Panagiota Metallidou
Panayiota Metallidou graduated from the Department of Philosophy, Pedagogy and Psychology, of the Faculty of Philosophy, Aristotle University of Thessaloniki. She finished her Master and Ph.D in Psychology in the School of Psychology of the Aristotle University of Thessaloniki. She is a faculty member since 2006 and she has more than 20 years of research experience in the field of Cognitive and Educational Psychology in the School of Psychology and in Educational Departments in Greece. Her research interests include metacognition and self-regulated learning, attention development and meta-attention, social cognition, epistemological thinking in children and adolescents, achievement emotions, coping strategies and affect regulation in educational settings. She has supervised several doctoral and master thesis. She has participated in international and European funded research projects and she is the author and/or co-author of more than 60 scientific publications in international and Greek journals and books as well as of more than 100 presentations in international and Greek conferences. She is at the Editorial Board of the journals Metacognition and Learning and New Ideas in Psychology and reviewer in several international journals.
My research interests lie in the area of Cognitive Psychology and applications in educational settings. My research mainly concerns metacognition, epistemic thinking, social cognition, attention and meta-attention, comprehension monitoring, achievement emotions, epistemic emotions, and affect regulation, both in children and adults. My main aim is to understand the network of relations between cognition, metacognition, affect and motivation within the theoretical framework of self-regulation and self-regulated learning.
Peleka, P., Stamovlasis, D., & Metallidou, P. (in press). The impact of visual art-based educational interventions on creativity: Α meta-analysis. Creativity Research Journal.
Nerantzaki, K., Stergiadou, P., & Metallidou, P. (in press). Affective Reactions when learning that our Answer is biased: Τhe role of unexpected Feedback in the Arousal of Epistemic Emotions. Europe’s Journal of Psychology.
Nerantzaki, K., Metallidou, P., & Efklides, A. (2024). Cognitive Conflict as an Underlying Mechanism in the Arousal of Epistemic Emotions. The American Journal of Psychology, 137(1), 53–70. https://doi.org/10.5406/19398298.137.1.04
Bampa, Gr., Moraitou, D., Metallidou, P., Masoura, E., Papantoniou, G., Sofologi, M., Kougioumtzis, G., Papatzikis, E., & Tsolaki, M. (2024). Metacognitive beliefs of efficacy about daily life situations and use of cognitive strategies in amnestic mild cognitive impairment: A cross-sectional study. Frontiers in Psychology, 15. Doi: 10.3389/fpsyg.2024.1275678
Tsentidou, G., Moraitou, D., Masoura, E., Metallidou, P., Papadopoulos, E., Papaliagkas, V., & Tsolaki, M. (2024). Information recognition and recall in older adults bearing vascular risk factors, with or without diagnosis of Mild Cognitive Impairment. Journal of Dementia and Alzheimer’s Disease 1, 72–86. https://doi.org/10.3390/jdad1010005.
Sidiropoulou, E., & Metallidou, P. (2023). Metacognitive phenomena during human–Internet interactions. Psychology: The Journal of the Hellenic Psychological Society, 28(2), 69–82. https://doi.org/10.12681/psy_hps.36228
Sepiadou, I., & Metallidou, P. (2023). Academic hardiness as a moderator of the relation between perfectionism and academic procrastination in university students. European Journal of Psychology of Education, 38(3), 1053–1071.
https://doi.org/10.1007/s10212-022-00648-3
Sepiadou, I., & Metallidou, P. (2023). Academic procrastination in university students: The role of gender and year of studies. Hellenic Journal of Psychology, 20(1), 54–77. [in Greek] https://doi.org/10.26262/hjp.v20i1.8891
Stergiadou, P., Nerantzaki, K., & Metallidou, P. (2023). Factors that affect the formation of epistemic emotions: The role of “high confidence errors”. Psychology: The Journal of the Hellenic Psychological Society, 28(2), 124-140. [in Greek]
https://doi.org/10.12681/psy_hps.30131
Bampa, G., Tsolaki, M., Moraitou, D., Metallidou, P., Masoura, E., Mintziviri, M., Paparis, K., Tsourou, D., Papantoniou, G., Sofologi, M., Papaliagkas, V., Kougioumtzis, G., & Papatzikis, E. (2023). Metacognitive Differences in Amnestic Mild Cognitive Impairment and Healthy Cognition: A Cross-Sectional Study Employing Online Measures. Journal of Intelligence, 11, 184. doi: 10.3390/jintelligence11090184
Bampa, G., Kouroglou, D., Metallidou, P., Tsolaki, M. Kougioumtzis, G., Papantoniou, G., Sofologi, M., & Moraitou, D. (2022). Metacognitive Scales: Assessing Metacognitive Knowledge in Older Adults Using Everyday Life Scenarios. Diagnostics, 12, 2410. doi: 10.3390/diagnostics12102410
Moraitou, D., & Metallidou, P. (Eds.) (2021). Trends and Prospects in Metacognition Research across the Life Span: A Tribute to Anastasia Efklides. Springer. https://doi.org/10.1007/978-3-030-51673-4
Metallidou, P., & Moraitou, D. (2021). Preface and Tribune to Anastasia Efklides. In D. Moraitou & P. Metallidou (Eds.), Trends and Prospects in Metacognition Research across the Life Span: A Tribute to Anastasia Efklides. NY: Springer.
