resume · Web viewAVI KAPLAN Psychological Studies in Education College of Education Temple University Philadelphia PA 19122-6091 USA Office Tel.: 215-204-4497; Email: [email protected]

April 2017

AVI KAPLANPsychological Studies in Education

College of EducationTemple University

Philadelphia PA 19122-6091 USAOffice Tel.: 215-204-4497; Email: [email protected]

EDUCATION

1997 Ph.D. in Education and Psychology, University of Michigan, Ann Arbor, MI, USA. Dissertation: All motivations are not equal: Self, situation, and behavioral strategies in achievement goal theory. (UMI Number: 9811110). Advisor: Martin L. Maehr.

1995 M.A. in Education and Psychology, University of Michigan, Ann Arbor, MI, USA. Thesis: Patterns of achievement goals and psychological well-being in young adolescents. Advisor: Martin L. Maehr.

1993 B.A. in Psychology and General Studies, Minors in Political Science and Philosophy, University of Haifa, Haifa, Israel.

1991 Diploma - Orienteering Instructor, Wingate Institute for Physical Education and Sport, Natanya, Israel.

PROFESSIONAL AFFILIATIONS

American Educational Research Association (AERA)Division C - Learning and InstructionMotivation in Education - Special Interest Group (SIG)

American Psychological Association (APA)Division 15 – Educational PsychologyDivision 5 – Evaluation, Measurement, and StatisticsSociety for the Teaching of Psychology

Association for Psychological Science (APS)Eastern Psychological Association (EPA)European Association of Research in Learning and Instruction (EARLI)Society for Chaos Theory in Psychology & Life Sciences

AWARDS AND FELLOWSHIPS

2016 Fellow, Eastern Psychological Association 2015 Fellow, American Psychological Association (Division 15 - Educational Psychology)2012 Outstanding Faculty Service Award, College of Education, Temple University2006 Excellence in Teaching Award, Ben-Gurion University of the Negev, Beer Sheva,

Israel2004 Fellow, Van Leer Institute, Jerusalem, Israel1996 Rackham Dissertation Fellowship, University of Michigan, Ann Arbor, MI, USA1996 The Woody Award, School of Education, University of Michigan, Ann Arbor, MI,

mailto:[email protected]

Kaplan, Avi; April 2017 2

USA

PROFESSIONAL EXPERIENCE

Academic Institutions2009 – Present Associate Professor (tenured), Psychological, Organizational & Leadership

Studies, College of Education, Temple University, Philadelphia, PA, USA.2003 – 2009 Senior Lecturer (tenured), School Psychology and School Counseling,

Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel.

2004 – 2005 Visiting Scholar, Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA.

1998 – 2003 Lecturer, School Psychology and School Counseling, Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel.

1997 – 1998 Senior Instructor, Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel.

1995 – 1996 Instructor and Teaching Assistant, School of Education and Department of Psychology, University of Michigan, Ann Arbor, MI, USA.

1993 – 1996 Research Assistant, Leadership and Learning Laboratory, University of Michigan, Ann Arbor, MI, USA.

Evaluation and Consulting2014 – Present Consultant and Visiting Scholar, Mandel Center for Leadership in the

Negev, Israel2014 – Present Consultant on NSF CAREER grant to Dr. Aroutis Foster, Drexel

University, Philadelphia, PA, USA2014 – Present Consultant on NSF CAREER grant to Dr. Jamaal Matthews, Montclair

State University, Montclair, NJ, USA2010 – 2014 Faculty Fellow, Teaching and Learning Center, Temple University,

Philadelphia, PA, USA2010 – 2011 Program evaluator and consultant, “Face to Face” – A human service

organization, Germantown, Philadelphia, PA, USA2007 – 2009 Academic Consultant, "HaKfar HaYarok" Youth Village and Experimental

High-School, Ramat HaSharon, Israel2007 – 2007 Consultant, Ramat Gan Municipality School Counseling Department,

Ramat Gan, Israel2001 Member, Task Force for evaluation of the South African Jewish Day

School System, The Department of Education, The Jewish Agency for Israel

1999 – 2001 Evaluator, Bachar Experimental Elementary Community School, Even Yehuda, Israel

PROFESSIONAL SERVICE ACTIVITIES

National and International


Council Member of the American Psychological Association (APA) – Division 15 (Educational Psychology) Representative

Jan. 2017 – Dec. 2020

Member of Executive Committee - Division 15 (Educational Psychology) of the American Psychological Association (APA)

Sept. 2016 - Present

Editor-in-Chief, Journal of Experimental Education, and Executive Editor of Motivation and Social Processes section

Dec. 2013 – Present

Member, Committee on Webinars, Division 15 – Educational Psychology, American Psychological Association (APA)

2015 – present

Program Co-Chair, Division C, Section 2b, Learning and Motivation in Social and Cultural Settings, American Educational Research Association (AERA)

2012 – 2014

Program Chair, Motivation in Education Special Interest Group (SIG), American Educational Research Association (AERA)

2006 – 2008

Editorial board memberAmerican Educational Research Journal (AERJ-TLHD) Contemporary Educational Psychology Educational PsychologistJournal of Educational Psychology Journal of Experimental Education

2007 – 20102000 – present2016 – present2006 – present

2006 – 2013Ad-hoc reviewer for Journals

AERA Open, American Educational Research Journal, British Journal of Educational Psychology, Child Development, Developmental Review, Educational Policy, Educational Psychology Review, Educational Research Review, Environmental Education Research, Identity, International Applied Psychology Journal, International Journal of Behavioral Development, International Journal of Educational Research, Journal of Applied Developmental Psychology, Journal of Cross-Cultural Psychology, Journal of Early Adolescence, Journal of Personality and Social Psychology, Journal of Research on Adolescence, Journal of Research on Science Teaching, Learning & Instruction, Motivation and Emotion, Motivational Science, New Directions in Psychological Science, Personality and Social Psychology Bulletin, Review of Educational Research, Self & Identity, Teachers College Record

Ad-hoc reviewer for Grant Agencies and FoundationsAustrian National Science Fund; Croatia Science Foundation; German-Israeli Foundation for Scientific Research and Development (GIF); Israel Foundations Trustees; Israel Science Foundation; Research Foundation Flanders (FWO), Belgium; Research Grants Council (RGC) of Hong Kong; Social Sciences and Humanities Research Council of Canada, Federal Government of Canada

Ad-hoc reviewer for Professional Associations Annual Conventions American Educational Research Association (AERA), 1997-2017American Psychological Association (APA), 2005-2008, 2012, 2014-2017International Conference of Motivation (ICM) 2016


Mentoring by invitationAERA/Division C, Graduate Student Mentoring Seminar – 2010-2017AERA/Division C, New Faculty Mentoring Seminar – 2008, 2009AERA/Motivation in Education SIG, Graduate Student Program –2008, 2009, 2012, 2014APA/Division 15, Graduate Student Seminar – 2002, 2011, 2014

Numerous times served as Chair and Discussant in professional conventions of:American Educational Research Association (AERA); American Psychological Association (APA); International Conference on Motivation (ICM); The Israeli Association for Research in Education (AYALA)

Temple University, USAMember, Advisory Board, Temple University’s Blackstone LaunchPad Program, 2015 – presentMember, Temple University Test Optional Admission Team, Temple University, Jan. 2014 –

presentMember, University Graduate Board, Temple University, Sept. 2015 – May 2016 Member, Faculty Research and Development Committee, College of Education, Sept. 2015 –

May 2016 Chair, Search Committee for position in Instructional Learning Technology, College of

Education, Sept. 2015 – February 2016 Chair, Faculty Contract Renewal Committee, Department of Psychological Studies in Education,

Oct. 2015 – May 2016 Coordinator, Educational Psychology and Applied Developmental Science program area, College

of Education, Jan. 2013 – Aug. 2015Member, Graduate Program Committee, College of Education, Dec. 2012 – Aug. 2015Chair, College-Wide Ph.D. Committee, College of Education, Feb. 2010 - Aug. 2015Co-Chair, Graduate Program Committee, College of Education, Sept. 2011-Dec. 2012Member, Faculty Responsibility Committee, College of Education, May-June 2011Member, Curriculum Alignment Committee, College of Education, 2009-2010Member, College Merit Committee, College of Education, 2009, 2010, 2011Reviewer, Student Scholarship Committee, College of Education, 2009, 2010, 2011, 2015

Ben Gurion University, IsraelMember, Curriculum Committee, Faculty of Humanities and Social Sciences, Oct. 2006 – Sept.

