adolescents' perceptions of attachment relations ii(6 ......tov tpöno ue tov onoio 01...

$: Adolescents' perceptions of attachment relations II(6 ......TOV Tpöno UE TOV onoio 01 ua.8n.TEc; ßiuvouv TO xpövo Touq KOTQ TT\a TOU uaöiiuaToq. EninXEov napouaiäôuue TO pö\$
248

Adolescents' perceptions of attachment relationswith parents and friends äs a predictor of aggression

in adolescenceEvi MAKRI-BOTSARI

University of Athens, Greece

The objective of the study was to investigate attachment relations äs a predictorABSTRACT of aggression in adolescence. The results of the study showed (hat attachment

to mother has a direct and significant effect on attachment to friends. Anotherfinding of the study was the strong relation between attachment and hostility, äs well äs the mediating roleof anger in the network of the relations of attachment to physical and verbal aggression. The relation ofanger to physical aggression was stronger for boys than for girls.

Keywords: Aggression, Attachment relations, Adolescence.

Address: Evi Makri-Botsari, 54 Dexamenis Street, Metamorfosi Attikis, 144 52 Athens, Greece. Tel.: 0030-210-2814508, Fax: 0030-210-2844787, E-mail: [email protected]

, 2005, 12 (2) * 249-275 PSYCHOLOGY, 2005, 12 (2) * 249-275

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254 * M. ttovpKoc,, M. K

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3. H cpüari TOU EpsuvriTiKoü auroü 9epaToqanaiToüos pia evaXXaKTiKrj npooEYY'on, öoovacpopä TT) OXEOTI TOU epsuvriTri pe TQ unoKeipfivaTT|q Epsuvaq. Anö TTIV apxn ifav cpavepö ÖTI, Yiava pnopsoouv 01 pa9nTs'q va EKcppdaouv eXeu9e-pa Tiq OKÄipetq Touq, Tiq spneipieq KOI TO auvai-a9r|paTd Touq, enpene va önpioupvr|aoupe ptaarpöacpaipa oiKEiötriTaq. ZE aurri TTI (päor\aEpMTrmaroXÖYio [is KXsiOTEq spuTTiaEiq ÖE 6arp-av o KoXÜTEpo^ Tpönoq auYKEVTpuariq TETOIUVnXripotpopuüv. H ueÖoöoqTTic; ouvevreu^riq os ßd-9oq nou xpno'MonoÔ'aiJE anarcoüae, ßsßaia, au-^n|aeva EniKoivuviaKä npoaövra anö TT|v nAsupäTOU EpEuvrrni, Euaio9r|aia, Yvtiaio Evöiacpspov KQIEueXiJjia, npoafixovraq auYXPÖvuq Y'a TTIV ano-9UYH TCÜV noAXanXcöv KIVÖÜVCÜV nou noAXEq q>o-p£q OE TETOlEq EpfiUVEq KOTOAIIYOUV OTT| SiaOTpE-

TCÜV EpcüTCüHEvcüv anö TOV EpEuvirri)).

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H SiaSiKoaia Tnq Epsuvaq pTav anXti KOI iöiaöXaTO unoKEi|jEva. ZuvioraTO äs |aia OTOpiKr)

i TOU u.a9rrtf| (npoacüntKti auvävrr|OTiHE TOV Epeuvryrii) Yia pia cpopd (ti nspiaaÖTepEqav xpsia^ÖTav) OE HIO öiaöiKaoia nou n£piXä|j-ßavE KXiviKn auvEvreu^ri KOI au|anXiipcücrr| TpiüvYpanroiiv OÖTIYICÜV. ITHV apx^ Tnq öiaöiKaoiaq YI-vovrav r) vvcüpipia |as TO u.a9rrrri KQI r\) TOU JJE TOV EpEUVTlTTl. ITT] OUVEXEIQ

TOV r\. U£ öidpKeia anö 20' euq 50'(jJEar| öidpKeia nspinou piof| üpa), KOI aKoXou-9oüoE r| aupnXiipcüOTi TCÜV Tpiüv Ypanrüv oör|-YICÜV. 'OXri r] öiaöiKaoia ananoüoE nspinou piawpa (Kupäv9r|KE anö 30' U.EXPI 80' CE KÖnoia