Bampa, G., Moraitou, D. & Metallidou, P., (2021). Metacognition in cognitive rehabilitation in adults: A systematic review. In D. Moraitou & P. Metallidou (Eds.), Trends and prospects in metacognition research across the life span. A tribute to Anastasia Efklides (pp. 273-295). Springer.
Efklides, A. & Metallidou, P. (2020). “Applying Metacognition and Self-Regulated Learning in the Classroom. In Oxford Research Encyclopedia of Education. Li-fang Zhang (Ed.). Oxford University Press. doi:10.1093/acrefore/9780190264093.013.961
Metallidou, P., & Stamovlasis, D. (2020). University Students’ Perfectionistic Profiles: Do they predict Achievement Goal Orientations and Coping Strategies? Journal of Educational and Developmental Psychology, 10 (2), 57-67. DOI: 10.5539/jedp.v10n2p57
Malegiannaki, A., Aretouli, E., Metallidou, P., Messinis, L., Zafeiriou, D, & Kosmidis, M. (2019). Test of Everyday Attention for Children (TEA-Ch): Greek normative data and discriminative validity for children with Combined Type of Attention Deficit-Hyperactivity Disorder. Developmental Neuropsychology, 44(2), 189-02, DOI: 10.1080/87565641.2019.1578781.
Gonida, E. N., Karabenick, S., Stamovlasis, D., Metallidou, P., & the CTY Greece (2018). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies. DOI: 10.1080/13598139.2018.1535244
Metallidou, P., Baxevani, M., & Kiosseoglou, G. (2018). Bystanders in Bullying: Do ToM and Social Competence skills play a role? Journal of Educational and Developmental Psychology, Vol. 8, 174-186. doi.org/10.5539/jedp.v8n2p174
Malegiannaki, A., & Metallidou, P. (2017). Development of attentional functions in school-age: Evidence from traditional and computerized Tasks. Journal of Educational and Developmental Psychology, 7, 42-51. DOI: 10.5539/jedp.v7n1p42
Bampa, G., Moraitou, D., Metallidou, P., & Tsolaki, M. (2017). Metacognition in MCI: Α research proposal on assessing the efficacy of a metacognitive intervention. Hellenic Journal of Nuclear Medicine, Suppl., 20, 12-30.
Metallidou, P., Malegiannaki, A., Konstantinopoulou, E., & Kiosseoglou, G. (2016). Effects of different functions of attention on school grades in primary school children. Journal of Education and Human Development, 5, 68-79. DOI: 10.15640/jehd.v5n3a8
Manoli, P., Papadopoulou, M., & Metallidou, P. (2016). Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms. System, 56, 54-65. DOI: 10.1016/j.system.2015.11.003
Gonida, E. N., & Metallidou, P. (2015). Beliefs about school learning during adolescence: Their contribution to motivational beliefs and school achievement. Journal of Educational and Developmental Psychology, DOI: 10.5539/jedp.v5n2p63
Μπαξεβάνη, Μ., & Μεταλλίδου, Π. (2015). Η Θεωρία του Νου ως προβλεπτικός παράγοντας των αυτο-αναφορών παιδιών σχολικής ηλικίας για θυματοποίηση και εκδήλωση συμπεριφορών εκφοβισμού: Ο ρυθμιστικός ρόλος της ενσυναίσθησης και της κοινωνικής ικανότητας. Στο Μ. Κοσμίδου, Δ. Ξανθοπούλου, Ε. Αρετούλη, & Ε. Γωνίδα (Επιμ. Έκδ.), Επιστημονική Επετηρίδα του Τμήματος Ψυχολογίας του Α.Π.Θ. (Τόμος IA’, σελ. 84-117).
