Dermitzaki Irini

Ακαδημαϊκή Βαθμίδα: 
Associate Professor
Subject: 
Educational Psychology
Telephone Number: 
+30 24210 74790
E-mail: 
idermitzaki [at] uth [dot] gr

Short Curriculum Vitae

Dr. Irini Dermitzaki

Associate Professor in Educational Psychology

Department of Early Childhood Education

University of Thessaly, Greece.

 

Correspondence:

Dept. of Early Childhood Education

University of Thessaly

Argonafton & Filellinon

TK 382 21

Volos

Greece

Tel. +30 24210 74790

 E-mail: idermitzaki [at] uth [dot] gr (idermitzaki [at] uth [dot] gr)

 

Research focus

Basic and applied research focused on investigating and empowering students’, teachers’, and parents’ psychological processes and skills related to learning, teaching, and academic achievement such as: metacognition, self-regulated learning and instruction, learning and study skills, motivation, academic self-concept, academic emotions. Developmental processes in learning and academic achievement. Educational counseling. Development and testing of instruments for assessing psychological processes in education.  

 

Undergraduate courses 

·      Educational Psychology 

·      Applied Educational Psychology 

·      Counseling Psychology in Education 

 

In the past, I have also taught courses such as: Educational Psychology II, Cognition and learning skills, Developmental Psychology I and II, Cognitive development, Cognitive Psychology, Counselling Psychology.

 

Postgraduate courses

 

 2016-17: Winter semester course “Psychology of Learning”, Postgraduate Program “Educational Sciences: Pedagogical Play and Educational Material in Early Childhood”, Department of Early Childhood Education, University of Thessaly.  

  2009-2014: Winter semester course: “Cognitive and affective processes in children with special educational needs”, Postgraduate program “Special Education”, Department of Special Education, University of Thessaly.

 2009-2014: Spring semester course: “School counseling: Teacher as a counselor”, Postgraduate program “Counseling in Education, Special Education, and Health”, Department of Special Education, University of Thessaly.

 

Research Projects

Participation in 13 funded research projects (in 3 as a project coordinator) and in 10 applied/lifelong training projects for teachers, parents and students.

 

Research project coordinator 

·    “Powerful Learning: Empowering school teachers in teaching self-regulated learning skills”. Grant from the Research Committee of the University of Thessaly.

·          “Investigation of Greek university students’ achievement emotions: Adaptation of the Test Emotions Questionnaire in the Greek language”. Grant from the Research Committee of the University of Thessaly.

·         Self-regulatory skills during problem solving and their relations with cognitive performance and academic self-concept in different cognitive domains”. Grant from the Research Committee of the University of Thessaly.

 

Member of the research team – Selected research projects

 

·      “Self-regulated learning and teaching in school mathematics: Teachers’ discourse and practices in the classroom”. Grant from the Research Committee of the University of Thessaly

·     Social problem solving in children with mild mental retardation”. Grant from the Research Committee of the University of Thessaly.

·         “Differences in motivation between Christian and Muslim Greek student populations in education and sport”. Grant from the Research Committee of the University of Thrace.

·         Developing and evaluating life skills training programs in school physical education”. Grant from the Research Committee of the University of Thessaly.

·         “Exercise, smoking, alcohol: Investigating mechanisms and interventions for prevention, cessation, and awareness”, Project “Thalis”, funded by the Greek Secretary of Research and Technology.

 

 Publications in peer-reviewed journals – selected

·      Αndressa, H., Mavrikaki, E., & Dermitzaki, I. (2015). Adaptation of the Students' Motivation Towards Science Learning (SMTSL) Questionnaire to measure Greek Students’ Motivation towards Biology Learning. International Journal of Biology Education, 4(2), 78-93.  