H xpiloT) ornv £psuvaTa^ü Touq Tpöncüv ouXXoYnq ÖEÖOÊVCÜV ßaai-crrnKE ornv apxri TOU TPIYCÜVIOHOÜ (triangulation)TOU Denzin (1978), npOKEi|JEvou va £E;aocpaXi-oou|jE Yâ Tnv noioTiKri KOI EppnvEUTiKT^ |aaqepsuvriTiKri npoc^YYôr) u.ia KaXÜTEpn aîonioriaKOI EYKupÖTnra. AÊI va avaÊpoups EÖÜ ÖTIOTO nvEÜ|aa aurö TOU TPIYCÜVIOU.OÜ EIXOHE XPiai-Honoif|OEi ora iöia unoKEipeva KOI ciXXouq Tpö-nouq ouXXoYpq ÖEÖOÊVCÜV, Epsuvcüvraq nüq

avriXapßävovrai r| KOTOVOOLIV YEVIKÖ TO xpöv°oriq YXuaaiKEq KOI ixyoYpacpiKsq Touq HSTacpo-psq (RoupKÖq, Kovronöönq, unö Kpion), Ka9(üqKOI ncüq ßiüvouv TO xpövo orr|v Ka9nn£pivf| Touqfy>r\O oxoXeio KQI eiaöq OXOAEIOU neoa anöTTI XPW ixvoYpa<pr|ndTü)v (Kovronöönq, floup-KÖq, unö Kpicrn). Meoa anö Touq ötacpopeTiKOÜqauTOÜq EUpETIKOÜq KOI EnlKOlVCüVlQKOÜq TpÖ-

nouq auXXoYiiq ÖEÖO^VUV 9E(üpoüne ÖTI, EKTÖqTOU ÖTI npoaEYYioau.E KaXürspa KÖ9e u.a9r|Ttiuq £TepÖTT|Ta, nou EvöexoHEVwq npOTi|jä KÖ-noiov Tpöno EKcppaoriq anö evav dXXo, spYac^ö-

OTO nvEÜiaa TOU Vygotsky (1988, 1997)UE TT) c^cüvri Tnq EVYÜTEpnq avdnru^n«;

TCÜV unoKEiêvcüv, EI'XOHE Enicrnq TT| öuvaTÖTT|Tava anoKoAüilJOunE öiaipopeTiKeq öipeiq Tnq ßiu-laaTiKpq Touq npaYîaTiKÖTriTaq. 'Oncüq xapaKTn-pioriKd YpdÊi o Denzin (1978):

«Ensiöri Kä9s peöoöoq anoKaXürrtsi öiatpo-peTiKEq ÖLpsiq Tnq EMnsipiKriq npaYnaTiKÖTnTaq,9a npensi va xpncônolouvral noXXanXsq U.E-9oöoi napanippOTiq. AUTO opicÊTOi wq TpiYtüvi-oîöq. Oq TEXsurato Kavöva Ê9oöoXoYiaq ava-(pspcü iT|v apxn ÖTI äs Kä9s epsuva 9a np^nsi vaXpnaiHonoioüvrai noXXanXsq Ê9oöoi» (o. 28).

'ETOT, n pE9oöoXoYi'a nou aKoXou9r|9r|KBaniv napoüoa ipsuva anoTeXeiTO anö Tiq OKÖ-Xou9sq öüo, ouu.nXr|pcü|jaTiKEq pETa^ü Touq, cpä-OEiq:

a) HpiöoprilJ^vri KAWIKH ouv^vreu^n "(OUVE-VTEU^H oe ßd9oq r\o JJE npöouno) |aeTouq (jaönreq (p onoia naYvriTOcpoovoüvTav oXö-KXipn KOI orr| auvexeia anopaYvnTO^cüvoüvTavauroüaia npOKEiHEVou va ecpapHÖoouME TH U.E-9oöoXoYia avdXuoriq nepiexoiasvou), ps ßaoi-KOÜq äôvsq npoßXnnaTiapOü TO aKÖXou9a TEO-

