Dr Sofia Mastrokoukou teaches Accessibility and Inclusion at the Department of Tourism Studies, University of Piraeus. She holds a PhD from the University of Milano-Bicocca in the field of teaching effectiveness in higher education. For several years she has taught Developmental and Educational Psychology on undergraduate and postgraduate programmes at Italian universities (e.g. University of Turin, University of Salerno, Universitas Mercatorum). She has also taught as a Visiting Professor at universities abroad (e.g. Masinde Muliro University of Science and Technology, Kenya; Riphah International University, Pakistan; Universidade Europeia de Vitória, Brazil). She has contributed to the academic communities of Psychology and Education through scientific papers in leading international journals, including Journal of Adolescence (Wiley), Computers in Human Behavior (Elsevier), British Journal of Educational Psychology (Wiley), Child Abuse & Neglect (Elsevier), Journal of Autism and Developmental Disorders (Springer) and Journal of Learning Disabilities (SAGE). Her work also includes peer-reviewed book chapters and presentations at international conferences. She serves as a reviewer for journals in Psychology (e.g. Trauma, Violence & Abuse, SAGE; Scientific Reports, Springer Nature) and Higher Education (e.g. The Review of Higher Education, Johns Hopkins University Press; IEEE Transactions on Learning Technologies, IEEE). She also reviews for specialised journals on Inclusion (e.g. International Journal of Inclusive Education, Taylor & Francis). She is actively involved in supervising doctoral, postgraduate and undergraduate students. She has a proven track record of participation in international research projects, having taken part in European-funded research programmes (e.g. Erasmus+, Jean Monnet).

In brief, her activities include:

• Over 45 publications in international peer-reviewed journals (Scopus), most of them in Q1 journals, with an h-index of 12.
• Associate Editor of Humanities and Social Sciences Communications (Springer Nature).
• Research Fellow at the Department of Psychology, University of Turin.
• Member of the Editorial Board of the international journal Disability & Society (Taylor & Francis / Routledge).
• Guest Editor of special issues in international journals (e.g. Emerald, Springer Nature).
• Participation in more than ten European Erasmus+ Strategic Partnership research projects, in collaboration with universities and organisations from Europe and Africa.
• Visiting Professor of Psychology of Disability at universities abroad.
• Teaching Research Methodology at the Doctoral School of the European Security and Defence College (ESDC).
• Member of international psychological associations (e.g. American Psychological Association, ISSBD).
• Certified proficiency in Italian Sign Language and certification in Augmentative and Alternative Communication (AAC). She also has knowledge of Greek Sign Language and holds certification in Greek and Italian Braille.

1. TSK643. Cultural Heritage and Archaeological Sites Management in Tourism (Elective)
2. TSKER01-02. Research Project (Elective)

Articles in International Peer-Reviewed Journals (Scopus-indexed)

