| When choice motivates and when it does not I Katz, A Assor Educational Psychology Review 19, 429-442, 2007 | 920 | 2007 |
| “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination I Katz, K Eilot, N Nevo Motivation and Emotion 38, 111-119, 2014 | 330 | 2014 |
| Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study I Katz, A Kaplan, G Gueta The Journal of Experimental Education 78 (2), 246-267, 2009 | 312 | 2009 |
| The role of parents' motivation in students' autonomous motivation for doing homework I Katz, A Kaplan, T Buzukashvily Learning and Individual differences 21 (4), 376-386, 2011 | 251 | 2011 |
| Antecedents and consequences of maternal involvement in children's homework: A longitudinal analysis I Levin, R Levy-Shiff, T Appelbaum-Peled, I Katz, M Komar, N Meiran Journal of Applied Developmental Psychology 18 (2), 207-227, 1997 | 213 | 1997 |
| Motivation theory in educational practice: Knowledge claims, challenges, and future directions. A Kaplan, I Katz, H Flum American Psychological Association, 2012 | 175 | 2012 |
| Interest as a motivational resource: Feedback and gender matter, but interest makes the difference I Katz, A Assor, Y Kanat-Maymon, Y Bereby-Meyer Social Psychology of Education 9, 27-42, 2006 | 166 | 2006 |
| What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style I Katz, BH Shahar School Psychology International 36 (6), 575-588, 2015 | 142 | 2015 |
| When parents are inconsistent: Parenting style and adolescents' involvement in cyberbullying I Katz, D Lemish, R Cohen, A Arden Journal of adolescence 74, 1-12, 2019 | 115 | 2019 |
| Homework stress: Construct validation of a measure I Katz, T Buzukashvili, L Feingold The Journal of Experimental Education 80 (4), 405-421, 2012 | 104 | 2012 |
| Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need … A Moè, I Katz Teaching and Teacher Education 96, 103173, 2020 | 91 | 2020 |
| Emotion regulation and need satisfaction shape a motivating teaching style A Moè, I Katz Teachers and Teaching 27 (5), 370-387, 2021 | 84 | 2021 |
| Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns O Alfi, A Assor, I Katz* Journal of Education for teaching 30 (1), 27-41, 2004 | 84 | 2004 |
| Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme A Moè, I Katz, M Alesi British journal of educational psychology 88 (2), 323-344, 2018 | 81 | 2018 |
| Children’s choice strategies: The effects of age and task demands Y Bereby-Meyer, A Assor, I Katz Cognitive Development 19 (1), 127-146, 2004 | 66 | 2004 |
| Parental support and adolescent motivation for dieting: The self-determination theory perspective I Katz, N Madjar, A Harari Marital Relationships and Parenting: Intimate relations and their correlates …, 2018 | 64 | 2018 |
| In the eye of the beholder: Motivational effects of gender differences in perceptions of teachers I Katz The journal of experimental education 85 (1), 73-86, 2017 | 64 | 2017 |
| Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents A Moè, I Katz, R Cohen, M Alesi Learning and Individual Differences 82, 101921, 2020 | 59 | 2020 |
| Parental support for adolescents' autonomy while making a first career decision I Katz, R Cohen, M Green-Cohen, S Morsiano-davidpur Learning and Individual Differences 65, 12-19, 2018 | 59 | 2018 |
| Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration A Moè, P Consiglio, I Katz Teaching and Teacher Education 118, 103823, 2022 | 48 | 2022 |
AVI KAPLANProfessor of Education and Psychology, Temple UniversityVerified email at temple.edu
