Assistant Professor, Department of Psychology
Office at Psychology Department: H354A
Phone: +90 312 290 2760
- PhD, Catholic University of Leuven, Belgium (2009)
My research deals with human motivation – what people try to achieve in their everyday life, why they undertake some activities but not some others, and why some of them persist more than some others. Specifically, I am studying how social contexts, such as classroom, family, or sport-team environment, can explain people’s motivation and, in turn their, thoughts, emotions, and behaviors. I have been investigating how personal characteristics and features of the social context predict independently and interactively human functioning and well-being. In most of my research I have been trying to address the simple, yet, important question of “who benefits more and under what circumstance?”. For instance, does a supportive learning environment can benefit more some students than some others? And is so, which characteristics are they key ones that may determine who might benefit more? Addressing such questions can help us understand how teachers, parents, or coaches, can become more effective and thus design more effective, tailored, interventions.
- 2018 – Sport, Exercise and Psychology Performance – Outstanding Reviewer of the year
- 2017 – Physical Education and Sport Pedagogy. Reviewer of year.
- 2014 – Journal of Sport & Exercise Psychology. Excellence in Reviewing award – Reviewer of the year.
Mouratidis, A., Michou, A., Aelterman, N., Haerens, L., & Vansteenkiste, M. (2018). Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: The mediating role of autonomous and controlled motivation. Educational Psychology, 38, 435-450. doi: 10.1080/01443410.2017.1402
Mouratidis, A., Michou, A., Demircioğlu, A. N., & Sayil, M. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61, 127-135. doi :https://doi.org/10.1016/j.lindif.2017.11.017
Mabbe, E., Vansteenkiste, M., van der Kaap-Deeder, J., Dieleman, L., & Mouratidis, A. (2018). The role of child personality in effects of psychologically controlling parenting: An examination at the level of daily fluctuations. European Journal of Personality, 32, 459-479. doi:10.1002/per.2156
Kocak, A., Mouratidis, A., Sayil, M., KIndap, Y., & Ucanok, Z. (2017). Interparental conflict and adolescents’ relational aggression and loneliness: The mediating role of maternal psychological control. Journal of Child and Family Studies, 26, 3546-3558. doi:10.1007/s10826-017-0854-x
Mouratidis, A., Michou, A., & Vassiou, A. (2017). Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. Contemporary Educational Psychology, 48, 56-66. doi: http://dx.doi.org/10.1016/j.cedpsych.2016.09.001
Mouratidis, A., & Lens, W. (2015). Adolescents’ psychological functioning at school and in sports: The role of future time perspective and domain-specific and situation-specific self-determined motivation. Journal of Social and Clinical Psychology, 34, 643-673. doi: 10.1521/jscp.2015.34.8.643
Mouratidis, A., Vansteenkiste, M., Lens, W., Michou, A., & Soenens, B. (2013). Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents. Journal of Educational Psychology, 105, 895-910. doi: 10.1037/a0032838
Mouratidis, A., Vansteenkiste, M., Michou, A., & Lens, W. (2013). Perceived structure and achievement goals as predictors of students’ self-regulated learning and affect and the mediating role of competence need satisfaction. Learning and Individual Differences, 23, 179-186. doi: 10.1016/j.lindif.2012.09.001.
Mouratidis, A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest-enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology.103, 353-366. doi: 10.1037/a0022773
Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise.12, 355-367. doi:10.1016/j.psychsport.2011.03.006
Mouratidis, A., Lens, W., & Vansteenkiste (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of Sport & Exercise Psychology, 32, 619-637.
Mouratidis, A., Vansteenkiste, M., Lens, W., & Vanden Auweele, Y. (2009). Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom. Psychology of Sport and Exercise, 10, 336-343. doi:10.1016/j.psychsport.2008.11.004.
Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sport & Exercise, Psychology, 30, 240-268.
Mouratidis, A., & Sideridis, G. (2009). On social achievement goals: Their relations with peer acceptance, classroom belongingness, and perceptions of loneliness. Journal of Experimental Education, 77, 285-307. doi:10.3200/JEXE.77.3.285-308