2007Chair, Graduate Program in School Counseling, Department of Education, Oct. 2001 – July

2004; Oct. 2006 – July 2009Member, Doctoral Studies Committee, Department of Education, Oct. 2005 – Sept. 2006Chair, Curriculum Committee, Department of Education, Oct. 1999 – Sept. 2001

FUNDED RESEARCH AND SCOLARSHIP


Funded Grant ProposalsCromley, J. (PI), Kaplan, A., Balsai, M., Perez, T. (2014 - 2017). Bootstrapping Achievement and

Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve STEM Grades. Institute of Educational Sciences (IES). ($1,379,251)

Kaplan, A. (Evaluator) through Thole, K. (PI), Alley, M., Marshall, M., & Garner, J.K. (2013-2017). Creating a national network of engineering ambassadors. National Science Foundation (NSF) – TUES. ($600,000)

Kaplan, A. (Evaluator) through Garner J.K. (PI), Whittecar, R., Dickerson, D., Grant, L., Loney, M., & Frank, G., et al. (March 2014 – Sept. 2015). Project D‘n’A: Building Blocks for Middle School Science Literacy. ($250,000). Virginia Department of Education.

Kaplan, A. (Evaluator) through Garner J.K. (PI), Whittecar, R., Dickerson, D., Grant, L., Loney, M., & Frank, G., et al. (March 2013 – Sept. 2014). Learning Enhanced Through the Nature of Science (LENS): An interdisciplinary Sustainable Professional Development Model. ($239,174). Virginia Department of Education.

Kaplan, A. (PI), Younis, A., Levin-Rozalis, M., & Sagy, S. (2001–2002). Understanding and preventing school violence through intercultural fertilization: Cooperation of Bedouin and Jewish principals. The Abraham Fund. ($15,000)

Gordon, D. (PI), Gillis, M., & Kaplan, A. (2001). Evaluation of the South-African Jewish day school system. The Jewish Agency – Department of Education. ($20,000)

Sagy, S. (PI), Adwan, S., & Kaplan, A., (1999–2002). Between conflict and coexistence: Historical and political consciousness of Israeli and Palestinian youth. Itzhak Rabin Center for Israel Study and UNESCO. ($130,000)

Pending Grant ProposalsKaplan, A. (PI), Garner, J. K., Pugh, K. Glassman, S., Dhody, A., & McLeary, E. (2016-2017).

Collaborative Research: Visitor Identification and Engagement in STEM (VINES). National Science Foundation (NSF). ($149,344)

Kaplan, A. (Evaluator), through Newcomb, N. (PI), & Booth, J., (2017-2020). NRT-IGE: Training in Educational Neuroscience: Evaluating Inclusion of Real-World Educational Experience. National Science Foundation (NSF). ($430,362)

O’Shea, A. (PI), Salzer, M., Dai, T., Thomas, L., Snethen, G., & Kaplan, A. (2017-2022). Understanding the Impact of Supported Education on Health for College Students with Mental Illness: a Randomized Controlled Trial. National Institute of Health (NIH) – DHHS. ($3,476,586)

Funded Participation in Research Groups and Think TanksMotivation and Online Learning Networks (Jan. 9-10, 2014). A design charrette at the MIT

Media Lab, Cambridge, MA (20 invited participants). Organized by the MIT Media Lab at MIT and PERTS at Stanford University. Funded by the Raikes Foundation.

Using Measures to Leverage the Impact of Child Development Research on Educational Practice: Beyond Cognitive Skills (June 20-21, 2013). Workshop at the Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia, Charlottesville, VA. Funded by the Society for Research on Child Development (SRCD).


Badge-Based STEM Assessments: Current Terrain and the Road Ahead (April 1, 2013). Workshop at the National Science Foundation (NSF), Washington DC. Funded by New York Hall of Science & the National Science Foundation. [http://badges.nysci.org/]

Research and Development of a Digital Play-Based Platform to Achieve Projective Reflection for 21st Century Learning (February 25-26, 2013). Drexel University, Philadelphia, PA. Funded by the National Science Foundation (NSF).

The Middle Shift Learning Network. (Sept. 2012). The Hewlett Foundation, Menlo Park, CA. Funded by the Raikes Foundation.

Grant Proposals not fundedKaplan, A. (PI), Pendergast, L., French, B., Kanno, Y. (2017 - 2021). Development of a Measure

of Test-Optional Applicants’ Motivational-Developmental Attributes. Institute of Educational Sciences (IES). ($1,399,548) (Score 2.25)

Kaplan, A., & Garner, J. G. (Feb. 2015). Collaborative Research: The Dynamic Systems Model of Role Identity – A Unifying Framework for Responding to the Crisis in the Science Teacher Workforce. National Science Foundation (NSF). ($299,985)

Cromley, J., Kaplan, A., Balsai, M., Perez, T. (2014 - 2017). Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve STEM Grades. National Science Foundation (NSF). ($1,417,031.00) (Score 1.93)

Garner, J., Kaplan, A., Russell, D. (2014 - 2017). Capturing the complexity of teacher learning in the context of professional development. The Spencer Foundation ($484,983).

Schifter, C. C., Ketelut, D. J., Nelson, B. C., Kaplan, A., Thurman, S. K., Byrnes, J. P. (2012, Dec.). Situated assessment using virtual environments for science content and inquiry: Science community of practice of educators (SAVE Science: SCOPE). National Science Foundation - Discovery Research K-12. ($2,997,038)

Garner, J.K., Whittecar, R., Dickerson, D., Kaplan, A., Loney, M., & Frank, G., et al., (2012, Sept.). Collaborative Research: Learning Enhanced through the Nature of Science (LENS): A Complexity Science Approach to Science Teacher Professional Development. ($500,000) National Science Foundation - Discovery Research K-12.

Cromley, J., Kaplan, A., & Perez, T. (2012, Sept.). Bootstrapping achievement and motivation in STEM: An integrated cognitive-motivational intervention to improve chemistry grades. Institute of Educational Sciences. ($1,103,452.00)

Conley, A., Warschauer, M., Kaplan, A., Peterson, M., Schenke, K., & Tran, C. (2012, Oct.). Applying motivation theories to the design of badge systems. The MacArthur Foundation ($243,477).

Kaplan, A., Perez, T., Kowalski, D., & Vorndran, P. (2012, Sept.). Investigating the efficacy of a brief motivational intervention for enhancing academic success of community college students in remedial courses. The Lumina Foundation. ($98,686).

Kaplan, A., & Günersel, A. B. (2012, Feb.). College teachers’ motivation and use of teaching strategies: A mixed-method multiple-case study. The Spencer Foundation ($39,466).

Cromley, J., Price, A., & Kaplan, A. (2011, Nov.). Cognitive and motivational gains from matching chemistry homework to students’ vocational interests; A Type 1 Project. National Science Foundation. ($197,266).


Cromley, J., Kaplan, A., & Silage, D. (2011, Oct.). Professional identity formation of engineering students: An empirical research proposal on an overlooked but imperative component in the education of 21st century engineers. National Science Foundation ($238,698).

Cromley, J., Kaplan, A., Packard, R., Kanno, Y., & Silage, D. (2010, May). Identity formation, motivation, and career decision-making of engineering students: An empirical research proposal on STEM learning in formal settings. National Science Foundation ($1,120,000).