Malegiannaki, A., Metallidou, P. & Kiosseoglou, G. (2014). Psychometric properties of the Test of Everyday Attention for children in Greek-speaking school children. European Journal of Developmental Psychology, DOI: 10.1080/17405629.2014.973842
Vlachou, A., Eleftheriadou, D., & Metallidou, P. (2013). Do learning difficulties differentiate elementary teachers’ attributional patterns for students’ academic failure? A comparison between Greek regular and special education teachers. European Journal of Special Needs Education, DOI: 10.1080/08856257.2013.830440.
Μεταλλίδου, Π., Κωνσταντινοπούλου, Ε., Μπαξεβάνη, Μ., Ναζλίδου, Έ., & Πάντσιου, Κ. (2013). Δεξιότητες αυτο-ρύθμισης της δράσης σε παιδιά Δημοτικού: Γνωστικές και σχολικές επιδόσεις με βάση την επίδοσή τους σε ένα έργο αλλαγής της αρχικής πρόθεσης και αυτο-ρύθμισης της δράσης. Στο Β. Δεληγιάννη, Ε. Γωνίδα, Α. Μπάκα, Δ. Μωραϊτου, & Ε. Φίγγου (Επιμ. Έκδ.), Επιστημονική Επετηρίδα του Τμήματος Ψυχολογίας του Α.Π.Θ. (Τόμος Ι΄, σελ. 253-275).
Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34(3), 283-298. DOI: 10.1177/0143034312455857
Konstantinopoulou, E., & Metallidou, P. (2012). Psychometric properties of the Self-regulation and Concentration Test for Children (SRTC) in a Greek sample of fourth grade students. Hellenic Journal of Psychology, 9, 158-178.
Metallidou, P., Diamantidou, E., Konstantinopoulou, E., & Megari, K. (2012). Changes in children’s beliefs about everyday reasoning: Evidence from Greek primary students. Australian Journal of Educational & Developmental Psychology, 12, 83-92.
Μαλεγιαννάκη, Α., & Μεταλλίδου, Π. (2012). Εκτίμηση της Συντηρούμενης Προσοχής: Οι Ψυχομετρικές ιδιότητες του SART ΣΕ Η/Υ. Hellenic Journal of Psychology, 9, 62-83.
Μεταλλίδου, Π., Μέγαρη, Π., & Κωνσταντινοπούλου, Ε. (2010). Οι επιστημολογικές πεποιθήσεις ως παράγοντες πρόβλεψης των ατομικών στόχων επίτευξης μαθητών και μαθητριών Γυμνασίου και Λυκείου. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 482-403.
Bonoti, F. & Metallidou, P. (2010). Children’s judgments and feelings about their own drawings. Psychology, 1(5), 329-336.
Metallidou, P., & Vlachou, A. (2010). Children’s self-regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47, 776-788.
Ηatzikιriakou, K., & Metallidou, P. (2009). Teaching Deductive Reasoning to pre-service teachers: Promises and constraints. International Journal of Science and Mathematics Education, 7, 81-101.
Μεταλλίδου Π., & Ματσάγγου, Ε-Η. (2009). Η ανάπτυξη της επιστημολογικής σκέψης σε διαφορετικούς τομείς κρίσεων. Στο Μ. Δικαίου, Ε. Γεωργάκα, Π. Μεταλλίδου, & Α. Ξενικού (Επιμ. Έκδ.), Η’ Επιστημονική Επετηρίδα του Τμήματος Ψυχολογίας (σ. 363-397).
Metallidou, P., & Platsidou, M. (2008). Kolb’s Learning Style Inventory: Validity issues and relations with metacognitive knowledge about problem solving strategies. Learning and Individual Differences, 18, 114-119.
Metallidou, P., & Vlachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in Language and Mathematics in elementary school children. International Journal of Psychology, 41, 2-15.
Bonoti, F., Vlachos, F., & Metallidou, P. (2005). Writing and drawing performance of school age children: Is there any relationship? School Psychology International, 26(2), 243-255.
Andreou, E., & Metallidou, P. (2004). The relationship of academic and social cognition το behavior in bulling situations among Greek primary school children. Educational Psychology, 24(1), 27-41.