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VIII. Άρθρα σε περιοδικά και Κεφάλαια σε βιβλία (στα Αγγλικά, Πορτογαλλικά, Ισπανικά)

  1. Demetriou, A., & Efklides, A. (1979). Formal operational thinking in young adults as a function of education and sex. International Journal of Psychology, 14, 241-253.
  2. Demetriou, A., & Efklides, A. (1981). The structure of formal operations: The ideal of the whole and the reality of the parts. In A. Meacham & N. R. Santilli (Vol. Eds.), Contributions to human development: Social development in youth: Structure and content (Vol. 5, pp. 20-46). Basel: Karger.
  3. Demetriou, A., & Efklides, A. (1985). Structure and sequence of formal and postformal thought: General patterns and individual differences. Child Development, 56, 1062-1091.
  4. Demetriou, A., & Efklides, A. (1987a). Towards a determination of the dimensions and domains of individual dif­ferences in cognitive development. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and Instruction: European Research in an International Context, 1 (pp. 41-51). Oxford, UK: Leuven University Press and Pergamon Press.
  5. Demetriou, A., & Efklides, A. (1987b). Experiential structuralism and neo-piagetian theories: Toward an integrated model. International Journal of Psychology, 22 (special double issue no 5 & 6), 679-728.  
  6. Efklides, A., (1988, July). The development, measurement and interpretation of cognitive competencies: A Swedish-Greek project. EARLI News, 6, 2-4.
  7. Demetriou, A., & Efklides, A. (1988). Experiential structuralism and neo-piagetian theories: Toward an integrated model. In A. Demetriou (Ed.), Τhe neo-piagetian theories of cognitive develoment: Toward an integration (pp. 173-222). Amsterdam: Elsevier. [Reprinted from International Journal of Psychology, 22, 679-728].  
  8. Rosenthal, D. A., Efklides, A., & Demetriou, A. (1988). Parental criticism and young adolescent self-disclosure: A cross-cultural study. The Journal of Youth and Adolescence, 17, 25-39.
  9. Rosenthal, D., Demetriou, A., & Efklides, A. (1989). A cross-national study of the influence of culture on conflict between parents and adolescents. International Journal of Behavioral Development, 12, 207-219.
  10. Rosenthal D., Bell, R., Demetriou, A., & Efklides, A. (1989). From collectivism to individualism? The acculturation of Greek immigrants in Australia. International Journal of Psychology, 24, 57-71.
  11. Efklides, A., & Demetriou, A. (1989). Image of cognitive self, task knowledge, and cognitive performance. In S. McDonald & M. L. Commons (Eds.), Adult development: Postformal stages: Vol. 3 (unpublished volume). New York: Praeger.
  12. Demetriou, A., & Efklides, A. (1990). The objective and subjective structure of metacognitive abilities from early adolescence to middle age. In H. Mandl, E. De Corte, N. Bennett, & H. F. Friedrich (Eds.), Learning and Instruction: European Research in an International Context (2.1, pp. 161-180). Oxford: Pergamon.
  13. Efklides, A. (1991). Aptidoes cognitivas e o desempenho na matematica (Cognitive abilities and mathematics). In L. Almeida (Vol. Ed.). Coleccao: Temas de Psicologia: Vol. 5. Cognicao e aprendizagem escolar (pp.147-156). Porto: Associacao dos Psicologos Portugueses (APPORT).
  14. Demetriou, A., Platsidou, M., Efklides A., Metallidou, Y., & Shayer, M. (1991). Structure and sequence of the quantitative-relational abilities and processing potential from childhood to adolescence. Learning and Instruction: The Journal of the European Association for Research on Learning and Instruction, 1, 19-44.
  15. Efklides, A., (1992, January). Learning and instruction: Research in Greece. EARLI News, 13, 1-2.
  16. 16. Efklides, A., & Demetriou, A., & Gustafsson, J.-E. (1992). Training, cognitive change and individual differences. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp. 122-143). London: Routledge.
  17. Demetriou, A., Gustafsson, J.-E., Efklides, A., & Platsidou, M. (1992). Structural systems in developing cognition, science, and education. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp.79-103). London: Routledge.