EICÖV * 255

EKTÖq

1. rWJq ßiüveiq TO xpövo ornv Ka9r|p£piviioou ^>f\O oxoXfiio;

2. riwq aio9dv£oai Yia TOV Tpöno p£ TOVonoio ßiaweiq TO xpövo orr)v KaSTipepivn. aouc>p OTO oxoXsio;

3. ZE TI öiatps'pei o Tpönoq ps TOV onoio ßiü-v£iq TO xpövo orny Ka9ripepivr| oou IJcüri OTOoxoXeio anö TOV Tpöno pe TOV onoio ßicivEiq

TO xpövo ornv Ka9n|Jepivri aouXsiou;

4. Ti 6a ti9EXsq va aXXäÊiq oe axeori pe TOVTpöno ps TOV onoio ßiwveiq TO xpövo OTO oxo-Xeio;

AKoXou9ri9nKe n. iöia aeipä 9epäTü)v-epcüTn-OECÜV Yia öXa TU unoKeipEva. dpiv anö Tnv apxnTnq ouvEVTEu^riq ÖIVÖTOV r\07! ÖTI ÖEVunäpxouv acüoreq KOI Xä9oq anavriioeiq, oXXäEKEI'VO nou evöiacpepei eivai n npoacüniKii epnEi-pia TOU EpcüTCüpEVOu. 0 epeuvrnfic; KaTeü9uveTOV epcüTcopevo ora ßaaiKä 9spaTa, aXXä o epai-TCüpsvoq EI'XE TT| öuvaTÖTT)Ta va ovanrüÊi TiqOKEijjEiq KOI Tiq anöipeiq TOU eXeü9epa KOI oe ßä-9oq. iKonöq Tr|q auvevreu^n1; auniq liTav n auX-XOYH öoo TO ÖUVQTÖV nepioaÖTepcov nXripoô-piciv Yia TO ßicüpaTO, Tiq anöipeiq, Tiq oräaeiq KOITiq avanapaoräaeiq TCÜV unoKEipEvoov. Oi na-pepßäoeiq TOU epeuvriTii, nspa anö TQ nXaioiaTCÜV ßaaiKtüv 9epäTCüv-spcüTiiaEcüv, rrrav KupiuqYia öiEUKpiviOT) TCÜV öaoov eXeYe o pa9nTr|q peepCüTiioeiq TOU TÜnou: «fiari; Ji Ewoeiq; flec; IJDUs'va napdÖEiy/ja; nöie aupßaivei aurö;». H auve-vreu^n npoxcüpoüos äs Enöpsvo EpuTT|pa ÖTOVunripxs r| aioSnori TÖOO anö TOV epeuvnTii öooKOI anö TO pa9nTT| ÖTI ÖEV unäpxsi TinoTE äXXova emcüSsi. Töao n ouvEVTEu^q öao KOI öXq r\a PTOV EupeTiKeq KOI enmoivcüviaKeq

anö TT|v nXeupö TOU EpEUvrnT), ps OTÖXO TnvapoißaCa KOTavönori peTO pae^Tri, Tnv epßä9uv-or| orriv nepinrcüori TOU KOI TO aeßaapö KOI TnvaE;ionoin.or] TOU löiaiTepou Tpönou eKcppaanq KQI

oupnepicpopäq TOU Kä8e po8ri-

ß) McTaipopiKÖ £pYO (aupnXiipcüOT|Ypanrcüv ^pytüv) npoq Touq pa9riT£q, TO onoioeYive uq e^riq: METÖ TT| auvevreu^n ÖIVÖTOV aeKÖ9e pa9n"ni pia KÖXXa öiaoräaEUv A4 ps TT|Voör|Yi'a «0 rpönoc; nou ßiuvu TO xpövo pou EVTÖC;axoAe/ou eivai aav ... (Avä<pepe ir\v eiKÖva/^sra-cpopä/avaAoyi'a nou ae £K9päc»». Kai näXi opa8nTiiq acprivÖTav va EXEI öao xpövo eKpive otöioq ÖTI HTOV anapamrro. IE nspirTTCüOTi nouÖEV KaraXäßaivE Tnv oöriYia öivovrav npotpopi-Kä TO E^r|q napaöEi'YpaTa peTacpopcüv: «örav EI'-

