Ioannis Katsantonis

Contact information

184 Hills Rd
United Kingdom
Cambridge
CB2 8PQ
United Kingdom

Biography

Ioannis G. Katsantonis is currently affiliated with the Psychology, Education and Learning Studies Research Group, Faculty of Education, University of Cambridge, UK. Previously, he was affiliated with the Department of Primary Education, University of Patras, Greece. Ioannis is a researcher in Educational Psychology and Human Development. His interests include applied psychometrics and quantitative methods in modelling human behaviour. Ioannis' expertise is the analyses of social science cross-sectional, short- and long-term longitudinal data. Ioannis is a Scholar of the Alexander S. Onassis Foundation and the A.G. Leventis Foundation.

Research interests

Achievement motivation, Educational Psychology, School engagement, Child and adolescent mental health, Developmental Psychology, Latent Variable Modelling, Emotional and behavioural self-regulation, Self-regulated learning, Self-efficacy, Intrinsic vs. Extrinsic motivation, Goal orientations, Bullying, Cross-cultural research, Subjective Wellbeing, Developmental Psychopathology, Child and Adolescent Resilience, Quantitative methods, Qualitative methods, Latent Profile/Class Analysis, Latent transition analysis, Growth Curve modelling, Finite mixture modelling, Multilevel modelling

Keywords

Education, Epidemiology, Mixture models, Social science, Statistics

Publications

JOURNAL PUBLICATIONS (peer-reviewed)
1. Katsantonis, I. (invited revision). I belong; hence, I engage? A cohort study of transitions between school engagement profiles and high-stakes academic achievement: The role of relational school climate. Preprint at https://doi.org/10.31234/osf.io/mtb3f
2. Katsantonis, I., & McLellan, R. (2023). Students’ Voices: A Qualitative Study on Contextual, Motivational, and Self-Regulatory Factors Underpinning Language Achievement. Education Sciences, 13, 804. https://doi.org/10.3390/educsci13080804 [Publication from PhD dissertation]
3. Katsantonis, I., & McLellan, R. (2023). Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement. PLOS One. https://doi.org/10.1371/journal.pone.0289367 [Publication from PhD dissertation]
4. Katsantonis, I., Barrado, B., McLellan, R., & Gimenez, G. (Submitted). Subjective well-being and bullying victimisation: A cross-country study of adolescents in 64 countries and economies. Preprint available at https://dx.doi.org/10.2139/ssrn.4471171
5. Katsantonis, I., & McLellan, R. (2023). The role of parent-child interactions in the association between mental health and prosocial behaviour: Evidence from early childhood to late adolescence. International Journal of Behavioral Development. https://doi.org/10.1177/01650254231202444
6. Katsantonis, I. (Under review). “Don’t Chat in Class and Pay Attention”: Self-Regulated School Engagement Profiles and Academic Achievement. Preprint at https://doi.org/10.31234/osf.io/agzmx
7. Katsantonis, I., & Symonds, E. J. (2023). Population Heterogeneity in Developmental Trajectories of Internalising and Externalising Mental Health Symptoms in Childhood: Differential Effects of Parenting Style. Epidemiology and Psychiatric Sciences, 32, E16. http://doi.org/10.1017/S2045796023000094
8. Katsantonis, I., McLellan, R., & Torres, P. (2023). Unravelling the Complexity of the Associations between Students’ Science Achievement, Motivation, and Teachers’ Feedback. Frontiers in Psychology, 14, 1-13. https://doi.org/10.3389/fpsyg.2023.1124189 [Publication from PhD dissertation]
9. Katsantonis, I., McLellan, R., & Marquez, J. (2022). The Development of Subjective Well-being and its Relationship with Self-Esteem in Early Adolescence. British Journal of Developmental Psychology, 41(2), 157-171. [Publication from MPhil dissertation]
https://doi.org/10.1111/bjdp.12436
10. Marquez, J., Katsantonis, I., Sellers, R., & Knies, G. (2022). Life satisfaction and mental health from age 17 to 21 years in a general population sample. Current Psychology, 1-11. https://doi.org/10.1007/s12144-022-03685-9
11. Katsantonis, I., & Katsantonis, A. (2022). Economic and cultural correlates of school bullying: an exploratory study in 54 countries. Hellenic Journal of Psychology, 19(2), 83-104. https://doi.org/10.26262/hjp.v19i2.8392 [In Greek]
12. Katsantonis, I., & Katsantonis, A. (2022). Meta-analysis of the association of teachers' self-efficacy and job satisfaction. Hellenic Journal of Research in Education, 11(1), 116–129. https://doi.org/10.12681/hjre.29123 [In Greek]
13. Katsantonis, I. (2022). The Mediating Role of School and Sibling Bullying in the Relationship between Subjective Well-Being and Mental Health Symptoms. Psych, 4(2), 258-268. https://doi.org/10.3390/psych4020022
14. Katsantonis, I. (2021). Cultural Variation in Aggressive Behavior: A Cross-Cultural Comparison of Students’ Exposure to Bullying Across 32 Countries. Electronic Journal of Research in Educational Psychology, 19(55), 465-490 https://doi.org/10.25115/ejrep.v19i55.3741
15. Katsantonis, I. (2021). Cross-country perspective on reverse pathway dynamics between teacher self-efficacy and job satisfaction. Pedagogical Research. https://doi.org/10.29333/pr/9726
16. Katsantonis, I., Asimakopoulou, E., & Frounta, M. (2021). The role of supportive environments on the development of school bullying: An ecosystemic approach. ¬Hellenic Journal of Research in Education, 10(1), 52-64. https://doi.org/10.12681/hjre.25998 [In Greek]
17. Frounta, M., Christidou, X., Albani, AE., Katsantonis, I., & Strakadouna, E. (2021). Investigation of teachers’ health literacy through the European measure HLS-EU-Q16. Multidisciplinary Healthcare, 13(1), 62-71. ISSN 1791-9649 [In Greek]
18. Katsantonis, G.I. (2020). Self-regulated learning and reading comprehension: The effects of gender, motivation and metacognition. Hellenic Journal of Psychology, 17(3), 286-307. https://doi.org/10.26262/hjp.v17i3.7835
19. Frounta, M., Pitsou, C., & Katsantonis, I. (2020). Satisfaction of trainee teachers from their internship during their studies at a pedagogical department in Greece. International Journal of Educational Innovation, 2(7), 120-131. [In Greek]
20. Katsantonis, I. (2020). Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research, 5(4), em0066. https://doi.org/10.29333/pr/8235
21. Katsantonis, I. (2020). Teachers’ Self-efficacy, Perceived Administrative Support, and Positive Attitude toward Students: Their Effect on Coping with Job-Related Stress. Hellenic Journal of Psychology, 17(1), 1-14. https://doi.org/10.26262/hjp.v17i1.7843
22. Katsantonis, I. (2020). The Mechanism Underlying the Association of School Climate and Reading Achievement: The Mediating Role of Intrinsic Motivation and Reading Self-Concept. Technium Social Sciences Journal, 7(1), 59-73. https://doi.org/10.47577/tssj.v7i1.402
23. Katsantonis, I. (2019). Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach. European Journal of Investigation in Health, Psychology and Education, 10(1), 119-133. https://doi.org/10.3390/ejihpe10010011