  18. Demetriou, A., Efklides, A., Papadaki, M., Papantoniou, G., & Economou, A. (1993). The structure and development of causal-experimental thought. Developmental Psychology, 29, 480-497. 
  19. Demetriou, A., Efklides, A., & Platsidou, M. (1993). Meta-piagetian solutions to epistemological problems. Monographs of the Society for Research in Child Development, 58 (5, Serial No. 234), 192-202.
  20. Demetriou, A., & Efklides, A. (1994). Structure, development, and dynamics of mind: A meta-Piagetian theory. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning (pp. 75-109). Amsterdam: Elsevier.
  21. Efklides, A., Demetriou, A., & Metallidou, Y. (1994). Structure and development of propositional reasoning ability: Cognitive and metacognitive aspects. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning (pp.151-171). Amsterdam: Elsevier.
  22. Demetriou, A., & Efklides, A. (1996). Cognitive development, self-concept, family influences, and life orientations. International Journal of Psychology, 31(3-4), 4652. 
  23. Demetriou, A., & Efklides, A. (1997). Dynamic patterns of intra- and inter-individual change in the acquisition of complex thinking abilities from 10 to 17 years of age: A longitudinal study. In D. Markoulis & E. Gonida-Bamniou (Eds.), Scientific Annals of the School of Psychology of Aristotle University of Thessaloniki (Vol. 2, pp. 69-108). Thessaloniki, Greece: Aristotle University Press / Art of Text.
  24. Efklides, A. (1997). Training domain-specific abilities. In J. H. M. Hamers & M. Overtoom (Eds.), Inventory of European programmes for teaching thinking (pp. 55-57). Utrecht: Sardes. 
  25. Efklides, A. (1997). Brain and mind: The case of subjective experience. Psychology: The Journal of the Hellenic Psychological Society, 4, 106-117. 
  26. Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1997). The effects of cognitive ability and affect on school mathematics performance and feelings of difficulty. American Journal of Psychology, 110(2), 225-258.  
  27. Efklides, A. (1998). Εl papel de las habilidades cognitivas y el afecto en el aprendizaje de las matematicas y la ciencia [The role of cognitive abilities and affect in math and science learning]. In S. Castaneda (Ed.), Evaluacion y fomento del desarrollo intelectual en la ensenanza de ciencias, artes y tecnicas. Perspectiva internacional en el umbral del siglo XXI [Evaluation and fostering of the teaching of intellectual development in the science, arts, and technics. International perspective in the XXI century threshold] (pp. 265-298). Mexico: Facultad de Psicologia, UNAM.  
  28. Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1998). Individual differences in feeling of difficulty: The case of school mathematics. European Journal of Psychology of Education, XIII(2), 207-226. 
  29. Efklides, A. (1999). Training domain-specific abilities: The case of experiential structuralism. In J.H.M. Hamers, J.E.H. Van Luit, & B. Csapo (Eds.), Teaching and learning thinking skills (pp. 105-129). Lisse, The Netherlands: Swets & Zeitlinger.
  30. Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1999). Individual differences in school mathematics performance and feeling of difficulty: The effects of cognitive ability, affect, age, and gender. European Journal of Psychology of Education XIV(1), 57-69.  
  31. Efklides, A., Papadaki, M., Papantoniou, G., Koutsioumba, M., & Kiosseoglou, G. (1999). Teaching thinking: The role of general and domain-specific abilities in cognitive change. Psychology: The Journal of the Hellenic Psychological Society, 6, 342-364. 
  32. Efklides, A., Samara, A., & Petropoulou, M. (1999). Feeling of difficulty: An aspect of monitoring that influences control. European Journal of Psychology of Education, XIV(4), 461-476.
  33. Efklides, A., & Vauras, M. (1999). Introduction. European Journal of Psychology of Education, XIV(4), 451-459.
  34. Georgiadis, L., & Efklides, A. (2000). The integration of cognitive, metacognitive, and affective factors in self-regulated learning: The effect of task difficulty. Psychology: The Journal of the Hellenic Psychological Society, 7, 1-19.
