Due to the progress in information technology, cyber-bullying is becoming one of the most common forms of interpersonal harm, especially among teenagers. The present study (N = 548) aimed to investigate the relation between perceived parenting style (in terms of autonomy support and psychological control) and cyber-bullying in adolescence. Thereby, the study tested for the intervening role of adolescent need satisfaction (i.e., autonomy and relatedness), empathic concern towards others, and adolescents’ recognition of full humanness to cyber-bullying offenders and victims. Findings revealed both a direct and an indirect relation between parenting and cyber-bullying. More specifically, parental psychological control directly predicted cyber-bullying, whereas parental autonomy support related to less cyber-bullying indirectly, as it was associated with the satisfaction of adolescents’ need for autonomy, which predicted more empathic concern towards others, which in turn differentially related to recognition of humanness to victims and bullies. The discussion focuses on the implications of the current findings.

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research.

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based on the control–value theory of academic emotions and self-determination theory, it explores how students’ perceptions of a caring school community and a positive learning climate influence their emotions, motivation, learning strategies, and reading performance. A total of 296 fifth- and sixth-grade students completed self-report measures assessing these factors. For the collection of the data, the participants completed the following scales: Motivation for Reading Questionnaire—MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate Questionnaire (LCQ), School as a Caring Community Profile-II-(SCCP-II), learning strategies questionnaire, and reading comprehension. The correlation and path analysis results revealed that students who viewed their school as supportive experienced more positive academic emotions and fewer negative ones. Positive emotions were linked to higher intrinsic and extrinsic reading motivation, while negative emotions correlated with lower motivation and disengagement. Intrinsic motivation significantly predicted deep learning strategies and improved reading comprehension, whereas the absence of learning strategies negatively impacted performance. These findings underscore the role of a supportive school environment in fostering motivation and emotional engagement. The educational implications of this study highlight the need for teaching practices that cultivate positive emotions, intrinsic motivation, and effective learning strategies to enhance reading comprehension and overall academic success.

This article proposes a multi-level model for crisis preparedness and intervention in the Greek educational system. It presents: a) a brief overview of leading models of school crisis preparedness and intervention as well as cultural considerations for contextually relevant crisis response; b) a description of existing crisis intervention practices in Greek schools; and c) a model for crisis preparedness and intervention based on specific needs and characteristics of the Greek context. The proposed model consists of several domains including development of a synthetic conceptual framework, education and training, intervention, publications, and collaboration/partnerships. Finally, basic principles that need to be taken into account for the development of a multi-level model with cross-cultural and cross-national considerations regarding crisis preparedness and intervention are discussed.

The purpose of this experiment was to test how ethnic group membership of both the bullies and the victims influence the way that observers attribute human characteristics to bullies. Ethnic group membership was manipulated in terms of bullies’ and victims’ ethnicity (ingroup-majority group versus outgroup-minority group). Furthermore, we examined the mediating role of empathic concern towards the victim and perspective taking of the bully in the relation between ethnic group membership of bullies and victims and attributions of humanness to the bullies. We hypothesized that observers would attribute lower human characteristics to outgroup bullies when bullies inflict harm on an ingroup victim. Moreover, we expected that perspective taking of the bully and empathic concern towards the victim would mediate this relation. Analysis of data from a sample of 293 Greek-Cypriot adolescents fully corroborated our hypotheses. The findings are discussed in terms of the discrimination-based nature of bullying at school.

This cross-sectional study aims to shed further light on the relation between self-esteem and Eating Disorders (EDs) as part of prevention efforts by testing the mediating role of psychological inflexibility in a sample of young teenagers. Four hundred and eighteen Greek-speaking students from one representative public middle school in Cyprus (43.90% males and 56.10% females; M_age = 13.71, SD = 1.00) were screened for ED pathology using the Eating Attitudes Questionnaire-26 (EAT-26) and completed the Rosenberg Self-Esteem Scale (RSE) and the Avoidance and Fusion Questionnaire for Youth (AFQ-Y8). Screening was part of a school-wide psychoeducational Campaign titled “Love Your Body-Young Teens”, which aimed to raise awareness on healthy body image and EDs within the school community. Correlations and bootstrapping mediation analyses were conducted to evaluate the relations between ED pathology, self-esteem, and psychological inflexibility. Mediation analyses results showed that psychological inflexibility partly mediates the relationship between self-esteem and ED pathology. These preliminary findings highlight the contributions of both the individual’s negative internal events and their meta-response to these events in the development of EDs. It lays the foundation for the delivery of research-informed psychological prevention efforts in the schools, aiming to increase psychological flexibility among students.