Aikaterini Michou

Field

Educational Psychology

O.G.G. of Appointment
3145/22.12.2021/issue 3
Contact
Address:
Philosοphy Department School of Philosophy University Campus PO Box 1186 PC 45500, Ioannina, Greece
Tel: +30265100-5652
Email: amichou@uoi.gr
Curriculum vitae
Social

Aikaterini Aliki Michou (BSc and PhD National and Kapodistrian University of Athens, MA University of Geneva) worked as a teacher in primary education for several years. She also worked for almost ten years as an Assistant Professor in the Department of Educational Sciences at Bilkent University in Ankara, Turkey. She has mainly taught in graduate programs and she has supervised several MA and Ph.D. students. Her research interest pertains to the personal and contextual factors that are associated with students’ quality of motivation as well as to the learning and wellbeing outcomes of students’ motivation. Her research is collaborative. She has collaborated with internationally recognized researchers and she has gain precious experience and knowledge from this collaboration. She is also collaborating with MA and Ph.D. students and support them in carrying out high quality research. With her colleagues and students, she has published empirical research in journals with high impact factor and she has presented her work in important conferences of motivation and Educational Psychology.

Studies
Research interests
  • Personal and contextual correlates of students’ motivation
  • Quality of motivation and students’ learning and wellbeing outcomes
  • Teacher’s motivating style: Its relation to students’ motivation and their behavioral, cognitive and affective outcomes
Publications
  1. Michou, Α., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L.-E. (2023).
    Week-to-week interplay between teachers’ motivating style and students’ engagement. Journal of Experimental Education, 91, 166-185. https://doi.org/10.1080/00220973.2021.1897774
  2. Mouratidis, A., Michou, A., Telli, S., Maulana, R., & Helms-Lorenz, M. (2022). No aspect of structure should be left behind in relation to student autonomous motivation. British Journal of Educational Psychology, 92, 1086-1108. https://doi.org/10.1111/bjep.12489
  3. Mouratidis, A., Michou, A., Sayil, M., & Altan, S. (2021). It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades. Learning and Instruction, 73, 101433. https://doi.org/ 10.1016/j.learninstruc.2020.101433
  4. 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. https://doi.org/10.1111/bjep.12338
  5. 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. https://doi.org/10.1016/j.lindif.2018.05.012
  6. 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. https://doi.org/10.1111/bjep.12055.
Undergraduate courses
Graduate courses
Office hours

Tuesday 13:00 – 14:00
Wednesday 11:00 – 12:00
After appointment