  35. Metallidou, P., & Efklides, A. (2000). Metacognitive aspects of the self, cognitive ability, and affect: Their interplay and specificity. PSYCHOLOGY: The Journal of the Hellenic Psychological Society, 7, 369-385.
  36. Dermitzaki, I., & Efklides, A. (2000). Aspects of self-concept and their relationship with language performance and verbal reasoning ability. American Journal of Psychology, 113(4), 621-638.
  37. Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dordrecht, The Netherlands: Kluwer.
  38. Efklides, A., & Sorrentino, R. M. (2001). Introduction. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 9-22). Dordrecht, The Netherlands: Kluwer.
  39. Metallidou, P., & Efklides, A. (2001). The effects of general success-related beliefs and specific metacognitive experiences on causal attributions. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 325-347). Dordrecht, The Netherlands: Kluwer.
  40. Dermitzaki, I., & Efklides, A. (2001). Age and gender effects on students’ evaluations regarding the self and task-related experiences in mathematics. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Conceptual advances and methodological implications (pp. 271-293). Amsterdam: Elsevier.
  41. Efklides, A., Yiultsi, E., Kangellidou, Th., Kounti, F., Dina, F., & Tsolaki, M. (2002). The relations between Wechsler Memory Scale, the Rivermead Behavioral Memory Test and the Everyday Memory Questionnaire in healthy adults and Alzheimer’s disease patients. European Journal of Psychological Assessment, 18, 63-77.
  42. Efklides, A. (2002). Feelings as subjective evaluations of cognitive processing: How reliable are they? Psychology: The Journal of the Hellenic Psychological Society, 9, 163-184.
  43. Efklides, A. (2002). The systemic nature of metacognitive experiences: Feelings, judgments, and their interrelations. In M. Izaute, P. Chambres, & P.-J. Marescaux (Eds.), Metacognition: Process, function, and use (pp. 19-34). Dordrecht, The Netherlands: Kluwer.
  44. Efklides, A., & Tsiora, A. (2002). Metacognitive experiences, self-concept, and self-regulation. Psychologia: An International Journal of Psychology in the Orient, 45, 222-236.
  45. Efklides, A., Niemivirta, M., & Yamauchi, H. (2002). Introduction: Some issues on self-regulation to consider. Psychologia: An International Journal of Psychology in the Orient, 45, 207-210.
  46. Efklides, A., Niemivirta, M., & Yamauchi, H. (2003). Motivation and self-regulation: Processes involved and context effects - A discussion. Psychologia: An International Journal of Psychology in the Orient, 46, 38-52.
  47. Dermitzaki, I., & Efklides, A. (2003). Goal-orientations and their effect on self-concept and metacognition. Psychology: The Journal of the Hellenic Psychological Society, 10, 214-227.
  48. 48. Tsantali, E., Efklides, A., Tsolaki, M., & Kioseoglou, G. (2003). Cognitive neuropsychological intervention in patients with probable Alzheimer’s disease: Targeting the naming deficiency? In M. Kosta-Tsolaki (Ed.), Science and care in dementia. Annals of the 3rd Hellenic National Alzheimer Disease and Related Disorders Conference and the 13th Alzheimer Europe Conference (pp. 211-213). Thessaloniki, Greece: University Studio Press.   
  49. 49. Tsantali, E., Efklides, A., Tsolaki, M., & Kioseoglou, G. (2003). Memory and language strategies and their effects on the cognitive abilities in the first stages of probable Alzheimer’s disease. Brain Aging, 3(4), 36-41.
  50.  50. Efklides, A., Kalaitzidou, M., & Chankin, G. (2003). Subjective quality of life in old age in Greece: The effect of demographic factors, emotional state, and adaptation to aging. European Psychologist, 8, 178-191.
  51. 51. Efklides, A. (2004). Quality of life and active aging. In R. Fernandez-Ballesteros (Chair), Task Force on Active Aging. Ιnternational Association of Applied Psychology: Division 7 ”Social Gerontology”. 
