Athanasios Mouratidis
Biographic Data
| ID | 2746759 |
|---|---|
| NAME | Athanasios Mouratidis |
| GIVEN NAMES | Athanasios |
| FAMILY NAME | Mouratidis |
| SIGNATURE | MOURATIDIS A |
| AFFILIATIONS | National and Kapodistrian University of Athens |
| ORCID | 0000-0003-0325-8077 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Understanding Academic Procrastination Through Perfectionism and Basic Psychological Needs
Academic procrastination is a widespread problem among students and is associated with detrimental academic and psychological outcomes. While various perspectives have been employed to study the predictors of procrastination, the literature remains fragmented. This study aims to integrate the differential and motivational perspectives on academic procrastination by examining both a trait‐like predictor (multidimensional perfectionism) and a motiv…
Sow the seeds of your teaching
Background Scant research drawing from self-determination theory has examined how need-supportive and need-thwarting teaching can explain changes in relevant outcomes in Physical Education (PE).Aim To explore to what extent two important outcomes in PE, perceived usefulness, and academic performance, change across a school year and whether these changes could be moderated by students’ perceptions of the degree to which their PE teacher is need su…
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…
Job Satisfaction and Commitment Among Turkish Humanitarian Aid Workers
What are the reasons for which people contribute to humanitarian aid agencies? And what makes them more motivated? In this cross-sectional study, we relied on self-determination and situated expectancy-value theory to examine in an integrated model the degree to which expectancy for success, utility value, and perceived psychological cost predict self-determined motivation and, in turn, job satisfaction and commitment among humanitarian aid worke…
Life aspirations, school engagement, social anxiety, social media use and fear of missing out among adolescents
Fear of Missing Out (FoMO) – people’s intense concerns that they might miss pleasant moments that their peers may enjoy—has been found to relate to a variety of undesired outcomes, including poor academic functioning. Yet, little is known about why some students may exhibit more FoMO than others. In this cross-sectional study with a sample of Turkish adolescents ( N 1 = 506; 50.8% males; M age = 15.8 years; SD = 0.83), we examined to what extent …
Taking their perspective
Perceived teachers’ behavior and students’ engagement in physical education
Background Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model.Purpose The main aim of this study was to test whether indeed needs satisfaction…
See the forest by looking at the trees
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
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…
Toward a Better Understanding of the Reciprocal Relations Between Adolescent Psychological Need Experiences and Sleep
In two diary studies, we examined the reciprocal daily association between the satisfaction and frustration of adolescents’ basic psychological needs and sleep, and the role of stress and fatigue in these associations. In Study 1 ( N = 211; 52% female; Mage = 15.86 years, SD = 1.18 years), daily need experiences were unrelated to daily fluctuations in subjective sleep outcomes. However, shorter daily sleep quantity was related to higher daily fat…
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 ( …
Need Satisfaction as a Mediator of Associations between Interparental Relationship Dimensions and Autonomy Supportive Parenting
Guided by the self‐determination theory, this weekly diary study tested a process model in which week‐to‐week mother‐reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers ( M age = 41.71 years) and their 157 adolescents (51.4% females, M age = 14.92 years) from Turkey provided weekly reports…
Understanding Physical Activity Intentions in Physical Education Context
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Particip…
Towards a detailed understanding of preschool children’s memory-related functioning and emotion regulation
This study examined the role of parents' reminiscing style in preschoolers' memory-related functioning and general emotion regulation. In 87 families, each parent rated their child's ( M age = 4.07 years, SD = 0.80) emotion regulation and discussed a positive and a negative memory with their child (resulting in 275 conversations). Multilevel analyses showed that children's rated engagement during the conversation was higher when parents were obse…
From Daily Need Experiences to Autonomy-Supportive and Psychologically Controlling Parenting via Psychological Availability and Stress
SYNOPSISObjective. This study sought to identify processes linking daily parental need experiences to daily parenting, focusing on the intervening role of parental psychological availability and stress. Design. In total, 206 mothers (Mage = 40.33 years) and 206 fathers (Mage = 42.36 years) and their elementary school child (Mage = 9.93 years; 46.6% female) participated in a 7-day multi-informant diary study. Results. Parents’ daily need satisfact…
Beware of your teaching style
Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting
