Browsing by Person "Papadatou-Pastou, Marietta"

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Investigating the feasibility of MePlusMe, an online intervention to support mental health, well-being, and study skills in higher education students
(Taylor and Francis Group, 2022-05-12) Goozee, Rhianna; Barrable, Alexia; Lubenkoc, Jelena; Papadatou-Pastou, Marietta; Haddad, Mark; McKeown, Eamonn
Introduction While there are several web-based mental health interventions, few target higher education (HE) students. Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, well-being, and study skills of HE students. Methods In accordance with the published protocol for a feasibility study, we recruited a convenience sample of 137 HE students to participate in an eight-week intervention, with 26 participants retained at week 8. Validated measures of mood (depression and anxiety), well-being, and self-efficacy were collected at baseline, 2, 4, and 8 weeks, alongside two feedback forms assessing design and functionality (baseline) and engagement (week 4 and 8). Results We observed significant reductions in levels of anxiety and depression as well as increases in well-being, but no changes in self-efficacy. Participants rated the system design and functionality positively and qualitative findings indicated high levels of satisfaction with MePlusMe. Discussion Findings support both the acceptability and the effectiveness of MePlusMe. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation.
The Learning Styles Educational Neuromyth: Lack of Agreement Between Teachers' Judgments, Self-Assessment, and Students' Intelligence
(Frontiers Media, 2018-11-29) Papadatou-Pastou, Marietta; Gritzali, Maria; Barrable, Alexia
Learning styles (LS) have dominated educational practice since their popularization in the 1970s. Studies have shown that they are accepted by more than 90% of teachers worldwide. However, LS have also received extensive criticism from researchers and academics, due to the poor theoretical justification of the theory, their problematic measurement, and the lack of systematic studies supporting them. The present study tested the hypothesis that teachers' and students' assessment of preferred LS should correspond. Moreover, it tested whether teachers' judgment of LS is driven by the students' IQ. Both questions were studied for the first time in a systematic fashion within LS research in primary school pupils. Fifth and sixth grade pupils (n = 199) were asked to self-assess their preferred LS, while their teachers were asked to provide their own assessment on individual pupils' LS. No relationship was found between pupils' self-assessment and teachers' assessment, suggesting that teachers cannot assess the LS of their students accurately. Moreover, students' intelligence was not found to drive teachers' assessment of their LS. This study adds to the body of evidence that is skeptical of the adoption of LS in mainstream education.
The learning styles neuromyth: when the same term means different things to different teachers
(Springer, 2020-07-03) Papadatou-Pastou, Marietta; Touloumakos, Anna K.; Koutouveli, Christina; Barrable, Alexia
Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.
Nature connection and wellbeing in children and adolescents: A systematic review and meta-analysis
(Psych-Open, 2024) Barrable, Alexia; Friedman, Samantha; Tam, Kim-Pong; Papadatou-Pastou, Marietta
Nature connection (also referred to as nature connectedness, connectedness to nature connection to nature, or nature relatedness) describes a positive relationship between humans and the natural world, with various benefits for both nature and humans. The latter include a small but robust positive correlation of nature connection with various types of wellbeing and flourishing. However, this correlation has been investigated meta-analytically in adults only; no meta-analysis to-date has investigated the relationship between nature connection and wellbeing in children and adolescents. This is the aim of the present study. We undertook searches through four databases (Google Scholar, ERIC, PsycInfo and Scopus). The criteria were (i) the mean age of participants is below 18, with no restrictions on sex or ethnicity and that they were drawn from the general population; (ii) that there were at least one explicit, non-dichotomised measure for nature connection and one for wellbeing and (iii) that there were adequate data reported so that we could record or compute the correlation coefficient between the main variables. Our systematic review identified twelve studies (k = 12) that fulfilled the criteria and could be included in the meta-analysis. The total sample (n = 30,075) included children and adolescents aged four to 18. An overall moderate significant effect was found (r = .31, 95% CI = .22-.41) for the relationship between nature connection and wellbeing in children and adolescents, which is comparable but slightly higher than the effect found in previous meta-analyses focused on adults.
A review of web-based support systems for students in higher education
(BMC, 2017-09-25) Papadatou-Pastou, Marietta; Goozee, Rhianna; Payne, Erika; Barrable, Alexia; Tzotzoli, Patapia
Background Recent evidence suggests that there is an increasing need for accessible and anonymous services to support higher education (HE) students suffering from psychological and/or academic difficulties. Such difficulties can lead to several negative outcomes, including poor academic performance, sub-optimal mental health, reduced study satisfaction, and dropout from study. Currently, universities in the UK lack financial resources and the on-campus mental health services traditionally offered to students are increasingly economically unsustainable. Compounded by the perceived stigma of using such services, mental health providers have been driven to address the escalating needs of students through online services. Methods In this paper, we review online support systems identified through a literature search and a manual search of references in the identified papers. Further systems were identified through web searches, and systems still in development were identified by consultation with researchers in the field. We accessed systems online to extract relevant information, regarding the main difficulties addressed by the systems, the psychological techniques used and any relevant research evidence to support their effectiveness. Conclusion A large number of web-based support systems have been developed to support mental health and wellbeing, although few specifically target HE students. Further research is necessary to establish the effectiveness of such interventions in providing a cost-effective alternative to face-to-face therapy, particularly in certain settings such as HE institutions.
Supporting mental health, wellbeing and study skills in Higher Education: an online intervention system
(BMC, 2018-10-06) Barrable, Alexia; Papadatou-Pastou, Marietta; Tzotzoli, Patapia
Background Dealing with psychological and study skill difficulties can present a challenge for both Higher Education (HE) students, who suffer from them, but also for HE Institutions and their support services. Alternative means of support, such as online interventions, have been identified as cost-effective and efficient ways to provide inclusive support to HE students, removing many of the barriers to help-seeking as well as promoting mental health and wellbeing. Case presentation The current case study initially outlines the rigorous approach in the development of one such online intervention system, MePlusMe. It further highlights key features that constitute innovative delivery of evidence-based psychological and educational practice in the areas of mental health, promotion of wellbeing, support of mood and everyday functioning, and study-skills enhancement. Conclusions This case study aims to present the innovative features of MePlusMe in relation to current needs and evidence-basis. Finally, it presents future directions in the evaluation, assessment, and evidence of the fitness-for-purpose process.
Απόςεηο θαη πξαθηηθέο λεπηαγσγώλ όζνλ αθνξά ην ειεύζεξν παηρλίδη ζε εμσηεξηθνύο ρώξνπο θαη ηελ αλάπηπμε ησλ θνηλσληθώλ δεμηνηήησλ κέζσ απηνύ
(2017) Barrable, Alexia; Asbury, Kathryn; Papadatou-Pastou, Marietta