·      Chatzistamatiou, M., Dermitzaki, I., Efklides, A., & Leondari, A. (2015). Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics. Educational Psychology, 35(7), 835-850. DOI: 10.1080/01443410.2013.822960 

·       Chatzistamatiou, M., Dermitzaki, Ι., & Bagiatis, V. (2014). Self-regulatory teaching in mathematics: Relations to teachers’ motivation, affect and professional commitment. European Journal of Psychology of Education, 29, 295-310. DOI: 10.1007/S10212-013-0199-9  

·      Dermitzaki, I., Stavroussi, P., Vavougyios, D., & Kotsis, K. (2013). Adaptation of the Students' Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language. European Journal of Psychology of Education, 28, 747-766.  

·     Goudas, Μ., Kolovelonis, Α., & Dermitzaki, Ι. (2013). Implementation of self-regulation interventions in physical education and sport contexts. Invited chapter in H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of Self-Regulated Learning across Diverse Disciplines. A tribute to Barry Zimmerman (pp. 383-416) Charlotte, NC: Information Age Publishing. 

·      Kolovelonis, A., Goudas, M., & Dermitzaki, I., & Kitsantas, A. (2013). Self-regulated learning and performance calibration among elementary physical education students. European Journal of Psychology of Education, 28, 685-701.  

·      Dermitzaki, I., Stathopoulou, C., & Chaviaris, P. (2012). Teachers’ reflection on self-regulated learning in mathematics classroom: A case study. International Journal for Mathematics in Education, 4, 310-316.

·      Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2012). Students‘ performance calibration in a basketball dibbling task in elementary Physical Education. International Electronic Journal of Elementary Education, 4(3), 507-517. 

·      Dermitzaki, Ι. (2011). Self-concept. Invited entry in P. C. Hogan (Ed.), The Cambridge Encyclopedia of the Language Sciences (pp. 731-732). Connecticut: University of Connecticut, Cambridge University Press. 

·      Kolovelonis, A., Goudas, M., & Dermitzaki, I. (2011). The effect of different goals and self-recording on self-regulation of learning a motor skill in a physical education setting. Learning and Instruction, 21 (3), 355-364.

·    Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students’ strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19(2), 144-157. DOI:10.1016/j.learninstruc.2008.03.002. 

·      Dermitzaki, I., Andreou, G., & Paraskeva, V. (2008). High and low reading comprehension achievers’ strategic behavior and its relation to performance in a reading comprehension situation. Reading Psychology: An Interdisciplinary Journal, 29, 471-492.

·      Dermitzaki, I., Stavroussi, P., Bandi, M., & Nisiotou, I. (2008). Investigating students’ with mild mental retardation ongoing strategic behavior: Implementation and relations to performance in a problem-solving situation. Evaluation and Research in Education, 21, 96-110.

·    Beka, Α., Dermitzaki, Ι., Christodoulou, Α., Kapetanos, G., Markovitis, M., & Pournaras, J. (2006). Children and adolescents with idiopathic scoliosis: Coping mechanisms and self-esteem. Psychological Reports, 98, 477-485.

·      Dermitzaki, I. (2005). Preliminary investigation of relations between young students’ self-regulatory strategies and their metacognitive experiences. Psychological Reports, 97(3), 759-768.

·      Goudas, M., Dermitzaki, I., & Bagiatis, K. (2001). Motivation in physical education is correlated with participation in sport after school. Psychological Reports, 88, 491-496.

·      Dermitzaki, I., & Efklides, A. (2001). Age and gender effects on students’ evaluations regarding the self and task-related experiences in mathematics. Invited chapter in S. Jarvela & S. Volet (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 271-293). Amsterdam: Pergamon Press.

·      Dermitzaki, I., & Efklides, A. (2000). Aspects of self-concept and their relationship to language performance and verbal reasoning ability. American Journal of Psychology, 113(4), 621-638.

·      Goudas, M., Dermitzaki, I., & Bagiatis, K. (2000). Predictors of students’ intrinsic motivation in school physical education. European Journal of Psychology of Education, 15(3), 271-280.