2026

1. Arshad, A., Longobardi, C., Fabris, M. A., & Mastrokoukou, S. (2026). Teacher relationships, peer victimization, and family support: Pathways to adolescent psychological adjustment. International Journal of School & Educational Psychology, 14(3), 1–14. https://doi.org/10.1080/21683603.2026.2689313 (Q2)
2. Arshad, A., Longobardi, C., Mastrokoukou, S., Hassan, K., & Tufail, R. (2026). From self-objectification to self-perception: Unraveling media’s impact on emerging adult women’s body image and identity. Emerging Adulthood, 14(1), 64–75. https://doi.org/10.1177/21676968251395337 (Q1)
3. Begotti, T., Ijaz, A., Longobardi, C., Mastrokoukou, S., & Settanni, M. (2026). From hate speech to justice beliefs: A serial mediation model linking victimization, school climate, and adolescents’ personal belief in a just world. The Journal of Genetic Psychology, 1–16. https://doi.org/10.1080/00221325.2026.2700211 (Q2)
4. Bozzato, P., Zaheer, U. A., Longobardi, C., & Mastrokoukou, S. (2026). The classroom ripple effect: Social and academic pathways linking student–teacher conflict to mental health problems. School Psychology International, 47(3), 298–325. https://doi.org/10.1177/01430343261444960 (Q1)
5. Fabris, M. A., Longobardi, C., Mastrokoukou, S., Cardoso, B. L. A., & Costa Lima, D. (2026). Teachers’ Reporting Attitude Scale for Child Sexual Abuse: An Italian adaptation. Behavioral Sciences, 16(2), 168. https://doi.org/10.3390/bs16020168 (Q1)
6. Gastaldi, F. G. M., Bozzato, P., Mastrokoukou, S., Longobardi, C., & Zaheer, U. A. (2026). Buffering the impact of conflict: The moderating role of emotional awareness in the link between student–teacher relationships and children’s mental health. European Journal of Psychology of Education, 41, Article 97. https://doi.org/10.1007/s10212-026-01160-8 (Q1)
7. Gastaldi, F. G. M., Lin, S., Mastrokoukou, S., Fabris, M. A., & Longobardi, C. (2026). Physical contact as a support for well-being in the teacher–student relationship: Analysing the effects of anti-COVID restraints. International Journal of Early Years Education, 1–20. https://doi.org/10.1080/09669760.2026.2645349 (Q1)
8. Gastaldi, F. G. M., Longobardi, C., Ijaz, A., Mastrokoukou, S., & Settanni, M. (2026). Online versus classroom teaching: Differences and specificities in teacher–student interaction processes. Online Learning, 30(1), 114–137. https://doi.org/10.24059/olj.v28i1.4293 (Q1)
9. Gastaldi, F. G. M., Zaheer, U. A., Longobardi, C., & Mastrokoukou, S. (2026). From conscientiousness to conduct problems: A serial mediation analysis of student–teacher closeness and self-control. The Journal of Genetic Psychology, 1–14. https://doi.org/10.1080/00221325.2025.2599534 (Q2)
10. Longobardi, C., Arshad, A., Fabris, M. A., & Mastrokoukou, S. (2026). Perceived teacher unfairness and students’ school-based adjustment: Exploring the mediating role of self-handicapping and the moderating role of social support. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70060 (Q1)
11. Longobardi, C., Fabris, M. A., Mastrokoukou, S., & Marengo, D. (2026). When parents share too much: Sharenting, social appearance anxiety, and internalizing symptoms in adolescence. Family Relations, 75, 1–16. https://doi.org/10.1111/fare.70247 (Q1)
12. Mastrokoukou, S., Chalkiadakis, A., Dima, X., Muga, D. A., Karani, E. M., & Longobardi, C. (2026). Adaptive educational technologies for students with autism spectrum disorder: A meta-analysis of emotional and social engagement outcomes. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-026-07429-7 (Q1)
13. Mastrokoukou, S., Georgopoulos, N., Longobardi, C., Lin, S., & Kaliris, A. (2026). Unravelling perceptions of teacher effectiveness for students with disabilities in higher education: Do we make the grade? International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2026.2688228 (Q1)