Kaplan, A. (2010, Oct.). Promoting volunteers’ identity exploration to enhance virtuous behavior towards the disenfranchised. John Templeton Foundation ($95,230).

PROFESSIONAL PUBLICATIONS

Citation DataLast Updated: 4/20/2017

Web of Sciencehttp://

www.researcherid.com/rid/E-6967-2011

Google Scholarhttp://scholar.google.com/

citations?user=V7s0aeMAAAAJ

ResearchGatehttps://www.researchgate.net/

profile/Avi_Kaplan/?ev=hdr_xprf

Peer-Reviewed Articles With Data: 46No. Times Cited: 2,202h-index: 20

Publications With Data: 71No. Times Cited: 9,181h-index: 36

Publications With Data: 74No. Pub. Reads: 35,531No. Times Cited: 4,682RG Score: 33.96

_ Underlined names indicate students or work resulting from student dissertation

Edited Publications1.Flum, H. & Kaplan, A. (Guest Eds.) (2016). Special Section: Higher education in a

transforming society: The case of Arabs in Israel. International Journal of Educational Research, 76.

2.Kaplan, A, & Flum, H. (Guest Eds.) (2012). Special Issue: Identity formation in educational settings. Contemporary Educational Psychology, 37(3).

3.Kaplan, A., Karabenick, S. A., & De Groot, E. V. (Eds.). (2009). Culture, self and motivation: Essays in honor of Martin L. Maehr. Charlotte, NC: Information Age Publishing.

4.Kaplan, A., & Flum, H. (Guest Eds.) (2009). Special issue: Motivation and identity. Educational Psychologist, 44(2).

5.Anderman, L., & Kaplan, A. (Guest Eds.) (2008). Special issue: The role of interpersonal relationships in student motivation. Journal of Experimental Education, 76(2).

6.Kaplan, A., & Assor, A. (Guest Eds.) (2001). Motivation to learn: New conceptions of motivation. Education of Thinking, Vol. 20. Jerusalem: The Branco Weiss Institute. (Hebrew)

https://www.researchgate.net/profile/Avi_Kaplan/?ev=hdr_xprf

https://www.researchgate.net/profile/Avi_Kaplan/?ev=hdr_xprf

http://scholar.google.com/citations?user=V7s0aeMAAAAJ



http://www.researcherid.com/rid/E-6967-2011




Peer Reviewed Articles1.Kaplan, A., & Garner, J. K. (in press, 2017). A complex dynamic systems perspective on

identity and its development: The Dynamic Systems Model of Role Identity. Developmental Psychology. DOI: 10.1037/dev0000339

2.Kaplan, A., & Yahia, Y. (2017). High school students’ academic causal attributions in the cultural-political context of the Arab school system in Israel. Intercultural Education, 28(1), 60-74. DOI: 10.1080/14675986.2016.1271558

3.Madjar, N., Weinstock, M., & Kaplan, A. (2017). Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. Journal of Educational Research, 110(1), 32-49. DOI: 10.1080/00220671.2015.1034353

4.Granit-Dgani, D ., Kaplan, A., & Flum, H. (2017). Theory-based assessment in environmental education: A tool for formative evaluation. Environmental Education Research, 23(2), 269-299. DOI: 10.1080/13504622.2016.1144172

5.Lichtinger, E., & Kaplan, A. (2016). Self-regulation and motivation in the writing process. Studies in Education, 13-14, 404-421. (Hebrew)

6.Gunersel, A. B., Kaplan, A., Barnett, P., Etienne, M., & Ponnock, A. R. (2016). Profiles of change in motivation for teaching in higher education at an American research university. Teaching in Higher Education, 21(6), 628-643. DOI: 10.1080/13562517.2016.1163668

7.Garner, J. K., Kaplan, A., & Pugh, K. (2016). Museums as contexts for transformative experiences and identity development. Journal of Museum Education, 41(4), 341-352. DOI: 10.1080/10598650.2016.1199343

8.Bell, D. A., Kaplan, A., & Thurman, S. K. (2016). Types of homeschool environments and need support for children’s achievement motivation. Journal of School Choice: International Research and Reform, 10(3), 330-354. DOI: 10.1080/15582159.2016.1202072

9.Peterson, S ., & Kaplan, A. (2016). Bayesian analysis in educational psychology research: An example of gender differences in achievement goals. Learning & Individual Differences, 47, 129-135. DOI: 10.1016/j.lindif.2016.01.005

10.Ben Eliyahu, A., & Kaplan, A. (2015). Growth curve modeling analysis of social and academic coping during elementary school. Journal of Applied Developmental Psychology, 41, 99-109. DOI: 10.1016/j.appdev.2015.09.001

11.Kaplan, A. (2015). Paradigms, methods, and the (as yet) failed striving for methodological diversity in educational psychology published research. Frontiers in Psychology; Educational Psychology, 6:1370. DOI: 10.3389/fpsyg.2015.01370

12.Lichtinger, E., & Kaplan, A. (2015). Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts. Metacognition & Learning, 10, 119-149.

13.Sideridis, G. D., & Kaplan, A., Papadopoulos, C., & Anastasiadis, V. (2014). The affective experience of normative-performance and outcome goal pursuit: Physiological, observed, and self-report indicators. Learning & Individual Differences, 32, 114-123.

14.Perez, T ., Cromley, J., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology. 106, 315-329. DOI: 10.1037/a0034027


15.Sinai, M ., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37, 195-205.

16.Madjar, N ., Kaplan, A., & Weinstock, M. (2011). Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence. Contemporary Educational Psychology, 36, 268-279.

17.Sideridis, G., & Kaplan, A. (2011). Achievement goals and persistence across tasks: The role of failure and success. Journal of Experimental Education, 79, 1-23.

18.Katz, I., Kaplan, A., & Buzukashvily, T. (2011). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21, 376-386.

19.Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate. Journal of Educational Psychology, 103, 367-382.

20.Kaplan, A., Lichtinger, E., & Margulis, M. (2011). The situated dynamics of purposes of engagement and self-regulation strategies: A mixed-methods case study of writing. Teachers College Record, 113, 284–324.

21.Ben-Asher, N ., Lichtinger, E., Kaplan, A., & Ben-Asher, S. (2010). Assessment of self-regulation in writing processes as an instrument for promoting students’ achievement in school. The Educational Counselor, 16, 132-150. (Hebrew).

22.Bergey, B. W . & Kaplan, A. (2010). What do social groups have to do with culture? The crucial role of shared experience . Frontiers in Cultural Psychology, 1, 199.

23.Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Education Research Review, 5, 50-67.

24.Katz, I., Kaplan, A., & Gueta, G. (2010). Students' needs, teachers' support, and motivation for homework: A cross-sectional study. Journal of Experimental Education, 78, 246-267.

25.Cohen-Malayev, M ., Assor, A., & Kaplan, A. (2009). Religious exploration in a modern world: The case of modern-orthodox Jews in Israel. Identity, 9, 233-251.

26.Assor, A., Vansteenkiste, M. & Kaplan, A. (2009). Identified versus introjected-approach and introjected-avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.

27.Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101, 51-69.

28.Tossman, I ., Kaplan, A., & Assor, A. (2008). Academic achievement goal structures and young adolescents’ biased preferences for peers as cooperation partners: A longitudinal study. International Review of Social Psychology, 21, 183-217.

29.Kaplan, A., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19, 141-187.

30.Tossman, I ., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231-252.


31.Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83-98.

32.Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41, 99-110.

33.Bereby-Meyer, Y., & Kaplan, A. (2005). Motivational influences on transfer of problem-solving strategies. Contemporary Educational Psychology, 30, 1-22.

34.Yonah, Y., Abu-Saad, I. & Kaplan, A. (2004). De-Arabization of the Bedouin: A chronology of an inevitable failure. Interchange: A Quarterly Review of Education, 35, 387-406. [Reprinted in Yiftachael, O., Newman, D., Kemp, A., & Ram, U. (2004) (Eds.), Israelis in conflict: Hegemonies, identities, and challenges (pp. 65-80). England: Sussex University Press.]