CONFERENCE PUBLICATIONS (peer-reviewed)

24. Katsantonis, I., Gibbons, R., Symonds, Ε. J., & Costello, N. (2023). A National Cohort Study on the Effect of Early Childhood Self-Regulation and Adolescent School Engagement on Continued Formal Education. Presented in the “Effort and Social Inequality” conference, 14-16 June. Carlos III-Juan March Institute of Social Sciences. Madrid, Spain
25. Katsantonis, I, Symonds, J. Gibbons, R., & Costello, N. (2023). A National Cohort Study of Early Childhood Self-Regulation, Adolescent School Engagement, and School Persistence. Presented in the European Conference on Developmental Psychology 2023. University of Turku, Finland.
26. Katsantonis, I. (2023). Linking individual differences in teachers’ instructional-motivational characteristics with students’ achievement: Insights from latent profile and factor mixture modelling. Presented in the Modelling Individual Differences in Education conference at the ETH Zurich, Switzerland; 1-3 March 2023.
27. Katsantonis, I. (2023). “Don’t chat in class and pay attention”: Self-regulated school engagement and academic achievement. To be presented in 20th Biennial EARLI Conference 2023. Aristotle University of Thessaloniki, Greece
28. Katsantonis, I. (2022). Common Issues in Quantitative Educational Research. Presented in the Advancing quantitative perspectives in education science - A Cambridge-Zurich (CAMZH) student exchange workshop. Jacobs Centre for Productive Youth Development, University of Zurich; 4-7 December 2022.
29. Katsantonis, I. (2021). Well-being and mental health: Two sides of the same coin? In the Proceedings of the 32nd International Conference of Humanities and Social Sciences. [in Greek]
30. Katsantonis, I., & Katsantonis, A. (2020). Approaches to the Role of Self-Efficacy in Fostering Teachers’ Psychological Well-Being. In the Proceedings of 31st International Conference of the Institute of Culture, Democracy, and Education. [In Greek]
31. Katsantonis, I., & Arapaki, X. (2020). Art Composition Analysis: A Didactic Application on the “Erotokritos” Painting by Theophilos. In the Proceedings of the 11th National Conference of Physics in Pre-Primary Education. Held at the University of Ioannina, Greece. [In Greek]
32. Katsantonis, I. (2020). Confirmatory Factor Analysis: Issues of Practical Applications in Educational Research. In the Proceedings of the 29th International Conference "Assessment in Education" of the Institute of Culture, Democracy, and Education & the Hellenic Educational Society. [In Greek]
33. Katsantonis, G.I. (2019). Implementation of New Technologies in Education: A Model Based on Educators’ Perceptions. In the Proceedings of the 16th International Conference of the Hellenic Education Society and the University of Thessaly. [In Greek]
34. Katsantonis, G. I., & Arapaki, X. (2019). Content Analysis of the “Erotokritos” Painting: A Didactic Suggestion for Primary Education. In the Proceedings of the 4th Panhellenic Conference “Education in 21st Century: School & Culture” of the Hellenic Education Society. [In Greek]

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