The aim of this study is to evaluate the psychometric properties of the DASS-21 in a non-clinical sample of the Greek population. The Depression Anxiety Stress Scales 21 (DASS-21) is a self-report instrument measuring anxiety, depression and stress. The validation was carried out in a sample of 12,868 Greek adults, ranging from 18 to 65 years old. Results showed that the DASS21 has satisfactory reliability and validity indexes. Moreover, the factorial structure of the scale matches the ones found in previous studies in many countries. The results of this study suggest that the Greek DASS-21 can be used as a reliable and valid instrument for the measurement of depression, anxiety and stress in the Greek population.

Grit is a non-cognitive factor that has received increased attention lately, since research indicates that it plays a significant role in successful outcomes in many fields, and more specifically in education. Grit is rooted in two facets, perseverance of effort and consistency of interest, captured by the Grit Scale. The current systematic review aimed at investigating the association of grit with positive educational outcomes, by exploring both antecedents and outcomes of grit. We identified 29 studies assessing grit in an educational context, published between 2012 and 2017. The primary findings demonstrated that grit shows weak to moderate correlations with educational variables. Its two facets play different roles, with perseverance being a stronger positive predictor of academic performance. Finally, positive variables, such as hope, positive affect and family relationships can foster grit. However, a deeper understanding of the grit construct is essential to distinguish it from facets of the conscientiousness dimension of personality. The usefulness of findings for policy makers and education professionals is discussed, as well as the importance of reinforcing grit in the educational community in order to nurture character in students and enhance their potential.

Self-compassion (Neff, 2003b) is a newly developed construct of positive psychology while a plethora of studies has highlighted its beneficial outcomes on people's psychological prosperity. This study aimed to explore the effectiveness of a brief self-compassion training program on self-compassion, life satisfaction and positive and negative affect as well as to contribute new knowledge by investigating whether changes in self-compassion can significantly predict changes in positive affect. A sample of 42 students of Social Sciences, randomly assigned to either the intervention (N = 20) or the control group (N = 22) group where the first group participated in a psycho-educational training program aiming to train them to be more self-compassionate in challenging situations whilst the control group received no training. The results that revealed through the three different questionnaires (Self-Compassion Scale, Life Satisfaction Scale and Positive and Negative Affect Scale) that both groups completed before and after the completion of the program, showed that the intervention group indeed indicated increases in self-compassion, life satisfaction as well as positive affect scores and decrease in negative affect scores, compared to the control group which reported no changes. Furthermore, participants' increases in self-compassion levels strongly predicted increases in positive affect levels, meaning that those who are high self-compassionate have also high positive affect. These findings suggest the importance of selfcompassion on psychological well-being, testing through the implementation of specific intervention programs. Other possible implications and recommendations for future research are also considered.

Positive psychology focuses on the beneficial effects of positive variables in human health. Research on positive emotions variables has increased vastly over the last years due to the role that these variables play on psychological health. In this context, subjective happiness is a variable that has garnered increasing interest as it is believed to play a crucial role in well-being and happiness overall. In the present study, we examined the psychometric properties of one of the newest and most prominent tools for the measurement of Subjective Happiness, the Subjective Happiness Scale (SHS). The standardization was carried out in a sample of 6948 Greek Adults, ranging from 18 -79 years old. Results showed that the SHS has satisfactory reliability and validity indexes. Moreover, the factorial structure of the scale matches the ones found in previous studies in numerous countries. Further implications and application opportunities are discussed.

A prebiotics enriched formula resulted in significant surge of motilin relating to reduced gastric residue, compared with a common preterm formula. Mean cholesterol change was lower, while LDL was not increased in the prebiotics group, compared with the control group.

The aim of the present study was to examine the conceptual framework of character strengths in the Greek cultural context and, to do so, the factor structure of the Greek version of the Values In Action-120 (VIA-120) inventory of strengths was explored. A lifespan sample of 3,211 Greek adults was used to examine the factorial structure and psychometric characteristics of the measurement. The results indicated that the structure of the 24 character strengths was confirmed and a model of five virtues has emerged. The similarities and differences between the Greek and other cultures’ models are being discussed. The VIA-114GR demonstrated adequate reliability, convergent validity to wellbeing indices, and discriminant validity to negative experiences. Gender and age differences were found in several strengths and virtues. Also, the findings showed that the five signature strengths of the Greek sample were kindness, love, honesty, fairness, and persistence and the five bottom strengths were love of learning, spirituality, perspective, modesty, and self-regulation. Limitations, recommendations for future studies, and practical implications for the use of VIA-114GR are being discussed.

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Previous research has highlighted the role of internal states in the experience of flow in the sports performance context. This systematic review investigates the relationship between psychological correlates, personality dispositions, traits and internal states (motivation, goals, focus, and arousal) with the experience and occurrence of flow in professional athletes. There have been identified 17 studies published between 2012 and 2017 updating and extending Swann, Keegan, Piggott and Crust's (2012) systematic review. The results indicate that specific psychological correlates, personality traits and dispositions, and internal states are strongly correlated with the appearance of flow. The present study adds to the current research on the sports' flow experience highlighting the importance of constructs, such as confidence, anxiety, commitment, motives, goals, attention, optimal focus and arousal, and the "letting it go" state.The basic aspects of the flow state are, as outlined by Csikszentmihalyi (1996): 1) a merging of action and awareness, 2) a sense of control, 3) a transformation of time, and 4) an autotelic experience. Important key conditions to facilitate the flow experience are: a) clear goals and immediate feedback in a structured activity, b) balance of challenge versus skills, and c) an autotelic personality. Thus, in the flow experience, attentional resources are fully invested in the task at hand. Furthermore, the loss of self-consciousness and pursuit of clear goals result in the exclusion of thoughts and feelings that people experience as negative. The experience becomes enjoyable and rewarding as we gain a sense of control over what we are doing. Our attention is so fully invested in the task at hand that there is little, or none left over to devote toward the mental processes that contribute to the experience of duration. Finally, we want to repeat the activity for the sake of the experience itself, not expecting external rewards but experiencing an intrinsic motivation towards the activity. The concept of flow, therefore, is based both on the self-determination theory (SDT) and the self-determination continuum as presented by Deci and Ryan (2002), and the autotelic personality concept (Csikszentmihalyi, Rathunde, & Whalen, 1993).Rules and a clear outline facilitate flow experiences because they help to orientate the person while feedback gives information that they are on the right pace towards their desired goals. Also, in order to reach and maintain positioning within the flow channel, there must be a delicate balance between our skills and challenges level, otherwise we might experience boredom or apathy (Csikszentmihalyi, 2009; Hefferon & Bonniwell, 2011). Flow lays as a growth principle in the maintenance of the challenge-skill balance. Commitment and motives towards mastering the challenges and skills drive the person towards practice and gaining expertise in a task (e.g. a sport). That continuum fosters enjoyment and peak performance as a result. The feeling of enjoyment and intrinsic...