (BVQ-R), the Inventory of Parental and Peer Attachment (IPPA), and the Questionnaire on Teacher Interaction (QTI). Path models were used to test for the effect of multiple attachment relationships on bullying and victimization, using AMOS 24.0.The integrative model of multiple attachment relationships was supported and found to have significant effects on bullying involvement. The effect of the quality of the mother-adolescent relationship on bullying involvement was fully mediated by the quality of the attachment relationships with peers and the interpersonal relationship with teachers. The quality of adolescents' relationship with teachers affected their interactions with peers, and not the opposite, though both continued to have distinct effects on bullying involvement.

Previous studies have offered indications that the way pre-adolescents (fifth and sixth graders) structure their perceptions of their teacher's interaction in terms of Agency and Communion differs from adolescents. The purpose of this study was to delineate previous findings by thoroughly examining the structure of pre-adolescents' perceptions of their teacher's interpersonal behaviour, and by investigating the extent to which this structure relates to pre-adolescents' learning outcomes. A mixed methods research design was implemented including a qualitative instrument adaptation procedure followed by a quantitative large-scale administration. Participants for the latter were a random sample of 504 pre-adolescents (from 10 to 13 years old) and 36 teachers. Results showed that participants placed significantly more emphasis on their teachers' Communion behavioural dimension and this emphasis was illustrated on the association of perceived teacher interaction and students' learning outcomes. Implications for theory, research and practice are discussed.

The classroom psychosocial climate (CPSC) is a multidimensional construct, the indicators of which are being operationalized through the subscales of CPSC measuring instruments, such as the What Is Happening in This Class? (WIHIC) questionnaire. As opposed to studies with secondary students, elementary student studies have produced inconsistent results in terms of the factorial structure of such instruments. The purpose of the present study was to thoroughly examine the construct of the elementary CPSC. Semi-structured interviews were conducted with six teachers and 24 students from Greek elementary classrooms and analyzed through qualitative content analysis. The findings generally supported the presence of the CPSC indicators in this context and indicated potential differentiations in terms of content and conceptual independence for at least four of them.

Attachment theory proposes that early parent-child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students' perceptions of their teacher's interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents' representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5-7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents' multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students' perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.

The 22nd Workshop on Aggression was held in Limassol, the 2nd second largest urban area in Cyprus, in November 22-25, 2017, and was organized by the University of Cyprus. There were five keynote speakers, eight symposia, nine paper sessions and one poster session. In total, 78 high quality individual papers were presented, covering a broad area of research fields in accordance to the theme of the workshop. The thematic focus of the 22nd Workshop on Aggression 2017 was "Contemporary perspectives on aggressive behavior: Exploring trends across the lifespan". The conference aimed to present the latest research and stimulate interdisciplinary research mainly in the fields of: (1) conventional and cyber forms of aggression; (2) personality and environmental factors of aggression; (3) neuroscience and aggression; and (4) prevention and intervention programs of aggression.

The purpose of the present study was to investigate the application of the Model of Reciprocal Causation (MRC) in examining the relationship between student personality (personal factors), student-perceived teacher interpersonal behavior (environment), and Mathematics achievement (behavior), with the simultaneous investigation of mediating effects and bidirectional relationships. The sample consisted of 317 Cypriot students and their 19 teachers. The relationship among the three constructs was examined using structural equation modeling. Results supported the mediating role of student perceptions of teacher interpersonal behavior in the personality-achievement relationship, and the unidirectional effect between student perceptions and achievement, with perceptions affecting achievement. Overall, the study demonstrated that the MRC provides a comprehensive and dynamic framework for examining the role of classroom interactions, student personal characteristics, and achievement. Implications for research and educational practice are discussed.

The Model of Interpersonal Teacher Behaviour (MITB) provides a widely acclaimed framework for studying the student-teacher interaction. However, the consistently weak psychometric properties of the instruments designed to measure the MITB in educational contexts other than the ones for which the MITB was originally developed, indicate the need for scrutinised cross-cultural adaptation procedures. The present study examined the cross-cultural validity of the MITB within the Greek elementary education context. Semi-structured interviews were undertaken with 6 teachers and 24 students. Interviews were analysed using the method of qualitative content analysis. The findings corroborated the validity of the MITB and indicated slight repetitive patterns of differentiation in the conceptualisation of the MITB by both Greek elementary students and teachers. (Contains 3 tables, 1 figure, and 1 note.)