Η Δρ Σοφία Μαστροκούκου διδάσκει Προσβασιμότητα και Συμπερίληψη στο Τμήμα Τουριστικών Σπουδών του Πανεπιστημίου Πειραιώς. Είναι κάτοχος Διδακτορικού από το Πανεπιστήμιο Milano-Bicocca στη θεματική περιοχή της αποτελεσματικότητας της διδασκαλίας στην ανώτατη εκπαίδευση. Επί σειρά ετών διδάσκει Αναπτυξιακή και Εκπαιδευτική Ψυχολογία σε προπτυχιακά και μεταπτυχιακά προγράμματα ιταλικών πανεπιστημίων (π.χ.: Πανεπιστήμιο του Τορίνου, Πανεπιστήμιο του Salerno, Universitas Mercatorum). Έχει διδάξει, επίσης, ως Επισκέπτρια Καθηγήτρια σε πανεπιστήμια του εξωτερικού (π.χ.: Masinde Muliro University of Science and Technology, Κένυα· Riphah International University, Πακιστάν· Universidade Europeia de Vitória, Βραζιλία). Έως σήμερα έχει συμβάλει στην ακαδημαϊκή κοινότητα της Ψυχολογίας και της Εκπαίδευσης με επιστημονικές εργασίες σε κορυφαία διεθνή περιοδικά. Ενδεικτικά, αναφέρονται τα 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) και Journal of Learning Disabilities (SAGE). Το έργο της περιλαμβάνει, επίσης, κεφάλαια σε βιβλία μετά από κρίση και συμμετοχή σε διεθνή συνέδρια. Είναι reviewer σε περιοδικά της Ψυχολογίας (π.χ.: Trauma, Violence & Abuse, SAGE· Scientific Reports, Springer Nature) και της Ανώτατης Εκπαίδευσης (π.χ.: The Review of Higher Education, Johns Hopkins University Press· IEEE Transactions on Learning Technologies, IEEE). Είναι, επίσης, reviewer σε εξειδικευμένα περιοδικά για τη Συμπερίληψη (π.χ.: International Journal of Inclusive Education, Taylor & Francis). Παράλληλα συμμετέχει ενεργά στην επίβλεψη Διδακτορικών, Μεταπτυχιακών και Προπτυχιακών Φοιτητών. Έχει αποδεδειγμένο ιστορικό συμμετοχής σε διεθνή ερευνητικά έργα, καθώς έχει συμμετάσχει σε ευρωπαϊκά χρηματοδοτούμενα ερευνητικά προγράμματα (π.χ.: Erasmus+, Jean Monnet).

Συνοπτικά, οι δράσεις της είναι:

• Πάνω από 45 δημοσιεύσεις σε διεθνή περιοδικά με κρίση (Scopus), η πλειονότητα των οποίων σε περιοδικά Q1, με h-index 12.
• Associate Editor στο περιοδικό Humanities and Social Sciences Communications (Springer Nature).
• Ερευνήτρια (Research Fellow) στο Τμήμα Ψυχολογίας του Πανεπιστημίου του Τορίνου.
• Μέλος της Συντακτικής Επιτροπής του διεθνούς περιοδικού Disability & Society (Taylor & Francis / Routledge).
• Guest Editor ειδικών τευχών σε διεθνή περιοδικά (π.χ.: Emerald, Springer Nature).
• Συμμετοχή σε πάνω από δέκα ευρωπαϊκά ερευνητικά έργα Erasmus+ Στρατηγικών Συμπράξεων, σε συνεργασία με πανεπιστήμια και φορείς από την Ευρώπη και την Αφρική.
• Επισκέπτρια Καθηγήτρια Ψυχολογίας της Αναπηρίας σε πανεπιστήμια του εξωτερικού.
• Διδασκαλία Μεθοδολογίας Έρευνας στη Διδακτορική Σχολή του European Security and Defence College (ESDC).
• Μέλος διεθνών επιστημονικών ενώσεων Ψυχολογίας (π.χ.: American Psychological Association, ISSBD).
• Πιστοποιημένη επάρκεια στην Ιταλική Νοηματική Γλώσσα και πιστοποίηση στην Επαυξητική και Εναλλακτική Επικοινωνία (Augmentative and Alternative Communication – AAC). Διαθέτει γνώση της Ελληνικής Νοηματικής Γλώσσας και πιστοποίηση στην ελληνική και ιταλική γραφή Braille.

1. ΤΣΚ643. Διαχείριση Πολιτιστικής Κληρονομιάς και Αρχαιολογικών Χώρων στον Τουρισμό (Επιλογής)
2. ΤΣΕΡ01-02. Ερευνητική Εργασία (Επιλογής)

Άρθρα σε Διεθνή Επιστημονικά Περιοδικά με Κριτές (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)

Κεφάλαια σε Διεθνείς Συλλογικούς Τόμους

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.

Βιβλία

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

Οι ώρες γραφείου για το χειμερινό εξάμηνο 2026-2027 είναι:

• Τετάρτη: 19:00-21:00
• Πέμπτη: 08:00-10:00

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