SYNOPSISObjective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in rep…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
Basic psychological need satisfaction, need frustration, and need strength across four cultures
The relation between balanced need satisfaction and adolescents’ motivation in physical education
Self-determination theory posits that satisfaction of the needs for autonomy, competence and relatedness represents the basic nutriments for humans’ optimal functioning. It also postulates that with greater the degree to which these three needs are equally satisfied, the quality of motivation is further enhanced. Yet, this premise has remained relatively underexplored. In this correlational study, we surveyed Greek middle-school students ( N = 43…
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…
Perceived parental psychological control and adolescent depressive experiences
In recent research on psychologically controlling parenting, debate has arisen about the cross‐cultural relevance of this construct, with some scholars arguing that the developmental outcomes of psychological control are culture‐bound and others arguing that the detrimental effects of psychological control generalize across cultures. This study aimed to add to this debate by examining the relevance of a distinction between two domain‐specific exp…
Identifying configurations of perceived teacher autonomy support and structure
Daily fluctuations in perfectionism dimensions and their relation to eating disorder symptoms
Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting
SYNOPSISObjective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in rep…
From Daily Need Experiences to Autonomy-Supportive and Psychologically Controlling Parenting via Psychological Availability and Stress
SYNOPSISObjective. This study sought to identify processes linking daily parental need experiences to daily parenting, focusing on the intervening role of parental psychological availability and stress. Design. In total, 206 mothers (Mage = 40.33 years) and 206 fathers (Mage = 42.36 years) and their elementary school child (Mage = 9.93 years; 46.6% female) participated in a 7-day multi-informant diary study. Results. Parents’ daily need satisfact…
See the forest by looking at the trees
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
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…
Daily fluctuations in perfectionism dimensions and their relation to eating disorder symptoms
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
The relation between balanced need satisfaction and adolescents’ motivation in physical education
Self-determination theory posits that satisfaction of the needs for autonomy, competence and relatedness represents the basic nutriments for humans’ optimal functioning. It also postulates that with greater the degree to which these three needs are equally satisfied, the quality of motivation is further enhanced. Yet, this premise has remained relatively underexplored. In this correlational study, we surveyed Greek middle-school students ( N = 43…
Perceived parental psychological control and adolescent depressive experiences
In recent research on psychologically controlling parenting, debate has arisen about the cross‐cultural relevance of this construct, with some scholars arguing that the developmental outcomes of psychological control are culture‐bound and others arguing that the detrimental effects of psychological control generalize across cultures. This study aimed to add to this debate by examining the relevance of a distinction between two domain‐specific exp…
Identifying configurations of perceived teacher autonomy support and structure
Daily fluctuations in perfectionism dimensions and their relation to eating disorder symptoms
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…
Basic psychological need satisfaction, need frustration, and need strength across four cultures
The relation between balanced need satisfaction and adolescents’ motivation in physical education
Self-determination theory posits that satisfaction of the needs for autonomy, competence and relatedness represents the basic nutriments for humans’ optimal functioning. It also postulates that with greater the degree to which these three needs are equally satisfied, the quality of motivation is further enhanced. Yet, this premise has remained relatively underexplored. In this correlational study, we surveyed Greek middle-school students ( N = 43…
Beware of your teaching style
Day-to-day Variation in Autonomy-Supportive and Psychologically Controlling Parenting
SYNOPSISObjective. Autonomy-supportive and psychologically controlling parenting have been shown to relate to positive and negative developmental outcomes, respectively. Most research that addresses antecedents of these parenting constructs has focused on the predictive role of between-parent differences (e.g., personality). To gain insight in dynamics of within-parent changes in reported parenting, this study focused on daily fluctuations in rep…
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating st…
From Daily Need Experiences to Autonomy-Supportive and Psychologically Controlling Parenting via Psychological Availability and Stress
