Haya Kaplan
Biographic Data
| ID | 3655799 |
|---|---|
| NAME | Haya Kaplan |
| GIVEN NAMES | Haya |
| FAMILY NAME | Kaplan |
| SIGNATURE | KAPLAN H |
| AFFILIATIONS | Kaye Academic College of Education |
| ORCID | 0000-0001-5376-6892 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Communal and Motivational Mechanisms Promoting Well-Being and Reducing Ill-Being Among Teacher Education Students During Wartime
This study examines communal and motivational mechanisms associated with well-being and ill-being among teacher education students during wartime. Drawing on self-determination theory and resilience frameworks, it focuses on environments that support autonomy, competence, and relatedness, as well as communal resilience. Participants included 332 Jewish and Arab-Bedouin students (Mean age = 26.24, SD = 6.38; 93.7% female), who completed an online …
Motivational processes involved in simulation-based learning in teacher education
The study examines the motivational processes that take place within Simulation-Based Learning (SBL) in a teacher-education setting. The study is anchored in Self-Determination Theory (SDT), which focuses on psychological needs and ways to support them. We hypothesised that a need supportive climate would lead to a sense of need satisfaction, which in turn will contribute to autonomous motivation for participation in the simulation, which will fo…
Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers' psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal f…
The challenge of diversity in teacher education institutions in Israel
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
The practicum in preservice teacher education
This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The supervisors…
Enhancing autonomy-supportive I–Thou dialogue in schools
Autonomous motivation for teaching
This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous motivation for teaching was predicted to be associated positively with teachers' sense of personal accompl…
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys
Choice is good, but relevance is excellent
Background and aims: This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesise…
Choice is good, but relevance is excellent
Background and aims: This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesise…
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers' psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal f…
Enhancing autonomy-supportive I–Thou dialogue in schools
Choice is good, but relevance is excellent
Background and aims: This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important in predicting feelings toward and engagement in schoolwork? It was hypothesise…
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys
Autonomous motivation for teaching
This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous motivation for teaching was predicted to be associated positively with teachers' sense of personal accompl…
Enhancing autonomy-supportive I–Thou dialogue in schools
The practicum in preservice teacher education
This literature review presents a systematic analysis of 113 empirical studies conducted between 1996 and 2009, portraying a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The supervisors…
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
The challenge of diversity in teacher education institutions in Israel
Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers' psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal f…
Motivational processes involved in simulation-based learning in teacher education
The study examines the motivational processes that take place within Simulation-Based Learning (SBL) in a teacher-education setting. The study is anchored in Self-Determination Theory (SDT), which focuses on psychological needs and ways to support them. We hypothesised that a need supportive climate would lead to a sense of need satisfaction, which in turn will contribute to autonomous motivation for participation in the simulation, which will fo…
Communal and Motivational Mechanisms Promoting Well-Being and Reducing Ill-Being Among Teacher Education Students During Wartime
This study examines communal and motivational mechanisms associated with well-being and ill-being among teacher education students during wartime. Drawing on self-determination theory and resilience frameworks, it focuses on environments that support autonomy, competence, and relatedness, as well as communal resilience. Participants included 332 Jewish and Arab-Bedouin students (Mean age = 26.24, SD = 6.38; 93.7% female), who completed an online …
Psychology (9 works) · Motivation and Self-Concept in Sports (7 works) · Social Psychology (7 works) · Pedagogy (6 works) · Autonomy (5 works) · Mathematics education (5 works) · Developmental psychology (4 works) · Education, Achievement, and Giftedness (4 works) · Deci (3 works) · Self-determination theory (3 works)