 

Publications in greek peer-reviewed journals and volumes – selected

In english


·    Dermitzaki, I., Bonoti, F., & Kriekouki, Μ. (in press). Examining test emotions in university students: Adaptation of the Test Emotions Questionnaire in the Greek language. Hellenic Journal of Psychology. (www.pseve.org)

·      Kallia, E., & Dermitzaki, I. (in press). Assessing parental practices that support children’s self-regulated learning. Hellenic Journal of Psychology. (www.pseve.org) 

·      Chatzistamatiou, M., & Dermitzaki, Ι. (2013). Teaching mathematics with self-regulation and for self-regulation: Teachers’ reports. Hellenic Journal of Psychology, 10(3), 253-274.  (www.pseve.org) 

·   Dermitzaki, I. (2004). Individual and social processes in the regulation of learning: Introduction. Hellenic Journal of Psychology, 1, 119-127.

·    Dermitzaki, I., & Kiosseoglou, G. (2004). Self-regulation during problem solving in second-graders: Relations with students’ performance and goal orientation. Hellenic Journal of Psychology, 1, 128-146.

·     Dermitzaki, I., & Efklides, A. (2003). Goal orientations and their effect on self-concept and metacognition in adolescence. Psychology: The Journal of the Hellenic Psychological Society, 10, 214-227.

·    Gonida, E., Metallidou, P., & Dermitzaki, I. (2000). The self as motive. Psychology: The Journal of the Hellenic Psychological Society, 7, 259-266.

 

In greek  [english translation]


·      Δερμιτζάκη, Ε. (2010). Διαφορές στη στρατηγική συμπεριφορά, στις επιδόσεις και στις αυτο-αντιλήψεις ικανοτήτων στα μαθηματικά μεταξύ μαθητών/τριών Α΄ και Β΄ δημοτικού. Eπιστήμες Αγωγής, Τεύχος 1, 43-58. 

[Dermitzaki, I. (2010). Differences in strategic behavior, in achievement and in self-perceptions of abilities in mathematics between first- and second-grade students. Educational Sciences, 1, 43-58.] 

·       Χατζησταματίου, Μ., & Δερμιτζάκη, Ε. (2009). Χρήση στρατηγικών αυτο-ρύθμισης της διδασκαλίας και προαγωγής της αυτο-ρυθμιζόμενης μάθησης των μαθητών από εκπαιδευτικούς πρωτοβάθμιας εκπαίδευσης. Στο Α. Μπρούζος, Π. Μισαηλίδη, & Α. Ευκλείδη (Επιμ. Έκδ.), Επιστημονική Eπετηρίδα Ψυχολογικής Εταιρείας Βορείου Ελλάδος, Τόμος 7: Μελέτες στην ψυχολογική αξιολόγηση (σελ.115-144). Αθήνα: Ελληνικά Γράμματα.

[Chatzistamatiou, M., & Dermitzaki, I. (2009). Primary school teachers' use of strategies for self-regulated instruction and enhancement of students' self-regulated learning. In A. Brouzos, P. Misailidi, & A. Efklides (Eds.), Scientific Annals of the Psychological Society of Northern Greece, Vol. 7: Studies in Psychological assessment (pp. 115-144). Athens: Ellinika Grammata.] 

·      Δερμιτζάκη, Ε., & Χατζησταματίου, Μ. (2008). Αυτο-ρύθμιση της μάθησης: Έννοια, διαδικασίες και αξιολόγηση στο εκπαιδευτικό πλαίσιο. Το Βήμα των Κοινωνικών Επιστημών, Τόμος ΙΓ, 51, 177-190.

[Dermitzaki, I., & Chatzistamatiou, M. (2008). Self-regulated learning: Conceptual definitions, procedures, and assessment in educational contexts. Social Sciences Forum, Vol. ΙΓ, 51, 177-190.] 

·      Δερμιτζάκη, Ε., Γούδας, Μ., & Λεονταρή, Α. (2007). Αυτο-αντιλήψεις ικανοτήτων και μεταγνωστικές εμπειρίες των μαθητών μετά την εκτέλεση γνωστικών έργων. Στο Π. Μισαηλίδη, Α. Μπρούζος, & Α. Ευκλείδη (Επιμ. Έκδ.), Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρείας Βορείου Ελλάδος, Τόμος 5: Γονείς, παιδί και εκπαιδευτική πρακτική (σελ. 163-184). Αθήνα: Ελληνικά Γράμματα.

