- PhD in Educational Psychology. University of London. Institute of Education. Department of Educational Psychology and Special Needs.
MEd in Educational Psychology. University of Manchester. School of Education.- Diploma in Philosophy, Education and Psychology (Specialization in Psychology). University of Athens. School of Philosophy.
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![Βουγιούκας Κωνσταντίνος [Vouyoukas Constantinos]'s picture](https://www.nured.auth.gr/dp7nured/sites/default/files/styles/profile_image/public/pictures/picture-85-1569413943.jpg?itok=1d3KtEdj)
Faculty MemberΒουγιούκας Κωνσταντίνος [Vouyoukas Constantinos]
Status: Assistant ProfessorArea of Specialization: Educational PsychologyFull cv:Phone: 2310991299
My current short bio. e-mail: costasv@nured.auth.gr
Current research
Measurement of school achievement.
Learning and language aptitude, school achievement and psychosocial competence of typically and atypically developing children and culturally and linguistically diverse children.
Understanding of achievement and social emotions and of typically and atypically developing children and culturally and linguistically diverse children
Parental self-efficacy and involvement in children's homework
Research - Scientific Fields
Scientific fields:
Research Fields:
Studies
Recent publications
Constantinos Vouyoukas & Dimitra Sortsi (2023): An investigation into the emotion situation knowledge of early primary school-aged children with language impairment and the impact on their peer relations, European Journal of Special Needs Education, DOI: 10.1080/08856257.2023.2179308
Vouyoukas, C. (2022). An investigation on the accuracy of teachers' judgments on students' school achievement. International Journal of Education, 14(3), 116-128.
Vouyoukas, C. (2022). Assessment of academic achievement and learning disabilities. In: M. Tzouriadou & S. Tzivinikou (eds.). Learning Disabilities: From Assessment to Intervention. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 74-100.
Vouyoukas, C. & Tsikouras, K. (2021).The investigation of self-determination of primary school students with indicative profile of learning disabilities and mild intellectual disabilities. Psychology, 26(1), 121-134. (in Greek)
Tzouriadou, M., Vouyoukas, C. Anagnostopoulou, E & Filiou, A (2021). Teachers’ screening accuracy and language achievement for Roma students at risk for developmental disabilities: a Greek study. International Journal of Bilingual Education and Bilingualism, 24(9), 1405-1413.
Ventouli, K., Lenakakis, A. & Vouyoukas, C. (2018). The influence of theatropedagogy in prmary school students' self-perception, in: P. Giannouli & M. Koukoumaras-Liagkis (eds), Theatre and Performing Arts in Education Θέατρο και Παραστατικές Τέχνες στην εκπαίδευση: Outopia or necessity? Athens: Panhellenic Network for Theatre and Education, 141-147. (in Greek)
Georgopoulos, A. & Vouyoukas, C. (2018). The effects of the non-directive intervention (NDI) on pre-service kindergarten teachers’ self-esteem, self-efficacy and personal growth. European Journal of Education Studies, 4(11), 126-142.
Vouyoukas, C., Tzouriadou, M., Anagnostopoulou, E., & Michalopoulou, L. (2017). Representation of culturally and linguistically diverse students among students with learning disabilities: a Greek paradigm. Sage Open. Special Issue: Student Diversity. January-March, 1-10.