35.Levy, I ., Kaplan, A., & Patrick, H. (2004). Early adolescents’ achievement goals, social status, and attitudes towards cooperation with peers. Social Psychology of Education, 7, 127-159.

36.Middleton, M. J., Kaplan, A., & Midgley, C. (2004). The change in middle school students' achievement goals in math over time. Social Psychology of Education, 7, 289-311.

37.Kaplan, A., & Middleton, M. J. (2002). Should childhood be a journey or a race?: A response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94, 646-648.

38.Sagy, S., Adwan, S., & Kaplan, A. (2002). Interpretations of the past and expectations for the future in two conflicted societies: The case of Israeli and Palestinian youth. American Journal of Orthopsychiatry, 72, 26-38. [Reprinted in A. Korber, A. (2003) (Ed.), History, life, learning (pp. 31-45). Hamburg, Germany: Korber Foundation Edition.]

39.Neuman, Y., Bekerman, Z., & Kaplan, A. (2002). Rhetoric as exploration of self and nonself: A case of a missionary speech. Research on Language and Social Interaction, 35, 93-112.

40.Kaplan, A., Gheen, M., & Midgley, C. (2002). The classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72, 191-211.

41.Kaplan, A., Abu-Saad, I., & Yonah, Y. (2001). Fifty years of Arab-Jewish relations in Israel: Perceptions, emotions, and attitudes of university students. Intercultural Education, 12, 289-307.

42.Midgley, C., Kaplan, A., & Middleton M. J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.

43.Abu-Saad, I., Yonah, Y., & Kaplan, A. (2000). Identity and political stability in an ethnically diverse state: A study of Bedouin Arab youth in Israel. Social Identities, 6, 49-61.

44.Kaplan, A., & Midgley. C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.

45.Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 68, 23-35.

46.Kaplan, A. & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.

47.Maehr, M. L., Kan, S., Kaplan, A., Peng, W. (1999). Culture, motivation and achievement: Toward meeting the new challenge. Asia Pacific Journal of Education, 19, 15-29.


48.Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.

49.Kaplan, A. & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.

Chapters in Edited Collections1.Kaplan, A., & Patrick, H. (2016). Learning environments and motivation. In K. Wentzel & D.

Miele (Eds.) Handbook of motivation at school (2nd Ed.; pp. 251-274). New York: Routlege.

2.Kaplan, A., Sinai, M., & Flum, H. (2014). Design-based interventions for promoting students’ identity exploration within the school curriculum. In S. Karabenick & T. Urdan (Eds.) Advances in motivation and achievement (Vol. 18; pp. 247-295). Emerald Group.

3.Kaplan, A. (2014). Theory and research on teachers’ motivation: Mapping an emerging conceptual terrain. In P. W. Richardson, S. Karabenick & H. M. G. Watt (Eds.), Teacher Motivation: Theory and Practice (pp. 52-66). NY: Routledge.

4.Kaplan, A., Katz, I., & Flum, H. (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. In K. R. Harris, S. G. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook Vol. 2: Individual differences, cultural considerations, and contextual factors in educational psychology (Ch. 7, pp. 165-194). Washington, DC: American Psychological Association.

5.Lichtinger, E ., & Kaplan, A. (2011). The role of purpose of engagement in self-regulation. New Directions for Teaching and Learning, 126, 9-19.

6.Kaplan, A., Flum, H. & Kemelman, K. (2009). Meaning making and motivation: A dynamic model. In A. Kaplan, S. Karabenick, & E. De Groot (Eds.), Culture, self and motivation: Essays in honor of Martin L. Maehr (pp. 69-110). Charlotte, NC: Information Age Publishing.

7.Kaplan, A. (2008). Achievement motivation. In E. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Vol. 1, pp. 13-17). Detroit, MI: Macmillan Reference.

8.Kaplan, A. (2008). Intrinsic and extrinsic motivation. In E. Anderman & L. H. Anderman (Eds.), Psychology of Classroom Learning: An Encyclopedia (Vol. 1, pp. 513-517). Detroit, MI: Macmillan Reference.

9.Kaplan, A. (2008). A teacher's influence: A conversation. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 6. The ones we remember: Scholars reflect on teachers who made a difference (pp. 103-109). Charlotte, NC: Information Age Publishing.

10.Assor, A., Cohen-Malayev, M., Kaplan, A, & Friedman, D. (2005). Choosing to stay religious in a modern world: Socialization and exploration processes leading to an integrated internalization of religion among Israeli Jewish youth. In M. L. Maehr & S. Karabenick, (Eds.), Advances in research on motivation and achievement: Vol. 14: Motivation and religion (pp. 107-152). United Kingdom: Elsevier Press.


11.Kaplan, A. (2004). Achievement goals and intergroup relations. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in research on motivation and achievement: Vol. 13: Motivating Students, Improving Schools: The Legacy of Carol Midgley (pp. 97-136). United Kingdom: Elsevier.

12.Flum, H., & Kaplan, A. (2003). Training Jewish and Arab school counselors in Israel: Exploring a professional identity in a conflicted society. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences of motivation and learning: Vol. 3: Sociocultural influences and teacher education programs (pp. 135-163). Greenwhich, CT: Information Age.

13.Kaplan, A., & Maehr, M. L. (2002). Adolescents’ achievement goals: Situating motivation in socio-cultural contexts. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 2, Academic motivation of adolescents (pp. 125-167). Greenwich, CT: Information Age.

14.Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. In C. Midgley (Ed.) Goals, goal structures and patterns of adaptive learning (pp. 21-53). Mahwah, NJ: Lawrence Erlbaum.

15.Kumar, R., Gheen, M. H., & Kaplan, A. (2002). Achievement goals and disaffection from school and schooling. In C. Midgley (Ed.) Goals, goal structures and patterns of adaptive learning. (pp. 143-173). Mahwah, NJ: Lawrence Erlbaum.

16.Kaplan, A., & Assor, A. (2001). Motivation to learn in school: Theoretical processes and practical implications. In A. Kaplan & A. Assor (Eds.) Education of thinking, Vol. 20: Motivation to learn: New conceptions of motivation (pp. 13-35). Jerusalem: The Branco Weiss Institute. (Hebrew)

17.Kaplan, A., & Maehr, M. L. (1997). School cultures. In H. Walberg & G. Haertel (Eds.) Psychology and educational practice (pp. 342-355). Berkeley, CA: McCutchan Publishers.

Invited Articles, Commentaries, and Introductions in Edited Collections1.Flum, H. & Kaplan, A. (2016). Higher education in a transforming society: The case of Arabs

in Israel. International Journal of Educational Research, 76, 89-95.2.Cromley, J. G., Perez, T., & Kaplan, A. (2015). Undergraduate STEM achievement and

retention: Cognitive, motivational, and institutional factors and solutions. Policy Insights from the Behavioral and Brain Sciences, 3, 4-11.

3.Pendergast, L. L., & Kaplan, A. (2015). Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists. School Psychology International, 36(6), 638-647.

4.Kaplan, A., & Flum, H. (2012). Identity formation in educational settings: A critical focus for education in the 21st century. Contemporary Educational Psychology, 37, 171–175. DOI:10.1016/j.cedpsych.2012.01.005

5.Flum, H., & Kaplan, A. (2012). Identity formation in educational settings: A contextualized view of theory and research in practice. Contemporary Educational Psychology, 37, 240–245.

6.Kaplan, A., & Flum, H. (2009). Motivation and identity: The relations of action and development in educational settings. Educational Psychologist, 44, 73-77. DOI: 10.1080/00461520902832418


7.Kaplan, A., Karabenick, S. & De Groot, L. (2009). Culture, self and motivation: The contributions of Martin L. Maehr to the field of achievement motivation and educational psychology. In A. Kaplan, S. Karabenick, & E. De Groot (Eds.), Culture, self and motivation: Essays in honor of Martin L. Maehr (pp. vii-xxi). Charlotte, NC: Information Age Publishing.

