Idit Katz

Moe, A., & Katz, I. (2022). Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm. Learning and Individual Differences, 99, 102203. doi: 10.1016/j.lindif.2022.102203

Katz, I., Alesi, M., & Moe, A. (2022). Homework stress and learning disability: The role of parental shame, guilt, and need frustration. Learning Disabilities Research & Practice, 37(4), 231-241. doi: 10.1111/ldrp.12294

Arden, A., Katz, I., & Slobodin, O. (2022). Psychological need-based experiences as energizing processes for mothers’ identity formation. Journal of Child and Family Studies, Advance online publication doi: 10.1007/s10826-022-02258-5

Assor, A., Kanat-Maymon, Y., Keren-Pariente, S., & Katz, I. (2020). You should know me better: Parents’ temperament‐insensitivity has negative motivational effects on Bedouin and Jewish adolescents. Journal of Personality, 88(5), 874-891. doi: 10.1111/jopy.12532

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. doi: 10.1016/j.adolescence.2019.04.006

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. doi: 10.1111/bjep.12216

Moe, A., & Katz, I. (2018). Brief research report: Parents’ Homework Emotions Favor Students’ Homework Emotions. Journal of Experimental Education, 86(4), 559-579. doi:

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. (2017). In the eye of the beholder: Motivational effects of gender differences in perceptions of teachers. The Journal of Experimental Education, 85, 73-86. doi: 10.1080/00220973.2015.1101533

Katz, I., & Cohen, R. (2014). Assessing autonomous motivation in students with cognitive impairment. Journal of Intellectual and Develepmental Disability, 323-332. doi: 10.3109/13668250.2014.934791

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., Eilot, K., & Nevo, N. (2014). ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38, 111-119. doi: 10.1007/s11031-013-9366-1

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. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442. doi: 10.1007/s10648-006-9027-y

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