Sofia-Eleftheria Gonida
Sofia-Eleftheria Gonida graduated from the School of Philosophy, Education and Psychology, Aristotle University of Thessaloniki, with a degree in Psychology as major and obtained her master’s degree in “Artificial Intelligence and Cognitive Science” from the Catholic University of Leuven, Belgium. She received her Ph.D. in Psychology from the School of Psychology, Faculty of Philosophy, Aristotle University of Thessaloniki.
Her research interests include the development of achievement motivation, avoidance behaviors in educational settings, self-regulated learning and behavior, help seeking, parental involvement in students’ education, cognitive and metacognitive development, and the effects of COVID-19 on children’s and adolescents’ learning. She has published her research in international and national scientific journals and books and participated in many national and international conferences. She has been a Fulbright Research Scholar (University of Michigan, 2012) and EC member of the European Association for Research on Learning and Instruction since 2019. She is Associate Editor of ‘Psychology: The Journal of the Hellenic Psychological Society’ and member of the editorial board of the European Journal of Psychology of Education, Metacognition and Learning, and Journal of Experimental Education.
My research falls into the fields of Educational Psychology and Human Development. Specifically, it focuses on the psychological processes in school/academic achievement situations through a developmental perspective. My main research interests include the development and promotion of achievement motivation in school/academic settings, avoidance behaviors (e.g., avoidance of academic help seeking, academic self-handicapping), self-regulated learning, parental involvement, cognitive and metacognitive processes, academically talented students, university students at risk for dropping out.
Φαλάγγα, Κ., & Γωνίδα, Ε. (υπό δημοσίευση). Γονεϊκή εμπλοκή στη σχολική εργασία των παιδιών στο σπίτι: Μια βιβλιογραφική επισκόπηση. Ψυχολογία: Το Περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας.
Daniilidou, A., Platsidou, M., & Gonida, E. (2020). Primary school teachers´ resilience: Association with teacher self-efficacy, burnout and stress. Electronic Journal of Research in Educational Psychology, 18 (3), 549-582.
Gonida, E. N., & Karabenick, S. A. (2019). Book Review: Reimers & Chung (2018). Preparing Teachers to Educate Whole Students: An International Comparative Study. Teachers College Record.
Gonida, E. N., & Lemos, M. (Guest Eds.) (2019). Motivation in Education at a Time of Global Change: Theory, Research and implication for Practice. In S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series, Vol. 20. Bingley, UK: Emerald Publishing.
Gonida, E. N., & Lemos, M. (2019). Motivation in education at a time of global change: Theory, research, and implications for practice. In E. N. Gonida & Μ. Lemos (Guest Eds.) and S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series: Motivation in Education at a Time of Global Change, Vol 20 (pp. 1-12). Bingley, UK: Emerald Publishing.
Gonida, E. N., Peixoto, F., et al. (2019). Supporting UNiversity STudents At Risk for dropping out (SUnStAR): Literature Review and Conceptualization. Technical Report. DOI: 10.13140/RG.2.2.30077.92648
Hatzikyriakou, G., Gonida, E. N., & Kiosseoglou, G. (2019). Academic self-handicapping in adolescence: The role of personal and perceived contextual factors. Hellenic Journal of Psychology, 16, 43-73. (in Greek)
Ntousi, I., Gonida, E., & Kiosseoglou, G. (2019). Children’s cognitive and metacognitive performance during early childhood: Rate of growth and individual differences. Psychology: The Journal of the Hellenic Psychological Association, 24, 157-176. (in Greek)
Gonida, E. N., Karabenick, S. A., 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
Stamovlassis, D., & Gonida, E. N. (2018). Dynamic effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics. Nonlinear Dynamics in Psychology and Life Sciences, 22, 335-358
Karabenick, S., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 421-433, 2nd ed.). New York: Routledge.
Τιβικέλη, Α., Γωνίδα, Ε., & Κιοσέογλου, Γ. (2017). Στόχοι επίτευξης για τη διδασκαλία και πεποιθήσεις αποτελεσματικότητας εκπαιδευτικών: Η συμβολή τους στην υιοθέτηση διδακτικών πρακτικών. Επιστημονική Επετηρίδα Τμήματος Ψυχολογίας, Α.Π.Θ., Τόμος ΙΑ’.
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, 5, 63-76.
Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396.
Gonida, E. N., & Vauras, M. (2014). The role of parents in children’s school life: Student motivation and socio-emotional functioning (Editorial). British Journal of Educational Psychology, 84, 349-351.
Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120-130.
Δεδικούση, Α., Γωνίδα, Ε. Ν., & Κιοσέογλου, Γ. (2014). Κατανόηση συναισθημάτων και συναισθηματική επίγνωση κατά τη σχολική ηλικία: Η συμβολή της γνωστικής επίδοσης των παιδιών και των αντιλήψεών τους για τη γονεϊκή ζεστασιά ή ψυχρότητα. Επιστημονική Επετηρίδα Τμήματος Ψυχολογίας, Α.Π.Θ., Τόμος Ι’, 1-31.
Γωνίδα, Ε. (2012). Κίνητρα και Μάθηση: Ο ρόλος του σχολείου και της οικογένειας. Στο Σ. Χατζηχρήστου & Η. Μπεζεβέγκης (Επιμ. Έκδοσης), Ψυχο-Παιδία: Θέματα ανάπτυξης και προσαρμογής των παιδιών στην οικογένεια και το σχολείο (σελ. 130-171). Αθήνα: Πεδίο.
Gonida, E. N., & Leondari, A. (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. International Journal of Educational Research, 50, 209-211. [Invited paper in the following Special Issue: Bouffard, T., & Narciss, S. (Guest Editors), Benefits and risks of positive biases in self-evaluations of academic competence.]
Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students’ achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53–60.
Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. European Journal of Psychology of Education, 22, 23-39 [Special Issue, E. N. Gonida & T. Urdan (Guest Eds.), Parental influences on student motivation, affect and academic behaviour].
Gonida, E. N., & Urdan, T. (2007). Parental influences on student motivation, affect and academic behaviour: Introduction to the Special Issue. European Journal of Psychology of Education, 22, 3-6.
Gonida, Ε., Kiosseoglou, G., & Papakyriakidou, Ο. (2007). Promoting metacognitive skills in preschool age: An intervention study in the classroom. In P. Misailidi, Α. Brouzos, & Α. Efklides (Eds.), Scientific Annals of Psychological Society of Northern Greece, Vol. 5 (pp. 133-162). Athens: Ellinika Grammata.
Gonida, Ε., Kiosseoglou, G, & Leondari, A. (2006). Implicit theories of intelligence, perceived academic competence and school achievement: Developmental differences and educational implications. The American Journal of Psychology, 119, 223-238.
Gonida, E., & Iosifidou, V. (2008). Cognitive Abilities Test for Children and Adolescents. Thessaloniki: Grafiki / Ministry of Education.
Leondari, A., & Gonida, E. (2007). Predicting academic self-handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77, 595-611.
Leondari, A., & Gonida, E. N. (2008). Adolescents’ possible selves, achievement goal orientations, and academic achievement. Hellenic Journal of Psychology, 5, 179-198.