Katz, I., Lemish, D., Cohen, R., & Arden, A. (2019). When parents are inconsistent: Parenting style and adolescents' involvement in cyberbullying. Journal of Adolescence, 74, 1-12.
Moe, A., Katz, I., & Alesi, M. (2018). Scaffolding for Motivation by Parents, and Children’s Homework Motivations and Emotions: Effects of a Training Programme. British Journal of Educational Psychology, 88(2), 323-344.
Moe, A., & Katz, I. (2018). Brief research report: Parents’ Homework Emotions Favor Students’ Homework Emotions. Journal of Experimental Education, 86(4), 559-579.
Katz, I., Cohen, R., Green-Cohen, M., & Morsiano-davidpur, S. (2018). Parental Support for Adolescents’ Autonomy while Making a First Career Decision. Learning and Individual Differences, 65, 12-19.
Katz, I., Madjar, N., & Harari, A. (2014). Parental support and adolescent motivation for dieting: The self-determination theory perspective. The Journal of Psychology: Interdisciplinary and Applied doi: 10.1080/00223980.2014.903890
Katz, I., & Shahar, B. (2014). What Makes a Motivating Teacher? Teachers Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style. School Psychology International, 36(6), 575-588. doi: 10.1177/0143034315609969
Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267. doi: 10.1080/00220970903292868
Katz, I., Kaplan, A., & Buzukashvily, T. (2009). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21, 376-386. doi: 10.1016/j.lindif.2011.04.001
Katz, I., Assor, A., & Kanat-Maymon, Y. (2008). A projective assessment of autonomous motivation in children: Correlational and experimental evidence. Motivation and Emotion, 32, 109-119. doi: 10.1007/s11031-008-9086-0
Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42. doi: 10.1007/s11218-005-2863-7