Angelos Markos

Prof. Angelos Markos

Department of Primary Education, School of Education Sciences, Democritus University of Thrace, Alexandroupolis, Greece
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Research Focus & Metrics

Academic Career Length

18Years (2009-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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22 December 2022 in Nature Reviews Methods Primers
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Journal Article
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MGMichael Greenacre
Michael Greenacre
PGPatrick J. F. Groenen
Patrick J. F. Groenen
THTrevor Hastie
Trevor Hastie
ADAlfonso Iodice D’eNza
Alfonso Iodice D’eNza
AMAngelos Markos
Angelos Markos
ETElena Tuzhilina
Elena Tuzhilina

23 March 2012 in Electronic Commerce Research
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Journal Article
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TZTHEODORA ZARMPOU
THEODORA ZARMPOU
VSVaggelis Saprikis
Vaggelis Saprikis
AMAngelos Markos
Angelos Markos
Maro VlachopoulouMaro Vlachopoulou
Maro Vlachopoulou

1 May 2014 in Journal of Applied Developmental Psychology
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Journal Article
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Constantinos KokkinosConstantinos Kokkinos
Constantinos Kokkinos
NANafsika Antoniadou
Nafsika Antoniadou
AMAngelos Markos
Angelos Markos

5 November 2018 in WIREs Computational Statistics
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MVMichel Van De Velden
Michel Van De Velden
ADAlfonso Iodice D'Enza
Alfonso Iodice D'Enza
AMAngelos Markos
Angelos Markos

1 June 2016 in Personality and Individual Differences
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Journal Article
Closed access
Constantinos KokkinosConstantinos Kokkinos
Constantinos Kokkinos
IVIoanna Voulgaridou
Ioanna Voulgaridou
AMAngelos Markos
Angelos Markos

1 January 2013 in The Journal of Environmental Education
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Journal Article
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TBTheodora Boubonari
Theodora Boubonari
AMAngelos Markos
Angelos Markos
TKTheodoros Kevrekidis
Theodoros Kevrekidis
A structured questionnaire was administered to assess Greek pre-service primary teachers' knowledge, attitudes, and self-reported behavior toward marine pollution issues. Exploratory factor analysis revealed several factors, all demonstrating adequate internal consistency, and showed that pre-service teachers demonstrated a moderate level of knowledge about marine pollution issues, although they also held misconceptions. They scored high or relatively high on all attitude factors, and scored moderately high on individual action and low on collective action. These findings can contribute to the design and implementation of teacher education programs focused on the marine environment and its conservation.