[Dermitzaki, I., Goudas, M., & Leondari, A. (2007). Students’ self-perceptions of their abilities and metacognitive experiences after the execution of cognitive tasks. In P. Misailidi, A. Brouzos, & A. Efklides (Eds.), Scientific Annals of the Psychological Society of Northern Greece, Vol. 5: Parents, child, and educational practice (pp. 115-144). Athens: Ellinika Grammata.]

·      Δερμιτζάκη, Ε., Γούδας, Μ., & Λεονταρή, Α. (2006). Eκτιμήσεις εκπαιδευτικών και μαθητών για πλευρές της ακαδημαϊκής αυτο-αντίληψης των μαθητών: Πόσο συμφωνούν μεταξύ τους; Στο Ε. Συγκολλίτου (Επιμ. Έκδ.), Έννοια του εαυτού και λειτουργικότητα στο σχολείο (σελ. 95-118). Θεσσαλονίκη: Εκδόσεις Κυριακίδη.

[Dermitzaki, I., Goudas, M., & Leontari, A. (2006). Teachers’ and students’ beliefs about facets of students’ academic self-concept: Extent of correspondence. In E. Syngollitou (Eds.), Self and personal functioning within the school context (pp. 95-118). Thessaloniki: Kyriakides.]

·      Δερμιτζάκη, Ε. (2005). Επίδοση και στρατηγικές αυτο-ρύθμισης κατά τη μάθηση μικρών μαθητών/τριών. Στο Φ. Βλάχος, Φ. Μπονώτη, Π. Μεταλλίδου, Ε. Δερμιτζάκη, & Α. Ευκλείδη (Επιμ. έκδ.), Επιστημονική Επετηρίδα Ψυχολογικής Εταιρείας Βορείου Ελλάδος, Τόμος 3: Ανθρώπινη συμπεριφορά και μάθηση (σελ. 43-64). Αθήνα: Ελληνικά Γράμματα.

[Dermitzaki, I. (2005). Performance and self-regulated learning strategies in young students. In F. Vlachos, F. Bonoti, P. Metallidou, I. Dermitzaki, & A. Efklides (Eds.), Scientific Annals of the Psychological Society of Northern Greece, Vol. 3: Human behavior and learning (pp. 43-64). Athens: Ellinika Grammata.] 

·      Δερμιτζάκη, Ε., & Ευκλείδη, Α. (2002). Η δομή γνωστικών και θυμικών παραγόντων που συνδέονται με τη γνωστική επίδοση στη γλώσσα και στα μαθηματικά. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 9, 58-74.

[Dermitzaki, I., & Efklides, A. (2002). The structure of cognitive and affective factors related to students’ cognitive performance in language and maths. Psychology: The Journal of the Hellenic Psychological Society, 9, 58-74.]

·      Δερμιτζάκη, Ε. (2001). Η φύση και η δομή της ακαδημαικής αυτοεικόνας, η σχέση της με τη σχολική επίδοση και οι επιδράσεις του παράγοντα «ηλικία» στη σχέση αυτή. Σύγχρονη Εκπαίδευση, 120, 101-110.

[Dermitzaki, I. (2001). Academic self-concept: Its’ relations to achievement, and the effects of age on this relationship. Contemporary Education, 120, 101-110.]

·      Δερμιτζάκη, Ε., & Ευκλείδη, Α. (2000). Η έννοια του εαυτού και οι σχέσεις της με γνωστικούς και μεταγνωστικούς παράγοντες που αφορούν επιδόσεις σε ειδικούς τομείς γνώσης. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 7, 354-368.

[Dermitzaki, I. & Efklides, A. (2000). Self-concept and its relations with cognitive and metacognitive factors regarding performance in specific domains of knowledge. Psychology: The Journal of the Hellenic Psychological Society, 7, 354-368.]

