Julie Vaiopoulou

Temporary Teaching Staff

Aristotle University of Thessaloniki

Greece

Research Interests

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Julie Vaiopoulou is a Temporary Teaching Staff member at Aristotle University of Thessaloniki, Greece. Her research focuses on teachers' readiness to implement robotics and STEM education, as well as factors influencing teacher burnout and innovative work behavior. She has contributed to the field with studies on the psychometric properties of educational tools and the relationship between affective conditions and teachers’ attitudes towards STEM education.

Articles (10)

Year:

2025

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Collaborators (2)

Michail Kalogiannakis

Associate Professor

University of Crete

GREECE

View details

Dimitrios Stamovlasis

Assistant Professor

GREECE

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Julie Vaiopoulou

Research Interests

Contact this professor

About

Articles (10)

Teachers’ Readiness to Implement Robotics in Education: Validation and Measurement Invariance of TRi-Robotics Scale via Confirmatory Factor Analysis and Network Psychometrics

Teachers’ Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model

Burnout of Greek Teachers: Measurement Invariance and Differences across Individual Characteristics

Correction to: Classification and evaluation of educational apps for early childhood: Security matters

Teachers’ Readiness to Implement STEM Education: Psychometric Properties of TRi-STEM Scale and Measurement Invariance across Individual Characteristics of Greek In-Service Teachers

Teachers’ Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model

Neo-Piagetian Predictors of Students’ Performance in Science Learning: Evidence from Primary Education

Teachers’ perceptions of educational apps use: Psychometric properties of a new instrument (PEAU-t), validation, and measurement invariance

Attitudes towards STEM education: nonlinear effects of teachers’ readiness and the crucial role of affective conditions

Conceptual understanding in science learning and the role of four psychometric variables: a person-centered approach

Collaborators (2)

Michail Kalogiannakis

Dimitrios Stamovlasis

Make your next move.