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Direct linkCohen, Rinat; Katz, Idit; Aelterman, Nathalie; Vansteenkiste, Maarten – European Journal of Psychology of Education, 2023
Students' adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers' motivating style and students' associated need-based experiences could explain the motivational decline documented in the…
Descriptors: Student Motivation, Teaching Styles, Motivation Techniques, Educational Change
Moè, Angelica; Katz, Idit – Teachers and Teaching: Theory and Practice, 2021
Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of…
Descriptors: Self Control, Teaching Styles, Personal Autonomy, Psychological Needs
Katz, Idit; Cohen, Rinat – Journal of Intellectual & Developmental Disability, 2014
Background: Applying Benson's program of validation (Benson, 1998) we provide evidence supporting the validity of a projective instrument that assesses the autonomous motivation of students with impaired cognitive abilities. Method: Eighty-eight grade 7-9 students diagnosed with cognitive impairment participated in this study. Participants'…
Descriptors: Student Motivation, Intellectual Disability, Secondary School Students, Self Determination
Katz, Idit; Shahar, Bat-Hen – School Psychology International, 2015
Findings from several studies suggest that teachers who embrace an autonomy-supportive style vis-à-vis their students promote student motivation. However, the question of what makes teachers adopt this supportive style remains unanswered. Using Self-Determination Theory as a framework, we suggest that teachers' own motivation and their beliefs…
Descriptors: Foreign Countries, Teacher Motivation, Teacher Attitudes, Beliefs
Katz, Idit – Journal of Experimental Education, 2017
This study investigated whether girls' and boys' perceptions of their teacher may explain gender-related difference in academic motivation. One hundred and twenty-nine ninth-grade Israeli students (67 males and 62 females) completed a questionnaire designed to assess their motivation to learn, their affect while studying in school, and their…
Descriptors: Gender Differences, Teacher Attitudes, Emotional Experience, Student Attitudes
Katz, Idit; Kaplan, Avi; Buzukashvily, Tamara – Learning and Individual Differences, 2011
The present research employed Self-Determination Theory as a theoretical framework for investigating the role of parents in the quality of the motivation that students adopt towards homework. One hundred and thirty five dyads of 4th grade Jewish-Israeli children and one of their parents responded to surveys. The findings indicated that parents'…
Descriptors: Parents, Motivation, Parent Role, Parent Participation
Katz, Idit; Buzukashvili, Tamara; Feingold, Liat – Journal of Experimental Education, 2012
This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students' and parents' positive…
Descriptors: Homework, Learning Disabilities, Construct Validity, Stress Variables
