I started my career in education as a teacher in private and state primary schools in Athens, Greece. After completing my PhD, I worked as a research associate at the Educational Research Center of Greece and as a coordinator of Health Education. I joined Bilkent University in 2012 as Assistant Professor and since then I have been developing collaborative research projects to investigate learning and the educational environment that enhance it. My research projects have led to publications in top journals of learning and teaching and to research proposals for funds. As a university teacher in graduate programs, my purpose is to involve my students to research and publishing and build their capacity as young researchers.
Ph.D. Early Childhood Education, National and Kapodistrian University of Athens.
MA (Diplôme d’ Etudes Supérieures en Science de l’ Education – Mention Recherche), Psychology and Educational Sciences, University of Geneva, Switzerland.
BA, Primary Education, National and Kapodistrian University of Athens.
My research interest pertains to students’ and teachers’ quality of motivation and the educational environment that promotes it. I am interested in experimental studies that will reveal personal (e.g., autonomous versus controlled motivation or growth versus fixed mindset) or contextual (e.g., need supportive instructional style) determinants of learners or teachers optimal functioning. I am also interested in the intrapersonal approach (process-analytic approach) to investigate either learners’ trajectories in learning and wellbeing or the synchronous relations between students’ motivational states and teachers’ instructional style in real-time. In this line of research, I would like to make use of implicit physiological responses or explicit facial, vocal and posture expressions to assess students’ motivational states and teaching style.
Selected Publications and Presentations:
Michou, Α., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L.-E. (in press). Week-to-week interplay between teachers’ motivating style and students’ engagement. Journal of Experimental Education. doi:10.1080/00220973.2021.1897774
Mouratidis, A., Michou, A., Sayil, M., & Altan, S. (in press). It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades. Learning and Instruction. doi: 10.1016/j.learninstruc.2020.101433
Aydin, G. & Michou, A. (2020). Self-determined motivation and academic buoyancy as predictors of performance in normative settings. British Journal of Educational Psychology, 20, 964-980. doi: 10.1111/bjep.12338
Alp, A., Michou, A., Corlu, S., & Baray, G. (2018). Need satisfaction as mediator between classroom goal structures and students’ optimal educational experience. Learning and Individual Differences, 65, 80-89. doi: 10.1016/j.lindif.2018.05.012
Mouratidis, A., Michou, A., Aelterman, N., Haerens, L., & Vansteenkiste, M. (2018). Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: The mediating role of autonomous and controlled motivation. Educational Psychology, 38, 435-450. doi: 10.1080/01443410.2017.1402863 (SSCI, 2019 IF: 1.586).
Mouratidis, A., Michou, A., Sayil, M., & Demircioğlu, A. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61, 127-135. doi: 10.1016/j.lindif.2017.11.017 (SSCI, 2019 IF: 1.916).
Mouratidis, A., Michou, A., & Vassiou, A. (2017). Academic achievement and week-to-week intrapersonal fluctuation of studying efforts as a function of awareness of self, and implicit theories of ability. Contemporary Educational Psychology, 48, 56-66. doi: 10.1016/j.cedpsych.2016.09.001 (SSCI, 2019 IF: 2.863).
Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (2014) Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology, 84, 650-666. doi: 10.1111/bjep.12055ç