Aikaterini Michou
Biographic Data
| ID | 2746758 |
|---|---|
| NAME | Aikaterini Michou |
| GIVEN NAMES | Aikaterini |
| FAMILY NAME | Michou |
| SIGNATURE | MICHOU A |
| AFFILIATIONS | Graduate School of Education Bilkent University Ankara Turkey |
| ORCID | 0000-0003-4324-5326 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers' Emotion Regulation and Anger Profiles as Predictors of Classroom Management Practices
In this study, we considered teachers' emotion regulation and teaching‐related anger as a combined construct with multiple manifestations on classroom management practices. Four hundred and five Greek in‐service teachers ( M age = 44.55, SD = 10.13; age range = 21.0, 68.0 years) participated in a cross‐sectional online survey who reported their ability to regulate their own emotions, their teaching‐related anger and, both, dominant and collaborat…
Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS)
This two‐wave study aimed to adapt the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) to the Turkish language and cultural context. At Time 1, participants included 1033 Turkish high school students ( M age = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, Türkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six‐factor s…
Born to be an English Speaker
Several maladaptive motivational pathways to success have been investigated in foreignlanguage (L2) learning. However, the links between a fixed mindset and academicsuccess through language selves and academic buoyancy in English PreparatoryPrograms (EPP) of English Medium Instruction (EMI) universities have not beenresearched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) hasbeen extensively used to describe L2 learners’ motiva…
Taking their perspective
No aspect of structure should be left behind in relation to student autonomous motivation
BACKGROUND: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. AIMS: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is lin…
Procrastination, perceived maternal psychological control, and structure in math class
Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self‐concept in math. Three hundred fifty‐three adolescents ( …
Insulin requirements during lactation in women with diabetes mellitus type 1 in comparison with pre-pregnancy levels
The metabolic profile variability of women with diabetes mellitus type 1 (DM1) during breastfeeding, leads to a reassessment in managing glycemia, mainly to prevent hypoglycemia. In this retrospective study we assessed insulin needs, vis-à-vis breastfeeding in DM1. A 10.7% reduction of daily insulin dosage, compared to pre-pregnancy insulin needs, was noted in women who breastfed exclusively versus 10.8% in those who supplemented breastfeeding (p…
Self‐determined motivation and academic buoyancy as predictors of achievement in normative settings
BACKGROUND: Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students' competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students' functioning related to achievement. From the self-determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence,…
Enriching the hierarchical model of achievement motivation
BackgroundThe hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes.AimsWe tested whether mastery approach, performance approach, and perfor…
Enriching the hierarchical model of achievement motivation
BackgroundThe hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes.AimsWe tested whether mastery approach, performance approach, and perfor…
Enriching the hierarchical model of achievement motivation
BackgroundThe hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes.AimsWe tested whether mastery approach, performance approach, and perfor…
Self‐determined motivation and academic buoyancy as predictors of achievement in normative settings
BACKGROUND: Academic buoyancy (Martin & Marsh, 2006, Oxford Review of Education, 35, 353; 2008, Journal of School Psychology, 46, 53) is students' competence to respond effectively to academic daily setbacks and is considered an optimal characteristic of students' functioning related to achievement. From the self-determination theory perspective (Ryan & Deci, 2017, American Psychologist, 55, 68), satisfaction of the need for autonomy, competence,…
Procrastination, perceived maternal psychological control, and structure in math class
Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self‐concept in math. Three hundred fifty‐three adolescents ( …
Insulin requirements during lactation in women with diabetes mellitus type 1 in comparison with pre-pregnancy levels
The metabolic profile variability of women with diabetes mellitus type 1 (DM1) during breastfeeding, leads to a reassessment in managing glycemia, mainly to prevent hypoglycemia. In this retrospective study we assessed insulin needs, vis-à-vis breastfeeding in DM1. A 10.7% reduction of daily insulin dosage, compared to pre-pregnancy insulin needs, was noted in women who breastfed exclusively versus 10.8% in those who supplemented breastfeeding (p…
No aspect of structure should be left behind in relation to student autonomous motivation
BACKGROUND: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation. AIMS: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is lin…
Taking their perspective
Born to be an English Speaker
Several maladaptive motivational pathways to success have been investigated in foreignlanguage (L2) learning. However, the links between a fixed mindset and academicsuccess through language selves and academic buoyancy in English PreparatoryPrograms (EPP) of English Medium Instruction (EMI) universities have not beenresearched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) hasbeen extensively used to describe L2 learners’ motiva…
Teachers' Emotion Regulation and Anger Profiles as Predictors of Classroom Management Practices
In this study, we considered teachers' emotion regulation and teaching‐related anger as a combined construct with multiple manifestations on classroom management practices. Four hundred and five Greek in‐service teachers ( M age = 44.55, SD = 10.13; age range = 21.0, 68.0 years) participated in a cross‐sectional online survey who reported their ability to regulate their own emotions, their teaching‐related anger and, both, dominant and collaborat…
Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS)
This two‐wave study aimed to adapt the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) to the Turkish language and cultural context. At Time 1, participants included 1033 Turkish high school students ( M age = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, Türkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six‐factor s…
Psychology (8 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Education, Achievement, and Giftedness (5 works) · Motivation and Self-Concept in Sports (5 works) · Academic achievement (4 works) · Mathematics education (4 works) · Need for achievement (3 works) · Applied Psychology (2 works) · Autonomy (2 works)