8.Kaplan, A. (2008). Clarifying metacognition, self-regulation and self-regulated learning: What's the purpose? Educational Psychology Review, 20, 477-484.

9.Anderman, L. H., & Kaplan, A. (2008). The role of interpersonal relationships in student motivation: Introduction to the special issue. Journal of Experimental Education, 76, 115-119.

Scientific Reports, Newsletter articles, Instrument Manuals, and Other Publications1.Kaplan, A. (2013, Aug.). Principles for promoting motivation for learning and achievement in

the middle grades. Kri’at Beina’im: Magazine for Science and Technology Middle Grades Teachers, 21, 14-21. (Hebrew)

2.Kaplan, A. (2012, June). Teachers’ evaluation: Trends and problems. Educational Echoes (Hed HaChinuch), 86(7), 102-103 (Hebrew)

3.Kaplan, A. (2011, Dec.). United States: Partial retreat from the testing regime. Educational Echoes (Hed HaChinuch), 86(2), 54-55. (Hebrew)

4.Kaplan, A., Katz, I., & Flum, H. (2011, Aug.). Motivation: From research to practice. Educational Echoes (Hed HaChinuch), 85(7), 96-98. (Hebrew)

5.Kaplan, A. (2009, Jan.). The translation of educational research for policy makers and educators. Kav-LaHinuch, the Israeli Portal of Education. (Hebrew) http://www.kav-lahinuch.co.il/?CategoryID=160&ArticleID=5133.

6.Kaplan, A. (2004, Aug.). Training school counselors for the Bedouin school system at the Department of Education, Ben-Gurion University. Newsletter of the Forum for Co-Existence in the Negev, No. 2, 5-6. [also at www.dukium.org]

7.Gordon, D., Gillis, M., & Kaplan, A. (2002). Task force report: The South African Jewish day school system. The Department of Education. The Jewish Agency for Israel.

8.Kaplan, A. (2001). Academic motivation, well-being and anti-social behavior in school: An evaluation summary of data from academic years Sept. 1998 to June 2001 to Bachar Experimental Elementary Community School. Department of Education, Ben Gurion University of the Negev, Israel

9.Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E, Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Patterns of adaptive learning survey (PALS). University of Michigan. [also at www.umich.edu/~pals]

10.Patrick, H., Ryan, A. M., Anderman, L., Middleton, M., Linnenbrink, L., Hruda, L. Z., Edelin, K., Kaplan, A., & Midgley, C. (1997). OPAL: Observing patterns of adaptive learning: A protocol for classroom observations. University of Michigan. [also at www.umich.edu/~pals]

http://www.umich.edu/~pals

http://www.umich.edu/~pals

http://www.dukium.org/

http://www.kav-lahinuch.co.il/?CategoryID=160&ArticleID=5133

http://www.kav-lahinuch.co.il/?CategoryID=160&ArticleID=5133


PRESENTATIONS

Keynotes and Invited Presentations1. Kaplan, A. (2017, April). Shifting between building individual agency and promoting

systemic change. Invited participation in a special panel of Division C, Learning & Instruction, at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

2. Kaplan, A. (2016, August). Research on motivation and achievement: Infatuation with constructs and losing sight of the phenomenon. Presentation as part of an invited symposium entitled “‘Motivation, emotions and beliefs – all show?’ A critical examination of the evidence for the substantive connection between measured motivation and other self-constructs and academic performance,” at the International Conference of Motivation, Thessaloniki, Greece.

3. Kaplan, A., & Garner, J. K. (2016, August). Motivation and context: An identity systems perspective. Presentation as part of an invited symposium entitled “Studying Motivation in Context: Contemporary Perspectives and Interactive Work Session,” at the International Conference of Motivation, Thessaloniki, Greece.

4. Kaplan, A. & Garner, J. (2015, April). Applying dynamic systems theory to research on learning and instruction. Invited presentation at the Division C Graduate Student Session “New Directions,” at the American Educational Research Association annual convention, Chicago, IL, USA.

5. Kaplan, A. (2012, Dec.). Principles for promoting motivation for learning and achievement in the middle grades. Keynote presented at the national conference for teachers of science and technology in the middle grades on Motivation in the 21st Century, Weizmann Institute of Science, Rehovot, Israel. (Hebrew)

6. Kaplan, A. (2012, Dec.). Promoting identity exploration in school: Why and how? University of Helsinki, Helsinki, Finland.

7. Kaplan, A. (2012, Sept.). Promoting agency in the middle grades. An invited talk as part of the Middle Shift Learning Network organized by the Raikes Foundation. Menlo Park, CA.

8. Kaplan, A. (2011, May). Promoting identity exploration in educational settings. Invited presentation at the Designing for Motivated Learning Conference, University of Pittsburgh, Pittsburgh, PA, USA.

9. Kaplan, A., & Flum, H. (2010, June/July). Identity development in the disciplines: Promoting an exploratory orientation. Invited presentation at a special session on Identity as a lens on learning in the disciplines at the International Conference of the Learning Sciences (ICLS), Chicago, IL, USA.

10. Kaplan, A. (2008, Oct.). Exploration as an integrative motivational concept. Keynote address delivered at the BK21 International Symposium on Motivation, Korea University, Seoul, South Korea.

11. Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2008, July). Investigating the integration of motivational orientations and self-regulation strategies: Employing a stimulated recall


methodology. Paper presented as part of an invited symposium titled Keeping Track of Research on Self-Regulated Learning at the XXIX International Conference of Psychology, Berlin, Germany.

12. Kaplan, A. (2008, March). Exploration as a focus for teaching and learning in the 21st century. Keynote address at a Study Day titled Making a mark: An outlook on education and instruction, The MOFET Institute, Tel-Aviv, Israel.

13. Kaplan, A. (2008, Jan.). Exploratory orientation: Identity processes in the service of learning. Invited workshop delivered at the 2nd International Workshop of Educational Reconstruction (ProDid), Oldenburg, Germany.

14. Kaplan, A. (2007, Aug.). Exploratory orientation: Motivation and identity processes in the service of learning and development. Keynote address delivered at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

15. Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2007, Aug.). Situating motivational orientations and self-regulation in socio-cultural educational contexts: An integrative perspective. Paper presented as part of an EARLI invited symposia titled Socially Constructed Self-Regulated Learning, at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Invited Colloquia1. Kaplan, A. (March, 2017). Identity and motivation: A complex dynamic systems perspective.

Colloquium presented at the Department of Education and the Department of Human Development and Family Services, University of New Hampshire, Durham, NH.

2. Kaplan, A. (Nov., 2015). Motivation and identity: A dynamic systems perspective. Colloquium presented at the Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD.

3. Kaplan, A. (February, 2015). The Dynamic Systems Model of Role Identity. Colloquium presented at the Center for Data Analytics and Biomedical Informatics, Temple University, Philadelphia PA.

4. Kaplan, A. (July 2014). Professional identity development in leadership training. Presentation and staff professional development workshop at the Mandel Center for Leadership in the Negev, Beer Sheva, Israel.

5. Kaplan, A. (Dec. 2013). Professional identity development of community leaders. Presentation and workshop in a study day at the Mandel Center for Leadership in the Negev, Beer Sheva, Israel.

6. Kaplan, A. (April, 2013). Panel member in a session on Motivation and Persistence, as part of a course on Learning Creative Learning, MIT Media Lab, Massachusetts Institute of Technology, Boston, MA. (http://www.youtube.com/watch?v=uu4Ay08NX1E)

7. Kaplan, A. (2013, Feb.). Teacher motivation and professional identity: An emerging dynamic systems model. Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA.

http://www.youtube.com/watch?v=uu4Ay08NX1E


8. Kaplan, A. (2012, Nov.). Promoting identity exploration in school: Why and how? School of Education, Rutgers University, New Brunswick, NJ.

9. Kaplan, A. (2010, Dec.). Identity exploration as an educational goal. Department of Education, Ben Gurion University of the Negev, Israel.