  52. 52. Efklides, A. (2004). The multiple role of metacognitive experiences in the learning process. In M. Wosnitza, A. Frey, & R. S. Jaeger (Eds.), Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beltraege zum Lernen im 21. Jahrhundert (pp. 256-266). Landau, Germany: Verlag Empirische Paedagogik.
  53. 53. Metallidou, P., & Efklides, A. (2004). Gender differences in mathematics: Performance, motivation, and metacognition. In M. Dikaiou, P. Roussi, & D. Christidis (Eds.), Scientific Annals of the School of Psychology of Aristotle University of Thessaloniki (Vol. 6, pp. 37-64). Thessaloniki, Greece: Aristotle University Press / Art of Text.
  54. 54. Efklides, A. (2004). The challenge for studying metacognitive experiences: A rejoinder to Akama and Yamauchi. Psychological Reports, 95, 835-836. 
  55. 55. Efklides, A., & Dina, F. (2004). Feedback from one’s self and from the others: Their effect on affect. Hellenic Journal of Psychology, 1, 179-202.
  56. 56. Fernandez-Ballesteros, R., Lu, C., Abeles, N., Cubertson, F., Efklides, A., Paul, C., & Schwarzer, C. (2004). Active ageing. International Journal of Psychology, 39(5-6, Suppl.), 126. 
  57. 57. Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction: What can it tell us about metacognition and co-regulation in learning? European Psychologist, 10, 199-208.  
  58. 58. Efklides, A. (2005). Introduction. European Psychologist, 10, 173-174.  
  59. 59. Efklides, A., & Petkaki, C. (2005). Effects of mood on students’ metacognitive experiences. Learning and Instruction, 15, 415-431.
  60. 60. Efklides, A., & Volet, S. (2005). Edittorial: Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15, 377-380.
  61. 61. Kassapi, E., Efklides, A., Polatoglou, H. M., Myronidou, M., & Papaioannou, M. T. (2005). Interpreting between Greek sign language and the spoken Greek in Aristotle University of Thessaloniki. META: Journal des Traducteurs, 50, CD-ROM.
  62. 62. Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14.
  63. 63. Efklides, A., Varsami, M., Mitadi, I., & Economidis, D. (2006). Health condition and quality of life in older adults: Adaptation of QOLIE-89. Social Indicators Research, 76, 35-53. 
  64. 64. Efklides, A., & Tsorbatzoudis, H. (2006). Prologue. Social Indicators Research, 76, 1-3.
  65. 65. Efklides, A. (2006). Metacognition, affect, and conceptual difficulty. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 48-69). London: Routledge-Falmer.
  66. 66. Efklides, A., Kourkoulou, A., Mitsiou, F., & Ziliaskopoulou, D. (2006). Effort regulation, effort perceptions, mood, and metacognitive experiences: What determines the estimate of effort expenditure? Metacognition and Learning, 1, 33-49.
  67. 67. Efklides, A. (2006). Metacognitive experiences: The missing link in the self-regulated learning process. A rejoinder to Ainley and Patrick. Educational Psychology Review, 18, 287-291. 
  68. 68. Efklides, A., & Moraitou, D. (2006). Adolescence in Greece. In J. J. Arnett (Ed.), International Encyclopedia of Adolescence (Vol. 1, pp. 354-369). New York: Routledge.
  69. 69. Tsantali, E., Tsolaki, M., Efklides, A., & Kiosseoglou, G. (2006). The impaired Alzheimer’s brain … Does react! Alzheimer’s and Dementia, 2(3, Supplement 1), 628-629. 
  70. 70. Tsantali, E., Efklides, A., Tsolaki, M., Kiosseoglou, G., Kazis, A. (2006). The Alzheimer patients … do learn! Annals of General Psychiatry, 5(1, Supplement 1), 296.
  71. 71. Kounti, F., Tsolaki, M., Poptsi, E., Kiosseoglou G., Rigopoulou, S., Michailidis, K., & Efklides, A. (2006, July). Gognitive neurorehabilitation through practice of attention and aspects of executive function in patients with MCI. Alzheimer’s and Dementia, 2(3, Supplement 1), 633.