256 * M. HovpKÖc;, M. KovionöStiq

u.ai xopoüu.evoc; eivai oav va neräu ora aüwe-<pa. 'H örav /je pahuvouv ot yovei'q JJDU sivai aavva eiu.ai ae öiKaorrjpio». Meid ir| auujrtAiipucrr]auTpq Tnq oön.yiaq SIVÖTQV ri enöu.evr) ypannioöpyia, nou rrrav: «0 Tpönoc; nou ßuiivu TO xpö-vo juou EKTÖ(; a\oAeiou sivat aav ... (Avä<pepe Tnv

TeAoq, ÖIVÖTOV p oöriyia: «rpä<//e das? pnopsic;nepiooÖTepeq Aeêiq, cppäaaq, VVUU.IKÖ, u.avnvä-oec;, arixouc; «.An. nou va SK(ppät,ouv TOV ipönonou ßiuveic; 10 xpövo mnv Kadnu.epivii aou £wrjOTO oxoAei'o», ypau.u.evr| eniariq ae u,!a AEUKPKÖAAa öiaoräasuv A4.

Ms'Ooöoq aväAuanq

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), Eivai |Jia oXÖKXnPH tf»f\-U.EVO 8).

• lav va OKOÜÜ) Touq yoveiq (jou va U.IAOÜVaoranäTriTa (unoKsfusvo 13)... aav TO öiKaorii-pio OTO onoio ÖEV tanopoüv va ßyäXouv EÜKoXaauu.nEpaau.aTa (unoKEi|JEvo 22).

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18).

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Oi nio nävu |JETa90pöq, avaXoyiEq, orixoiKOI navrivaöEq TÜ)V e^nßwv (paivETai va aunnu-KVÜVOUV |as löiaiTEpa EupnnaTiKÖ KOI anOKaXu-rrriKÖ Tpöno TO ßiü|aarö Touq OTO oxoXfiio. H 8s-ori aurf| Eviaxüerai EniorrmoviKä anö Tiq npö-oxpareq EpEuvsq nävoo orr)v EIKOVIKII KOI orn. \it-TaôptKH aK£i|jr| KOI Xöyo, 01 onoisq piapTupoüvÖTI p u.£Ta<popä ÖEV sivai EVO yXtüoaiKÖ ÖIOKO-annTiKÖ oroixsio, önooq naXaiÖTEpa E8EO)pEiTO,aXXä ouviorä EVOV anö Touq or)navriKÖTEpouqTpönouq yvüoTiq, |aia yvuoriKri iKavörriTa TOUavriXau.ßavöu.£vou unoKEin^vou va npoaEvyiijEiKOI va KOTOVOEI KaivoüpiEq KOI äyvcoorEq nruxsqTOU KÖOHOU |JE KatriyopiEq r\q OIKEI'UV aeauTÖ EUJiEipiüiv (Gibbs, 1994. Lakoff, 1987,1993.Lakoff & Johnson, 1980. floupKÖq, 2001).

Ti 6a nSeAav 01 uaSntEq va aÄAäêiOTO oxoAei'o

Oi na9r)TEq oriq anavrpaEiq Touq OTO TETap-TO EpÜTTiua TT|q auvevTEU iiq naq, anoyoriTEu-IJEVOI anö TOV Tpöno nou XEITOUPYEI TO oxoXdoTouq, 8a nSfiXav va aXXäEjouv noXXä npäyuaTaOE aurö. ZXEOÖV öXoi opa|jaTiorriKav Eva oxo-XEIO önou 6a unppxs nEpiaaÖTEpoq öiaAoyoq,ouoiaoriKri sniKoivwvia, XiyÖTEpEq wpEq öiöa-OKoXiaq, nspiaoöTEpr) 9avraaia KOI