10. Kaplan, A. (2009, Dec.). Identity-exploration as an educational goal. College of Education, Temple University, Philadelphia PA, USA.

11. Kaplan, A. (2009, Nov.). Identity-exploration as an educational goal. Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA.

12. Kaplan, A. (2009, Oct.). Identity-exploration as an educational goal. College of Education, Ohio State University, Columbus, OH, USA.

13. Kaplan, A. (2005, April). Academic motivation and social relations among students. School of Education, University of Kentucky, Lexington, KY, USA.

14. Kaplan, A. (2005, April). Achievement goals and intergroup relations. Department of Psychology, University of Wisconsin-Madison, Madison, WI, USA.

15. Kaplan A. (2005, Feb.). Academic motivation and social relationships. School of Education, Purdue University, West Laffayette, IN, USA.

Peer Reviewed Conference Symposia1. Kaplan, A. & Garner, J. K. (2016, April). Teacher identity and motivation: Concepts,

research designs, and empirical examples. Symposium presented at the annual convention of the American Educational Research Association, Washington DC, USA.

2. Kaplan, A. (2015, April). Motivation and complexity: The merits of a dynamic systems approach to theory and research on motivation in education. Symposium presented at the annual convention of the American Educational Research Association, Chicago, IL, USA.

3. Kaplan, A., & Garner, J. K. (2014, Aug.). Applying the complex dynamic systems approach to self and motivation in educational settings. Symposium presented at the annual convention of the American Psychological Association, Washington DC, USA.

4. Kaplan, A., & Urdan, T. (2014, April). Maximizing the benefits of teacher/researcher collaborations. Special session presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

5. Kaplan, A. (2014, April). Practice-relevant motivational research: Do we need a different approach? Symposium presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

6. Hartwell , M., & Kaplan, A. (2014, April). Experiencing relevance: Clarifying the definition of a vital motivational concept. Symposium presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

7. Urdan, T., & Kaplan, A. (2013, April). Critical research questions for practice in education and poverty. Division C Invited Session at the annual convention of the American Educational Research Association, San Francisco, CA, USA.

8. Gray, D ., & Kaplan, A., (2013, April). Identity and academic motivation: Mapping conceptual and empirical boundaries of an emerging domain. Symposium presented at


the annual convention of the American Educational Research Association, San Francisco, CA, USA.

9. Patrick, H., Kaplan, A., & Turner, J. C. (2012, April). Lessons about teachers’ motivation from teacher-researcher collaborative research on student motivation. Symposium presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

10. Schachter, E., & Kaplan, A. (2011, August). Identity formation in educational settings. Symposium presented at the annual convention of the American Psychological Association, Washington DC, USA.

11. Hulleman, C., & Kaplan, A. (2011, April). Making motivational theory relevant: The contribution of intervention research to motivation theory and educational practice. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

12. Kaplan, A. (2009, April). Exploration as a motivational construct: Forging a research agenda. Symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA, USA.

13. Kaplan, A. (2009, Feb.). Self-exploration in school: Theory, research, and educational practice. Symposium presented at the National Conference of School Counselors, Tel-Aviv University, Tel-Aviv, Israel.

14. Kaplan, A. (2006, April). The emergence and development of theories of achievement motivation: A socio-historical perspective. A 25th anniversary panel of the Motivation in Education Special Interest Group in the American Education Research Association, organized for the annual meeting of the American Educational Research Association, San Francisco, CA, USA.

15. Kaplan, A., & Flum, H. (2005, Aug.). Motivation and identity processes in adolescence. Symposium presented at the annual meeting of the American Psychological Association, Washington DC, USA.

16. Assor, A., & Kaplan, A. (2000, April). Self-determination theory and achievement goal theory: Convergences, divergences and educational implications. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

Peer Reviewed Conference Presentations

1. Kaplan, A., & Garner, J. K. (2017, August). Complex system conceptualization and qualitative tools for studying identity in educational contexts. Poster to be presented at the annual meeting of the American Psychological Association, Washington DC.

2. Sinai, M., Tossman, I., & Kaplan, A. (2017, August). Interplay of the personal and pedagogical in the identity formation of preservice school counselors. Poster to be presented at the annual meeting of the American Psychological Association, Washington DC.

3. Garner, J. K., & Kaplan, A. (2017, April). An ecological, dynamical systems perspective on teacher learning and professional development. Paper to be presented at the annual


convention of the American Educational Research Association, San Antonio, TX, USA.

4. Kaplan, A., & Garner, J. K. (2017, April). A complex dynamic systems perspective on teacher professional role identity and motivation. Paper to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

5. Davidson, Y. S ., Kaplan, A., Hartwell, M., Mara, K., Balsai, M., Cromley, J. G., Perez, T., Dai, T., D’Antonio, M., & Russel, D. J. (2017, April). The multidimensionality and content-specificity of perceived relevance: Undergraduates' relevance constructions of evolution and organismic diversity. Paper to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

6. Dai, T., Kaplan, A., Wang, Y., Cromley, J. G., Perez, T., Mara, K. T., Balsai, M., Davidson, Y., Chew, E. (2017, April). Pursuing the "Half Empty Question": Biology undergraduates’ differential engagement in a brief relevance writing intervention. Paper to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

7. Cromley, J. G., Kaplan, A., Tontonchi, D. A., Richards, E., Stine, K., Mara, K. R., Balsai, M., Williams, T., Dai, T., Perez, T., & Davidson, Y. S. (2017, April). Large gains in undergraduate biology student achievement from a combined cognitive-motivational intervention. Paper to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

8. Halpern, M ., Champagne, C., Kaplan, A., Dai, T., Davidson, Y. S., Cromley, J. G., Perez, T., Mara, K., Balsai, M. (2017, April). Undergraduate biology students’ motivation to engage in relevance writing: An interview study. Poster to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

9. Cromley, J. G., Balsai, M., Dai, T., Davidson, Y. S., Kaplan, A., Mara, K. R., Perez, T., Richards, E., Stine, K., Tontonchi, D. A., & Williams, T. (2017, April). Antecedents of and consequences of expectancy for success in undergraduate biology. Poster to be presented at the annual convention of the American Educational Research Association, San Antonio, TX, USA.

10. Kaplan, A., & Garner, J. G. (2017, March). A complex dynamic systems perspective of identity and its formation. Paper to be presented at the annual meeting of the Eastern Psychological Association, Boston, MA, USA.

11. Cromley, J. G., Kaplan, A., Mara, K. R., Balsai, M., Dai, T., & Perez, T. (2017, March). Large gains in undergraduate biology student achievement from a combined cognitive-motivational intervention. Paper to be presented at the annual meeting of the Society for Research of Educational Effectiveness (SREE), Washington DC, USA.

12. Sinai, M., Tossman, I., & Kaplan A. (2016, August). Professional identity formation and motivation of the school counselors: A case study. Paper presented at the biennial meeting of the International Conference on Motivation, Thessaloniki, Greece.


13. Garner, J., Kaplan, A., Alley, M., & Haas, C. (2016, June). From undergraduates to ambassadors: The impact of engineering ambassadors network training. Paper presented at the annual meeting of the American Society for Engineering Education, New Orleans, LA.

14. Kaplan, A., Black, W., Degnan, J., West Momando, K., Jordan, W., Hindman, A., Kanno, Y., & Ducette, J. (2016, April). Harnessing motivational science to promote equitable college access through enhancing the test-optional admission decision process. Poster presented at the annual convention of the American Educational Research Association, Washington DC, USA.

15. Davidson, Y ., Kaplan, A., Mara, K., Balsai, M. J., D'Antonio, M., Hartwell, M., Cromley, J. G., Perez , T., Dai, T., & Richards, E. (2016, April). The Multidimensionality of Perceived Relevance: Science Undergraduates' Relevance Constructions of Evolution. Paper presented at the annual convention of the American Educational Research Association, Washington DC, USA.