2025

1. Al Saidi, A., Longobardi, C., Fabris, M. A., Mastrokoukou, S., & Lin, S. (2025). Exploring traditional and cyberbullying profiles in Omani adolescents: Differences in internalizing/externalizing symptoms, prosocial behaviors, and academic performance. European Journal of Investigation in Health, Psychology and Education, 15(6), 100. https://doi.org/10.3390/ejihpe15060100 (Q2)
2. Asderaki, F., Milienos, F. S., Rentzios, C., Mastrokoukou, S., & Karagiannopoulou, E. (2025). Ready or not? Greek K-12 teachers’ psychological readiness for bringing the EU into the classroom. Education Sciences, 15(11), 1474. https://doi.org/10.3390/educsci15111474 (Q1)
3. Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher emotional competence for inclusive education: A systematic review. Behavioral Sciences, 15(3), 359. https://doi.org/10.3390/bs15030359 (Q1)
4. Donche, V., Chauliac, M., Karagiannopoulou, E., Longobardi, C., Mastrokoukou, S., Milienos, F., & Gijbels, D. (2025). Careless responding in online student learning surveys: Profiles and impact on data quality. Frontline Learning Research, 13(3). https://doi.org/10.14786/flr.v13i3.947 (Q1)
5. Fabris, M. A., Lin, S., Mastrokoukou, S., & Longobardi, C. (2025). Parental rejection and risk of muscle dysmorphia in Italian male adolescents: The mediating role of disconnection and rejection-related early maladaptive schemas. Psychology of Men & Masculinities. https://doi.org/10.1037/men0000545 (Q1)
6. Gisbert-Pérez, J., Longobardi, C., Martí-Vilar, M., Mastrokoukou, S., & Badenes-Ribera, L. (2025). Exploring psychosocial traits across Italian current gamers, non-current gamers, and non-gamers. The Journal of Genetic Psychology, 1–13. https://doi.org/10.1080/00221325.2025.2515140 (Q2)
7. Gisbert-Pérez, J., Longobardi, C., Martí-Vilar, M., Mastrokoukou, S., & Badenes-Ribera, L. (2025). Prevalence of Internet gaming disorder in young adults: A systematic review and meta-analysis. Addictive Behaviors, 108576. https://doi.org/10.1016/j.addbeh.2025.108576 (Q1)
8. Ijaz, A., Malik, A. A., Ahmad, T., Hassan, W., Mastrokoukou, S., & Longobardi, C. (2025). The moderating role of resilience in the relationship between occupational stressors and psychological distress among aviation pilots in Pakistan. European Journal of Investigation in Health, Psychology and Education, 15(10), 206. https://doi.org/10.3390/ejihpe15100206 (Q2)
9. Lin, S., Fabris, M. A., Longobardi, C., & Mastrokoukou, S. (2025). The association between social media addiction and aggressive behaviors: A longitudinal and gender-specific analysis. Journal of Adolescence, 97(3), 798–807. https://doi.org/10.1002/jad.12454 (Q1)
10. Lin, S., Mastrokoukou, S., Longobardi, C., & Fabris, M. A. (2025). Bullying victimization and psychological adjustment in Chinese students: The mediating role of teacher–student relationships. School Psychology International, 46(1), 68–89. https://doi.org/10.1177/01430343241283020 (Q1)
11. Longobardi, C., Badenes-Ribera, L., Mastrokoukou, S., & Fabris, M. A. (2025). Attitude toward sexual consent and sext dissemination perpetration: The mediating role of the empathy. American Journal of Sexuality Education, 20(2), 167–188. https://doi.org/10.1080/15546128.2024.2334031 (Q2)
12. Mastrokoukou, S., Berchiatti, M., Badenes-Ribera, L., Galiana, L., & Longobardi, C. (2025). Bullying in students with attention deficit/hyperactivity disorder (ADHD): Analyzing students’ social status and student–teacher relationship quality. International Journal of Environmental Research and Public Health, 22(6), 878. https://doi.org/10.3390/ijerph22060878 (Q1)
13. Mastrokoukou, S., Kaliris, A., & Longobardi, C. (2025). Drivers of academic procrastination and achievement: A moderated mediation analysis in students with and without specific learning disabilities. Journal of Learning Disabilities. https://doi.org/10.1177/00222194251391831 (Q1)
14. Mastrokoukou, S., Longobardi, C., & Fabris, M. A. (2025). Italian children’s visions of nature: A cluster analysis of environmental themes in drawings. Journal of Environmental Psychology, 102753. https://doi.org/10.1016/j.jenvp.2025.102753 (Q1)
15. Mastrokoukou, S., Longobardi, C., Fabris, M. A., & Lin, S. (2025). Subjective socioeconomic status and life satisfaction among high school students: The role of teacher–student relationships. Social Psychology of Education, 28(1), 11. https://doi.org/10.1007/s11218-024-10015-3 (Q1)
16. Zaheer, U. A., Mastrokoukou, S., Longobardi, C., & Bozzato, P. (2025). Parent attachment and video gaming addiction: The serial mediation role of social support and maladaptive daydreaming. European Journal of Investigation in Health, Psychology and Education, 15(4), 60. https://doi.org/10.3390/ejihpe15040060 (Q2)

2024

1. Chalkiadakis, A., Seremetaki, A., Kanellou, A., Kallishi, M., Morfopoulou, A., Moraitaki, M., & Mastrokoukou, S. (2024). Impact of artificial intelligence and virtual reality on educational inclusion: A systematic review of technologies supporting students with disabilities. Education Sciences, 14(11), 1223. https://doi.org/10.3390/educsci14111223 (Q1)
2. Fabris, M. A., Longobardi, C., Settanni, M., & Mastrokoukou, S. (2024). Childhood trauma and factors influencing primary school teachers’ reporting of child abuse: Insights from Italy. Child Abuse & Neglect, 149, 106631. https://doi.org/10.1016/j.chiabu.2023.106631 (Q1)
3. Gastaldi, F. G. M., Fabris, M. A., Longobardi, C., & Mastrokoukou, S. (2024). Children exposed to television programs: Fear, anxiety and perception of societal and personal risk. Journal of Psychological & Educational Research, 32(1), 7–30. (Q3)
4. Gastaldi, F. G. M., Longobardi, C., Fabris, M. A., & Mastrokoukou, S. (2024). Development of the checklist for imitation, exploration and imagination behaviour for play observation in preschool age. Education Sciences, 14(8), 896. https://doi.org/10.3390/educsci14080896 (Q1)
5. Graziano, F., Mastrokoukou, S., Cattelino, E., Rollè, L., & Calandri, E. (2024). Conflict and intimacy in emerging adults’ romantic relationships and depressive symptoms: The mediating role of identity and couple satisfaction. Behavioral Sciences, 14(11), 977. https://doi.org/10.3390/bs14110977 (Q1)
6. Graziano, F., Mastrokoukou, S., Monchietto, A., Marchisio, C., & Calandri, E. (2024). The moderating role of emotional self-efficacy and gender in teacher empathy and inclusive education. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-70836-2 (Q1)
7. Lin, S., Mastrokoukou, S., Longobardi, C., & Bozzato, P. (2024). The influence of resilience and future orientation on academic achievement during the transition to high school: The mediating role of social support. International Journal of Adolescence and Youth, 29(1), 2312863. https://doi.org/10.1080/02673843.2024.2312863 (Q1)
8. Marengo, D., Settanni, M., Mastrokoukou, S., Fabris, M. A., & Longobardi, C. (2024). Social media linked to early adolescent suicidal thoughts via cyberbullying and internalizing symptoms. International Journal of Bullying Prevention, 1–10. https://doi.org/10.1007/s42380-024-00269-y (Q2)
9. Mastrokoukou, S., Lin, S., Longobardi, C., Berchiatti, M., & Bozzato, P. (2024). Resilience and psychological distress in the transition to university: The mediating role of emotion regulation. Current Psychology, 43(28), 23675–23685. https://doi.org/10.1007/s12144-024-06138-7 (Q1)

