Browsing by Author "Michou, Aikaterini"

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Citation - WoS: 1
Citation - Scopus: 1
Basic Psychological Needs Satisfaction and Frustration Scale (Bpnsfs): a Turkish Adaptation Study
(Wiley, 2025) Kocak, Aylin; Mouratidis, Athanasios; Christ, Aysenur Alp; Michou, Aikaterini; Sayil, Melike
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 (Mage = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, T & uuml;rkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six-factor solution of the BPNSFS and its time invariance along a 6-month period. The results also revealed that in addition to the six-factor model, the Multi-Trait, Multi-Method (MTMM) model could also be used in future research. In addition, testing the reliability and validity of the scale, regression analyses showed that satisfaction of the three needs positively predicted life satisfaction and negatively predicted depressive feelings, while an opposite trend was observed for the need frustration. Our findings suggest that the Turkish version of the scale is reliable and carries similar psychometric features to the original version.
Citation - WoS: 2
Citation - Scopus: 3
The Interplay Between Autonomy Support and Structure in the Prediction of Challenge-Seeking, Novelty Avoidance, and Procrastination
(Routledge Journals, Taylor & Francis Ltd, 2024) Mouratidis, Athanasios; Michou, Aikaterini; Koçak, Aylin; Christ, Aysenur Alp; Selçuk, Şule
Although teachers' autonomy support and structure are considered essential elements of the classroom environment to promote effective learning strategies, prior research has sometimes provided conflicting results. This inconsistency may stem from how autonomy support and structure relate to some outcomes but not others. Alternatively, this variability might be attributed to nonlinear relations, which have been scarcely tested thus far. In this cross-sectional study, we revisited this issue by examining both the linear and curvilinear relations of autonomy support and structure to challenge-seeking, novelty avoidance, and procrastination. Participants were 3,271 adolescents (Mage = 15.91, SD = 0.34 years; 59.8% females) from 116 classrooms. Multilevel polynomial regression analyses revealed that, compared to structure, autonomy support was a more reliable predictor of challenge-seeking, both at the student and the classroom levels. In contrast, structure predicted novelty avoidance and procrastination more reliably at both levels than autonomy support. Response surface analyses indicated that the most desired pattern existed at the line of congruence. Our findings suggest that both autonomy support and structure are needed to enhance students' learning strategies. However, the degree of necessity may vary for specific outcomes, with one potentially being more crucial than the other.
Citation - WoS: 6
Citation - Scopus: 6
Procrastination, Perceived Maternal Psychological Control, and Structure in Math Class: the Intervening Role of Academic Self-Concept
(Wiley, 2021) Selçuk, Şule; Kocak, Aylin; Mouratidis, Athanasios; Michou, Aikaterini; Sayil, Melike
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 (M-age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.