16. Cromley, J., Kaplan, A., Perez, T., Dai, T., Mara, K., & Balsai, M. (2016, April). Improving undergraduate biology learning and achievement with a combined cognitive-motivational intervention. Paper presented at the annual convention of the American Educational Research Association, Washington DC, USA.

17. Garner, J. K., Pugh, K., & Kaplan, A. (2016, April). Museum Visitor Identification and Engagement with STEM (VINES): A Theory-driven process for designing transformational experiences. Paper presented at the annual convention of the American Educational Research Association, Washington DC, USA.

18. Kaplan, A., Garner, J. K., & Semo, S. (2015, April). Teacher role-identity and motivation as a dynamic system. Paper presented at the annual convention of the American Educational Research Association, Chicago, IL, USA.

19. Veder-Weiss, D, & Kaplan, A. (2015, April). Peer conversation as relational identity exploration around educational decision-making. Paper presented at the annual convention of the American Educational Research Association, Chicago, IL, USA.

20. Dai, T., Cromley, J. G., & Kaplan, A. (2015, April). Setting epistemic aims in online chemistry learning: Construct validation and test of relations with learning outcome. Paper presented at the annual convention of the American Educational Research Association, Chicago, IL, USA.

21. Hathcock , S., Garner, J. K., & Kaplan, A. (2015, April). Professional identity interactions and triggers for change: A multiple case study of teachers' responses to professional development. Paper presented at the annual conference of the National Association of Research on Science Teaching, Chicago, IL, USA.

22. Vedder-Weiss, D, & Kaplan, A. (2015, April). Peer Support of identity exploration in a conversation about STEM choices. Paper presented at the annual conference of the National Association of Research on Science Teaching, Chicago, IL, USA.

23. Kaplan, A. (2014, Aug.). A complex dynamic systems model of teachers’ professional identity and motivation. Paper presented at the annual convention of the American Psychological Association, Washington DC, USA.


24. Kaplan, A., & Garner, J. K. (2014, Aug.). Critical assumptions of the complex dynamic systems approach. Paper presented at the annual convention of the American Psychological Association, Washington DC, USA.

25. Kaplan, A., & Flum, H. (2014, Aug.). Promoting identity exploration in educational settings: A framework for interventions. Paper presented at the annual convention of the American Psychological Association, Washington DC, USA.

26. Kaplan, A., Katz, I., & Flum, H. (2014, April). Practice-relevant motivational research: The need for a new approach. Paper presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

27. Hartwell, M., & Kaplan, A. (2014, April). A multidimensional analysis of context-specific perceived relevance among students with differing expectancy-value profiles. Paper presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

28. Gunersel, A. B., Kaplan, A., Barnett, P., Etienne, M., & Ponnock, A. R. (2014, April). Profiles of change in conceptions and motivation regarding teaching in higher education within professional development. Paper presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

29. Vorndran, P ., Kaplan, A., & Barnett, P. (2014, April). Motivation for teaching in higher education: A qualitative study with graduate student instructors. Poster presented at the annual convention of the American Educational Research Association, Philadelphia, PA, USA.

30. Ponnock, A. R ., Mansbach, J., & Kaplan, A. (2014, March). Conceptions of and motivation for teaching in research-I university: A multiple case study. Paper presented at the annual meeting of the Eastern Psychological Association, Boston, MA, USA.

31. Garner, J. K., Kaplan, A., & Hathcock, S. (2014, March). Concept maps as an instrument for assessing cross-disciplinary knowledge: Challenges and promises. Poster presented at the annual meeting of the Eastern Psychological Association, Boston, MA, USA.

32. Hathcock, S. J ., Garner, J. K., Kaplan, A., (2014, Jan.). Using professional identity to examine impacts of professional development. Paper presented at Association of Science Teacher Education (ASTE) International Conference, San Antonio, TX, USA.

33. Garner, J. K., Kaplan, A., Hathcock, S., & Davidson, Y. (2013, May). A complexity science approach to identity formation: Demonstration with data from teacher professional development. Poster presented at the 25th annual convention of the Association for Psychological Science, Washington DC.

34. Hartwell, M ., & Kaplan. A., (2013, May). Perceived relevance in the high school science classroom: Examining the conceptual structure of a multidimensional perception. Poster presented at the 6th Annual Meeting of the Society for the Study of Motivation, Washington, DC.

35. Sinai, M ., Kaplan, A., & Flum, H. (2013, April). Personal and contextual characteristics of early adolescents’ identity exploration in school: A qualitative investigation. Paper


presented at the annual convention of the American Educational Research Association, San Francisco, CA, USA.

36. Kowalski, D ., & Kaplan, A. (2013, April). Achievement goals, identity processing style, and identity exploration in community college students. Poster presented at the annual convention of the American Educational Research Association, San Francisco, CA, USA.

37. Sideridis, G., & Kaplan, A. (2013, April). The affective experience of normative-performance and outcome goal pursuit: Physiological, observed, and self-report indicators. Poster presented at the annual convention of the American Educational Research Association, San Francisco, CA, USA.

38. Garner, J. K., & Kaplan, A. (2013, March). Designing and implementing teacher professional development using principles of complexity science. Paper presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

39. Hathcock, S. J ., Garner, J. K., Kaplan, A., & Davidson, Y. (2013, March). Investigating the impacts of teachers’ professional development through change in professional identity. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

40. Garner, J. K., Kaplan, A., & Richardson, T. (2013, March). The emergence of (re)organization in pedagogical reflections: A complexity approach to studying processes and outcomes of science teacher professional development. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

41. Hartwell, M ., & Kaplan, A. (2013, March). Perceived relevance in the classroom: Clarifying the definition of an under theorized concept. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

42. Witmer, M ., Bergey, B., Kaplan, A., Karakus, M., & Dai, T. (2013, March). The relations of the academic and social classroom environment and patterns of aggression among junior high school students. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

43. Karakus, M ., Dai, T., Bergey, B., Madjar, N., Witmer, M., & Kaplan, A. (2013, March). The Interplay of Academic and Social Processes in Students’ Sense of School Belonging: A Multiple Methods Investigation. Poster to be presented at the annual meeting of the Eastern Psychological Association, New York, NY, USA.

44. Sinai , M., Kaplan, A., & Flum, H. (2012, August). The contribution of design-based collaborative research on students’ identity formation to teachers’ motivation to learn theory and apply it in practice. Paper presented at the biennial conference of the International Conference on Motivation, Frankfurt, Germany.

45. Dai , T., Salem, L., & Kaplan, A. (2012, August). Effects of tutoring on students’ self-efficacy for academic writing: Change and calibration. Poster presented at the annual convention of the American Psychological Association, Orlando, Florida, USA.

46. Kaplan, A., Flum, H., & Sinai, M. (2012, April). Making sense of theoretical concepts: The contribution of participating in collaborative intervention research to educators’


incorporation of theory into educational practice. Paper presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

47. Sinai , M., Kaplan, A., & Flum, H. (2012, April). Students’ achievement goals and identity exploration in the classroom context. Paper presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

48. Mayer , R., Hood, N., Kaplan, A., & Bennett, J. (2012, April). “Should I get help?”: The motivation of college students with disabilities to utilize the university support services. Poster presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

49. Perez , A., Cromley, J., & Kaplan, A. (2012, April). Intention to leave a STEM major: Expectancies, values, and identity status. Poster presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

50. Perez , A., Byrnes, J. P., Cromley, J., & Kaplan, A. (2012, April). The relationship between self-efficacy, interest, and intentions to leave a STEM major. Paper presented at the annual convention of the American Educational Research Association, Vancouver BC, Canada.

51. Kaplan, A., Sorhagen, N., Kowalski, D., & O’Shea, A. (2012, Feb.). Teachers’ social and academic emphases and student belonging to school: The mediating role of support for student autonomy. Poster presented at the annual conference of the Eastern Educational Research Association, Hilton Head Island, SC, USA.