OTO nä6ri|Ja. fivepyri auu.U-ETOx'i Kai

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PSYCHOLOGY: The Journal of the HELLENIC PSYCHOLOGICAL SOCIETYEdited four times yearly by the Hellenic Psychological Society (HPS)Price of each issue: Individuais: 7.30 euros; Institutions: 8.80 eurosISSN 1106-5737June 2005, Vol. 12, No 2Legally responsibleM. Kalla, President of.the Hellenic Psychological Society, Aegean University, GreeceEditorK. Navridis, University of Athens, GreeceAnnual Subscription RatesP & P included; 4% VAT is included for GreeceFree to members of the Hellenic Psychological SocietyGreece: Individuais: 25.70 euros; Students: 18.30 euros; Institutions: 44.00 eurosOthercountriesandE.U.: Individuais: 85$; Students: 62.50 $; Institutions: 125$PublisherELLINIKA GRAMMATA: Emm. Benaki 59, GR-106 81 Athens, GreeceTel.: ++30-210-3891800- Fax: ++30-210-3836658Bookstore: Zood. Pigis 21 & Tzavela 1,106 81 Athens, Greece

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P S Y C H O L O G YTHEJOURNAL OF

THE HELLENIC PSYCHOLOGICAL SOCIETY

since 1992

Volume 12, No 2 June 2005

Developmental issues and school

EAAHNIKA TPAMMATA

274 * M. HovpKÖc,, M.

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Uwe, ßiuivow 10 Jtpövo oro o^aU'i'o 01 !;q 16 niav * 275

How 16-years old students experience time in school

MARIOS POURKOSUniversity of Crete, GreeceMlCHALIS KONTOPODIS

This article presents the results of an empirical research investigating how andABSTRACT why 30 16-years old students from Rethymno (Crete, Greece) understand ana

represent in their language the time they experience in their everyday school Iife.We present the two basic dimensions for experiencing time (empty time-meaningful time) and the feelingsthat prevail in relation to way the students experience time during the classes. In addition we present theinfluence Professors have in the way pupils experience time during the classes in contrast to theexperience of «free» (unstructured, leisure) time inside the school (mainly during the break) and outsidethe school. We also present howthe pupils experience time during the classes using other methods (use ofmetaphors, analogies, verses and poetry). Through content analysis it becomes evident that pupils viatheir linguistic representations and metaphors express negative feelings experiencing time in theireveryday school Iife äs empty time which in essence has no essential meaning for them. These results area starting point for a critical reflection of the contemporary educational reality and for the examination ofpossibilities for alternative psychopedagogical approaches to education.

Key words: Content analysis, Empty time, Experience of time, Meaningful time, Pupils, School.

Address: Marios Pourkos, Departmen! of Pre-School Education, School of Pedagogical Sciences.University of Crete, Panepistimioupoli Gallos, 741 00 Rethymnon, Crete, Greece. Tel.: 0030-28310-53961,0030-28310-77657, E-mail: [email protected]

PSYCHOLOGYTHE JOURNAL OF THE HELLENIC PSYCHOLOGICAL SOCIETY

International Editorial Board

Jacqueline BARUS-MICHELPeter BORKENAUGian Vittorio CAPRARAJean-Pierre DECONCHYWindy DRYDENAnne Marie FONTAINEMichel GILLYTorgrim GJESMEAllen E. IVEY, prof. emerilusAsher KORIATJulius KÜHLCharlie LEWISAlvin MAHRERIvan MERVIELDEPekka NIEMIThomas OAKLANDRobert ROERichard SORRENTINODaniel N. STERNHarryTRIANDIS, prof. emeritus

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University of Paris VII, FranceMartin-Luther-University, Haie, GermanyUniversita degli Studi di Roma «La Sapienza», Roma, ItalyUniversity of Paris X, Nanterre, FranceUniversity of London, United KingdomUniversity of Porto, Porto, PortugalUniversite de Provence (Marseille I), Aix-en-Provence, FranceUniversity of Oslo, Oslo, NorwayUniversity of Massachusetts, Amherst MA, U.S.A.University of Haifa, Haifa, IsraelUniversity of Osnabrueck, Osnabrueck, GermanyLancaster University, United KingdomUniversity of Ottawa, Ottawa, CanadaUniversity of Ghent, Ghent, BelgiumUniversity of Turku, FinlandUniversity of Florida, Gainesville FL, U.S.A.Tilburg University, Tilburg, The NetherlandsUniversity of Western Ontario, London, CanadaUniversity of Geneva, Geneva, SwitzerlandUniversity of Illinois, Champaign IL, U.S.A.