  72. 72. Efklides, A., Kiorpelidou, K., & Kiosseoglou, G. (2006). Worked-out examples in mathematics: Effects on performance and metacognitive experiences. In A. Desoete & M. Veenman (Eds.), Metacognition in mathematics education (pp. 11-33). New York: Nova.
  73. 73. Efklides, A., & Dina, F. (2007). Is mastery orientation always beneficial for learning? In F. Salili & R. Hoosain (Eds.), Culture, motivation and learning: A multicultural perspective (pp. 131-167). Greenwich, CT: Information Age Publishing.
  74. 74. Moraitou, D., & Efklides, A. (2007). Affect and emotions. In R. Fernández-Ballesteros (Ed.), GeroPsychology: European perspectives for an ageing world (pp. 82-102). Cambridge, MA: Hogrefe & Huber.
  75. 75. Efklides, Α. (2007). Effort and its conceptualization: Task difficulty, capacity, allocation policy, and regulation. In P. Kordoutis, Z. Papaligoura, & E. Masoura (Eds.), Scientific Annals of the Faculty of Philosophy, School of Psychology, Aristotle University of Thessaloniki (Vol. 7, pp. 325-353). Thessaloniki, Greece: Aristotle University Press/Art of Text.
  76. 76. Efklides, A. (2008). Editorial. Learning and Instruction, 18, 1-2.
  77. 77. Fernández-Ballesteros R., García, L. F., Abarca, D., Blanc, L., Efklides, A., Kornfeld, R., Lerma, A. J., Mendoza-Nuňez, V. M., & Mendoza-Ruvalcaba, N. M., Orosa, T., Paúl, C., & Patricia, S. (2008, May). Lay concept of aging well: Cross-cultural comparisons [Letter to the editor]. Journal of the American Geriatrics Society, 56, 950-952.
  78. 78. Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self- and co-regulation. European Psychologist, 13, 277-287.
  79. 79. Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 20, 76-82.
  80. 80. Fernández-Ballesteros, R. & García L. F., Abarca, D, Blanc, L., Efklides, A., Moraitou, D., Kornfeld, R., Lerma, A. J., Mendoza-Nuñez, V., & Mendoza-Ruvalcaba, N. M., Orosa, T., Paúl, C., Patricia, S. (2009). The concept of “aging well” in Latin American and European Countries. Ageing and Society, 29, 1-16.
  81. 81. Dina, F., & Efklides, A. (2009). Metacognitive experiences as the link between situational characteristics, motivation, and affect in self-regulated learning. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 117-146). Goettingen, Germany: Hogrefe & Huber.
  82. 82. Wosnitza, M., Karabenick, S. A., Efklides, A., & Nenniger, P. (2009). Introduction. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives  (pp. vii-xi). Goettingen, Germany: Hogrefe & Huber.
  83. 83. Efklides, A. (in press). Cognition, motivation, and affect in the school context: Metacognitive experiences in the regulation of learning. In S. Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective. New York: Cambridge University Press.
  84. 84. Moraitou, D., & Efklides, A. (in press). The Blank in the Mind Questionnaire (BIMQ). European Journal of Psychological Assessment. 
  85. 85. Efklides, A. (in press). The new look in metacognition: From individual to social, from cognitive to affective. In F. Columbus (Ed.), Metacognition: New research developments. New York: Nova.
  86. 86. Efklides, A. (in press). The multiple facets of metacognition and their mechanism: Neuropsychological evidence. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research. New York: Springer.
  87. 87. Fernández-Ballesteros, R. & García L. F., Abarca, D, Blanc, L., Efklides, A., Moraitou, D., Kornfeld, R., Lerma, A. J., Mendoza-Nuñez, V., & Mendoza-Ruvalcaba, N. M., Orosa, T., Paúl, C., Patricia, S. (in press). The concept of “aging well” in Latin American and European Countries. Ageing and Society.
  88. 88. Dina, F., & Efklides, A. (2009). Student profiles of achievement goals, goal instructions and external feedback: Their effect on mathematical task performance and affect. Manuscript submitted for publication