SYNOPSISObjective. This study sought to identify processes linking daily parental need experiences to daily parenting, focusing on the intervening role of parental psychological availability and stress. Design. In total, 206 mothers (Mage = 40.33 years) and 206 fathers (Mage = 42.36 years) and their elementary school child (Mage = 9.93 years; 46.6% female) participated in a 7-day multi-informant diary study. Results. Parents’ daily need satisfact…
Need Satisfaction as a Mediator of Associations between Interparental Relationship Dimensions and Autonomy Supportive Parenting
Guided by the self‐determination theory, this weekly diary study tested a process model in which week‐to‐week mother‐reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers ( M age = 41.71 years) and their 157 adolescents (51.4% females, M age = 14.92 years) from Turkey provided weekly reports…
Understanding Physical Activity Intentions in Physical Education Context
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Particip…
Towards a detailed understanding of preschool children’s memory-related functioning and emotion regulation
This study examined the role of parents' reminiscing style in preschoolers' memory-related functioning and general emotion regulation. In 87 families, each parent rated their child's ( M age = 4.07 years, SD = 0.80) emotion regulation and discussed a positive and a negative memory with their child (resulting in 275 conversations). Multilevel analyses showed that children's rated engagement during the conversation was higher when parents were obse…
Toward a Better Understanding of the Reciprocal Relations Between Adolescent Psychological Need Experiences and Sleep
In two diary studies, we examined the reciprocal daily association between the satisfaction and frustration of adolescents’ basic psychological needs and sleep, and the role of stress and fatigue in these associations. In Study 1 ( N = 211; 52% female; Mage = 15.86 years, SD = 1.18 years), daily need experiences were unrelated to daily fluctuations in subjective sleep outcomes. However, shorter daily sleep quantity was related to higher daily fat…
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 ( …
Perceived teachers’ behavior and students’ engagement in physical education
Background Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model.Purpose The main aim of this study was to test whether indeed needs satisfaction…
See the forest by looking at the trees
On the basis of self-determination theory, we aimed to identify students’ perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students’ behavioural and emotional engagement. Participants were 206…
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…
Life aspirations, school engagement, social anxiety, social media use and fear of missing out among adolescents
Fear of Missing Out (FoMO) – people’s intense concerns that they might miss pleasant moments that their peers may enjoy—has been found to relate to a variety of undesired outcomes, including poor academic functioning. Yet, little is known about why some students may exhibit more FoMO than others. In this cross-sectional study with a sample of Turkish adolescents ( N 1 = 506; 50.8% males; M age = 15.8 years; SD = 0.83), we examined to what extent …
Taking their perspective
Sow the seeds of your teaching
Background Scant research drawing from self-determination theory has examined how need-supportive and need-thwarting teaching can explain changes in relevant outcomes in Physical Education (PE).Aim To explore to what extent two important outcomes in PE, perceived usefulness, and academic performance, change across a school year and whether these changes could be moderated by students’ perceptions of the degree to which their PE teacher is need su…
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…
Job Satisfaction and Commitment Among Turkish Humanitarian Aid Workers
What are the reasons for which people contribute to humanitarian aid agencies? And what makes them more motivated? In this cross-sectional study, we relied on self-determination and situated expectancy-value theory to examine in an integrated model the degree to which expectancy for success, utility value, and perceived psychological cost predict self-determined motivation and, in turn, job satisfaction and commitment among humanitarian aid worke…
Understanding Academic Procrastination Through Perfectionism and Basic Psychological Needs
Academic procrastination is a widespread problem among students and is associated with detrimental academic and psychological outcomes. While various perspectives have been employed to study the predictors of procrastination, the literature remains fragmented. This study aims to integrate the differential and motivational perspectives on academic procrastination by examining both a trait‐like predictor (multidimensional perfectionism) and a motiv…
Psychology (23 works) · Social Psychology (18 works) · Developmental psychology (17 works) · Motivation and Self-Concept in Sports (16 works) · Autonomy (10 works) · Mathematics education (10 works) · Clinical Psychology (7 works) · Self-determination theory (7 works) · Education, Achievement, and Giftedness (6 works) · Perfectionism, Procrastination, Anxiety Studies (6 works)