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Contents

Interdisciplinary consideration of the twins

Maria Markodimitraki, Giannis Kugiumutzakis 115

Aspects of the twins's development

Mana Markodimitraki, Giannis Kugiumutzakis, Theano Kokkinaki 133

Checklist for screening behavioural problems in preschool children

George Manolitsis, Eufimia Tata 153

Theories of concrete concept formation

EleniZiori 179

Implicit learning: Criteria and properties that distinguish it from explicit learning

EleniZiori 195

Attendance in special classes and learning disabied children's self-esteem. A developmental approach

Efi Syngollitou, Eftyhia Louraki 210

Adolescents' perceptions of attachment relations with parents and friends äs a predictor of aggression

in adolescence

Evi Makri-Botsari 232

How 16-years old students experience time in school

Marios Pourkos, Michails Kontopodis 249

Pragmatic abilities in children with autism

loannis Vogindroukas 276

ifYXOAOflATO HEPIOAIKO THIEAAHNIKHZ ifYXOAOriKHZ ETAIPEIA2

XwnoKTiMi ErriTporrn (2002-2005)

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PSYCHOLOGYTHE JOURNAL OF THE HELLENIC PSYCHOLOGICAL SOCIETY

Editorial Board (2002-2005)

EditorKlimis NAVRIDIS

Associate EditorsFrosso MOTTI-STEFANIDIAnastassios STALIKAS

Editorial BoardStella VOSNIADOUJames GEORGASAndreas DEMETRIOUMaria DIKAIOYThalia DRAGONAAnastasia EFKLIDESMaria KAILAAnastasia KALANTZI-AZIZIGiannis KUGIUMUTZAKISMaro MALIKIOSI-LOIZOSDiomedes MARKOYLISEiiasBESEVEGISloannis NESTOROSAphrodite XEROMERITOUStamos PAPASTAMOUloannis PARASKEVOPOULOSConstantinos PORPODASEfi SYNGOLLITOUAlexandra HANTZIMika HARITOS-FATOUROSChryse HATZICHRISTOULambros HOUSSIADAS

Editorial Consulting BoardDemetrios ALEXOPOULOSNikos VALANIDESTheoni VELLIGeorge GALANISNikolaos GIANNITSASEleftheria GONIDAMaria ZAFIROPOULOUAristotelis KANTASPanayiotis KORDOUTISAngeliki LEONDARIEkaterini MARIDAKI-KASSOTAKILoukia BEZEBettina DAVOUNikolaos PAPADOPOULOSNikitas POLEMIKOS ,Stavroula SAMARTZISArianaSTOGIANNIDOUCiaire SYNODINOUNikolas CHRISTAKIS

University of Athens

University of AthensPanteion University

University of AthensProfessor EmeritusUniversity of CyprusAristotle University of ThessalonikiUniversity of AthensAristotle University of ThessalonikiAegean UniversityUniversity of AthensUniversity of CreteUnivers ityof AthensAristotle University of ThessalonikiUniversity of AthensUniversity of CreteUniversity of PatrasPanteion UniversityProfessor EmeritusUniversity of PatrasAristotle University of ThessalonikiPanteion UniversityProfessor EmeritusUniversity of AthensProfessor Emeritus

University of PatrasUniversity of CyprusPanteion UniversityUniversity of loanninaUniversity of AthensAristotle University of ThessalonikiUniversity of ThessalyUniversity of PatrasAristotle University of ThessalonikiUniversity of ThessalyHarokopion University of AthensDemocritus University of ThraceUniversity of AthensUniversity of CreteAegean UniversityPanteion UniversityAristotle University of ThessalonikiPanteion UniversityPanteion University

adolescents' perceptions of attachment relations ii(6 ......tov tpöno ue tov onoio 01...

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