Browsing by Author "Mouratidis, Athanasios"

Now showing 1 - 5 of 5

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: 5
Citation - Scopus: 5
Explaining the Spillover From Interparental Conflict To Adolescent Adjustment Through Self-Determination Theory
(Springer, 2023) Koçak, Aylin; Mouratidis, Athanasios; Uçanok, Zehra; Davies, Patrick T.
Although the association between interparental conflict and adolescent adjustment is well documented, the intervening mechanisms that explain this relationship are not fully understood. Guided by the spillover hypothesis and the self-determination theory, this study examined whether the associations among interparental conflict and adolescent depressive feelings and life satisfaction were explained by maternal autonomy support and, in turn, by adolescent need frustration. Participants were 925 Turkish adolescents (M-age = 16.08 years, SD = 0.31) and their mothers (M-age = 41.43, SD = 5.16). Results from path analysis showed that interparental conflict was related to lower maternal autonomy support, and in turn to higher adolescent need frustration. Greater need frustration, in turn, predicted higher adolescent depressive feelings and lower life satisfaction six months later. These findings suggested that conflictual parental relationships may predict adolescent adjustment through poor parenting and adolescent need frustration. The findings and related directions for future research are discussed in the context of self-determination theory and its role in advancing a process-oriented understanding of the familial and individual determinants of adolescent adjustment.
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: 8
Citation - Scopus: 9
Need Satisfaction as a Mediator of Associations Between Interparental Relationship Dimensions and Autonomy Supportive Parenting: a Weekly Diary Study
(Wiley, 2020) Kocak, Aylin; Mouratidis, Athanasios; Ucanok, Zehra; Selcuk, Emre; Davies, Patrick T.
Guided by the self-determination theory, this weekly diary study tested a process model in which week-to-week mother-reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (M-age = 41.71 years) and their 157 adolescents (51.4% females, M-age = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week-to-week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intra-family relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother's personal characteristics while examining these dynamics.
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.