·      Δερμιτζάκη, Ε. (2000). Ο ρόλος του προσανατολισμού των μαθητών προς το στόχο επίτευξης κατά τη διαδικασία της μάθησης. Σύγχρονη Εκπαίδευση, 111, 74-85.

[Dermitzaki, I. (2000). The role of students’ goal orientation in the learning process. Contemporary Education, 111, 74-85.] 

 

Publications in peer-reviewed conference proceedings – selected

·      Katsianidou, E., Moulas, A.N., Moula, A.I., Dermitzaki, I., Jamurtas, T., & Nisiotou, I. (2012). Development of a pedagogic game for nutrition education. Annals of Nutrition and Metabolism, 60(2), 138-140.

·       Stavroussi, P., Dermitzaki, I., & Miliadou, A. (2010). Social problem solving in children with Down syndrome. Preliminary investigation of children’s response patterns. Proceedings of the International Conference of Education, Research, and Innovation, 5487-5494. Madrid, Spain. ISBN: 978-84-614-2439-9

·       Dermitzaki, I. (2010, July). Developing an instrument to assess students’ strategic behaviour during problem solving. Proceedings of the International Conference on Education and New Learning Technologies, Barcelona.

·      Paraskeva, V., & Dermitzaki, I. (2010, July). Factors related to elementary students’ metacognitive skills during reading comprehension. Proceedings of the International Conference on Education and New Learning Technologies, Barcelona. 

·      Chatzistamatiou, M., & Dermitzaki, I. (November, 2009). Elementary students’ and teachers’ reports of strategic behaviour in mathematics. How close are they? Proceedings of the Ιnternational Conference of Education, Research, and Innovation, 1608-1617. Madrid. 

·      Chatzistamatiou, M., & Dermitzaki, I. (2009, January). Elementary students’ self-efficacy, reported use of self-regulatory strategies, and enjoyment of mathematics learning. Proceedings of the 5th International Biennial SELF Research Conference, Al Ain, United Arab Emirates.  http://www.self.ox.ac.uk/conf2009.htm

·      Dermitzaki, I., & Leondari, A. (2004). Pre- and primary school students’ self-concept and its relations to their self-regulatory skills. Proceedings of the 3rd International Biennial SELF Research Conference (9-page paper), Berlin. 

 

Editorship in peer-reviewed journals and volumes - Reviewer  

  Assistant Editor in the Hellenic Journal of Psychology, The Journal of   Psychological Society of Northern Greece

 Guest Editor, Special issue Perspectives on Self-Regulation Research in Education”, Hellenic Journal of Psychology (2013), vol. 10(3).(www.pseve.org)

 Guest Editor, Special issue «Individual and social processes in the regulation of learning», Hellenic Journal of Psychology (2004), vol. 1(2).(www.pseve.org)

 Guest co-editor (together with E. Gonida, & P. Metallidou, P.), Special issue “Μotivational aspects of the self”, Psychology: The Journal of the Hellenic Psychological Society, (2000), vol. 7.

Co-editor in the Scientific Annals of the Psychological Society of Northern Greece, Volumes 3 and 4 (“Human behaviour and Education”). Athens: Ellinika Grammata.

 

 Reviewer in many peer-reviewed journals and collective volumes (e.g., British Journal of Educational Psychology, European Journal of Psychology of Education, European Journal on Psychological Assessment, Learning and Individual Differences, Learning and Instruction, Metacognition and Learning, Teaching and Teacher Education, etc.) 

 

 

Applied-clinical experience

· Clinical experience as an educational-school psychologist in the Children and Adolescent Section of the Department of Psychiatry, “G. Papanikolaou” General Hospital, Exohi, Thessaloniki. 

Career counselor in tertiary education, Career Office, Aristotle University of Thessaloniki.

Community educational-school psychologist-counselor for students, teachers, and parents. Counseling Services of the Municipality of Skydra, Pella Prefecture.