2023

1. Kakouris, A., Tampouri, S., Kaliris, A., Mastrokoukou, S., & Georgopoulos, N. (2023). Entrepreneurship as a career option within education: A critical review of psychological constructs. Education Sciences, 14(1), 46. https://doi.org/10.3390/educsci14010046 (Q1)
2. Karali, N., Mastrokoukou, S., & Livas, C. (2023). Mindful minds and entrepreneurial spirits in higher education: A scoping review. Frontiers in Education, 8, 1291845. https://doi.org/10.3389/feduc.2023.1291845 (Q2)
3. Lin, S., Mastrokoukou, S., & Longobardi, C. (2023). Social relationships and social media addiction among adolescents: Variable-centered and person-centered approaches. Computers in Human Behavior, 147. https://doi.org/10.1016/j.chb.2023.107840 (Q1)
4. Lin, S., Mastrokoukou, S., Longobardi, C., Bozzato, P., Gastaldi, F. G. M., & Berchiatti, M. (2023). Students’ transition into higher education: The role of self-efficacy, regulation strategies, and academic achievements. Higher Education Quarterly, 77(1), 121–137. https://doi.org/10.1111/hequ.12374 (Q1)
5. Longobardi, C., Mastrokoukou, S., & Fabris, M. A. (2023). Teacher sentiments about physical appearance and risk of bullying victimization: The mediating role of quality of student–teacher relationships and psychological adjustment. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1211403 (Q2)
6. Longobardi, C., Settanni, M., Berchiatti, M., Mastrokoukou, S., & Marengo, D. (2023). Teachers’ sentiment about physical appearance of primary school students: Associations with student–teacher relationship quality and student popularity among classroom peers. Social Psychology of Education, 26(2), 383–403. https://doi.org/10.1007/s11218-022-09749-9 (Q1)
7. Mastrokoukou, S., & Crawford-Lee, M. (2023). Guest editorial: Profound digital pedagogies: Global perspectives. Higher Education, Skills and Work-Based Learning, 13(4), 645–648. https://doi.org/10.1108/HESWBL-08-2023-291 (Q2)

2022

1. Mastrokoukou, S., Kaliris, A., Donche, V., Chauliac, M., Karagiannopoulou, E., Christodoulides, P., & Longobardi, C. (2022). Rediscovering teaching in university: A scoping review of teacher effectiveness in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.861458 (Q2)

2021

1. Milienos, F. S., Rentzios, C., Catrysse, L., Gijbels, D., Mastrokoukou, S., Longobardi, C., & Karagiannopoulou, E. (2021). The contribution of learning and mental health variables in first-year students’ profiles. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.627118 (Q1)

Chapters in International Books

1. Fabris, M. A., Mastrokoukou, S., & Longobardi, C. (2026). Italy. In J. S. Hong, R. Thornberg, V. J. Llorent, & Z. Han (Eds.), Bullying: Global case studies in policy and prevention for young people (pp. 628–634). Edward Elgar Publishing. https://doi.org/10.4337/9781035348329.00097
2. Singai, C., Riemer, G. G., Regmi, K. D., Mastrokoukou, S., & Singh, S. (2016). Knowledge economy and demographic change: Comparative case study of Europe and South Asia. In R. Egetenmeyer (Ed.), Adult and lifelong learning in Europe and beyond: Comparative perspectives from the 2015 Würzburg Winter School (pp. 67–84). Frankfurt.

Books

1. Caporali, L., Carotta, C., Dolza, E., Georgiadis, M., Mastrokoukou, S., & Nolino, A. (2016). International sign: A practical kit. Apple Books.

The office hours for the fall semester 2026-2027 are:

• Wednesday: 19:00-21:00
• Thursday: 08:00-10:00

Note: Please contact by e-mail for arranging an appointment.

For the Full CV press here.