Dissertation committee:
Αλέξανδρος Σταμάτιος Αντωνίου, Αναπληρωτής Καθηγητής, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Δημοσθένης Δασκαλάκης, Καθηγητής, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Σταυρούλα Πολυχρονοπούλου, Ομότιμη Καθηγήτρια Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Γεώργιος Σιδερίδης, Καθηγητής, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Κωνσταντίνα Τσώλη, Επίκουρη Καθηγήτρια, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Φλώρα Μπακοπούλου, Αναπληρώτρια Καθηγήτρια Ιατρικής Σχολής, Ε.Κ.Π.Α.
Άρτεμις Τσίτσικα, Αναπληρώτρια Καθηγήτρια Ιατρικής Σχολής, Ε.Κ.Π.Α.
Summary:
The purpose of the present study was to investigate the relationship between school and cyber victimization with coping strategies (approach, emotional, distancing) and psychosocial adjustment on students with and without Attention Deficit Hyperactivity Disorder (ADHD). The sample group consisted of 682 primary and secondary school students (average age 12.74 years, S.D.= ±1.48, 46% boys), out of those 107 were diagnosed with ADHD. The students completed the following measures: 1. the Revised Olweus Bully/Victim Questionnaire, [OBVQ], (Olweus, 1996, 2006. Solberg & Olweus, 2003), 2. the Cyberbullying Questionnaire, (Smith, Mahdavi, Carvalho, & Tippett, 2006), 3. the Psychosocial Adjustment Test (Chatzichristou, Polychroni, Bezevegis, & Mylonas, 2008α), 4. the Self-Report Coping Scale, [SRCS], Causey & Dubow, 1992. Kochenderfer-Ladd & Skinner, 2002) and 5. a demographic questionnaire. More specifically, a Structural Equation Model was constructed for the students without the disorder (Control Group-CG) with psychological adjustment being the dependent variable, while school and cyber victimization being the independent variables. Moreover, it was examined the mediating effect of the individual coping strategies. An inspection of the fit indices of the structrural equation model revealed that the theoretical model fitted well to the data (χ2/df = 4,12 < 5, df = 56, CFI =0,96 ≥ 0,90, RMSEA=0,07 & SRMR =0,04 <0,08). The results showed that school and cyber victimization of the CG students negatively predicted psychosocial adjustment both directly and indirectly through strategies of approach and emotion. In addition, approach strategies constituted a positive predictor of psychosocial adjustment. These findings showcase the significant role that the choice or avoidance of specific coping strategies in stressful situations might play, on the psychosocial adjustment of students. Moreover, mediation analysis was conducted with a view to verify the above relationships on students with ADHD. The findings confirm the mediating effect of strategies, in particular the positive effect of approach strategies on psychosocial adjustment and the negative effect of emotional and distancing strategies to this variable. Furthermore, the sample groups were compared with regard to school and cyber bullying, coping strategies and psychosocial adjustment. The results of the research highlight the need to prevent school and cyber bullying by implementing suitable programs and to reinforce the psychosocial adjustment of all students in need of support, while at the same time emphasize the importance of teaching appropriate strategies for dealing with stressful situations. Special care should be given to students with ADHD, due to their high involvement in this phenomenon and their inefficient management of the stressor.