52. Karakus , M., Dai, T., & Kaplan, A. (2012, Feb.). Investigating the environmental antecedents of mastery-avoidance goals. Paper presented at the annual conference of the Eastern Educational Research Association, Hilton Head Island, SC, USA.

53. Kaplan, A., Gunersel, A. B., Vorndran, P., Etienne, M., Heath, A. E., & Barnett, P. (2012, Feb.). Teacher professional identity in higher education: An emerging conceptual model. Paper presented at the annual conference of the Eastern Educational Research Association, Hilton Head Island, SC, USA.

54. Garner, J. K., & Kaplan, A. (2012, Feb.). The complexity of educator professional development: A dialogue exploring the tensions between research, praxis, and evaluation. Round table presented at the annual conference of the Eastern Educational Research Association, Hilton Head Island, SC, USA.

55. Kaplan, A., & Flum, H. (2011, August). Promoting identity formation in educational settings. Paper presented at the annual convention of the American Psychological Association, Washintgon DC, USA.

56. Granit-Degani , D., Kaplan, A., & Flum, H. (2011, April). Facilitating identity exploration in a middle school environmental education program. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

57. Madjar , N., Kaplan, A., & Weinstock, M. (2011, April). Goal structures, personal goals and SRL: “Adaptive mastery goal structure” versus “goal structure-personal goal concordance” hypotheses. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.


58. Perez , A., Meyer, R., Karakus, M., & Kaplan, A. (2011, April). Identity formation processes and motivation for choosing academic concentration in high school. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

59. Karakus , M., Meyer, R., Perez, A., & Kaplan, A. (2011, April). Mastery-avoidance goals in junior high school: Prevalence and meaning in two disciplinary domains. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

60. Meyer , R., Perez, A., Karakus, M., & Kaplan, A. (2011, April). Perceptions of peers’ task values and motivation for choosing enhanced subjects in high school. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, USA.

61. Lichtinger , E & Kaplan, A. (2010, July). The central role of purpose of engagement in self-regulation in academic writing. Paper presented at Israel’s 1st International Conference on Academic Writing, Tel-Aviv, Israel.

62. Katz, I., Kaplan, A., Francis, S. (2010, April). Parents’ approval as an academic motivation among students with different levels of allocentrism. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, USA.

63. Albahari , L., Kaplan, A., Sinai, M., Katz, I, & Agmon-Peri, H. (2010, April). Academic goal structures, social relationship structure, and students’ motivation for pro-environment behavior. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO, USA.

64. Madjar , N., Kaplan, A., & Weinstock, M. (2010, April). Intrapersonal and task-based standards in mastery avoidance goals: Are they the same achievement goal? Poster presented at the annual meeting of the American Educational Research Association, Denver, CO, USA.

65. Weinstock, M., Madjar, N., & Kaplan, A. (2010, April). The basis for a person-centered approach to achievement goal orientations and personal epistemology. Poster presented at the annual meeting of the American Educational Research Association, Denver, CO, USA.

66. Vangrik , R., Kaplan, A., & Flum, H. (2010, March). Adolescents’ self-exploration in the school context. Poster presented at the Biennial meeting of the Society for Research on Adolescence, Philadelphia, PA, USA.

67. Sinai , M., Kaplan, A., & Flum, H. (2010, March). Triggering identity exploration in the school curriculum: A case of middle school literature class in Israel. Poster presented at the Annual meeting of the Society for Research on Identity Formation, Philadelphia, PA, USA.

68. Madjar , N., Weinstock, M., & Kaplan, A. (2009, Aug.). Possible configurations of personal epistemology and achievement goal orientations. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada.


69. Kaplan, A. (2009, Apr.). Exploration as a motivational construct. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, USA.

70. Volokita , T. & Kaplan, A. (2009, Apr.). Motivational orientations and identity formation in college: An integrative perspective. Poster presented at the American Educational Research Association, San Diego, CA, USA.

71. Katz, I., Kaplan, A., & Buzukashvily, T. (2009, Apr.). Parents' role in students' autonomous motivation for homework: The importance of parents' motivation and behavior. Paper Discussion presented at the annual meeting of the American Educational Research Association, San Diego, CA, USA.

72. Cohen-Malayev , M., Assor, A., & Kaplan, A. (2009, March). Religious exploration and identity: Exploration of religious exploration styles and their association to optimal psychological characteristics. Paper presented at the 16th annual meeting of the Society for Research on Identity Formation (SRIF), Pacific Grove, CA.

73. Madjar , N., Weinstock, M., & Kaplan, A. (2009, Feb.). Personal epistemology and motivational orientations: Challenging common conceptions. Paper presented at the National Conference of School Counselors, Tel-Aviv University, Tel-Aviv, Israel.

74. Makara , K., Karabenick, S., & Kaplan, A. (2008, Aug.). Motivational consequences of standardized testing. Paper presented at the 11th International Conference on Motivation (ICM), University of Turku, Turku, Finland.

75. Kaplan, A. (2008, May). Motivation and emotion in educational contexts. Paper presented at the 1st conference of the Israeli Forum for Research on Emotions, University of Haifa, Haifa, Israel.

76. Kaplan, A. & Flum, H. (2008, Feb.). Facilitating exploratory orientation in school. Paper presented at the National Conference of School Counselors, University of Haifa, Haifa, Israel.

77. Volokita , T. & Kaplan, A. (2008, Feb.). The relations between identity formation styles and motivational orientations for learning among university students. Paper presented at the National Conference of School Counselors, University of Haifa, Haifa, Israel.

78. Cohen-Melayev , M., Assor, A., & Kaplan, A. (2008, Feb.). Identity formation and multiple identities in a changing reality. Paper presented at the National Conference of School Counselors, University of Haifa, Haifa, Israel.

79. Kaplan, A. & Flum, H. (2007, August). Achievement goal orientations and students' identity exploration and commitments. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

80. Kaplan, A. (2007, April). Achievement goal structure and student well-being: Mastery goal structure versus concordance of structure and personal goals? Paper presented at the annual meeting of the American Educational Research Association, Chicago, USA.


81. Kaplan, A., & Kemelman, K. (2007, April). Meaning, meaning-making strategies, and college students' motivational orientations. Poster presented at the annual meeting of the American Educational Research Association, Chicago, USA.

82. Lichtinger , E., Kaplan, A., & Gorodetsky, M. (2006, Sept.). Exploring self-regulation in writing among junior high-school students: A stimulated recall study. Paper presented at the 10th International Conference of the EARLI Special Interest Group on Writing, Antwerp, Belgium.

83. Flum, H., & Kaplan, A. (2006, Aug.). The intertwined processes of agency and communion in the experience of work. Paper presented as part of the symposium “Psychology of working: A new perspective in counseling psychology” at the annual meeting of the American Psychological Association, New Orleans.

84. Kaplan, A., & Flum, H. (2006, July). Facilitating an exploratory orientation in school. Paper presented at the 4th International Biennial SELF Research Conference, Ann Arbor, MI.

85. Flum, H., & Kaplan, A. (2006, July). The relational facet of exploration. Paper presented at the 4th International Biennial SELF Research Conference, Ann Arbor, MI.

86. Anderman, L. H., & Kaplan, A. (2006, July). Pursuing the interface of social and academic processes. Paper presented at the 4th International Biennial SELF Research Conference, Ann Arbor, MI.

87. Cohen-Malayev , M., Assor, A. & Kaplan, A. (2006, March). Religious exploration of emerging adults: A case-study of religious Jewish students at a secular Israeli university. Poster to be presented at the annual meeting of the Society for Research on Identity Formation, San Francisco, California, USA.

88. Gilbert , M., DeGroot, E., Kaplan, A., Friedel, J., & Karabenick, S. (2006, Jan.). Developing students' motivation in mathematics: Effective strategies for use with teachers and their students. Paper presented at the annual conference of the Association of Mathematics Teacher Educators, Tampa, Florida, USA.

89. Kaplan, A., & Zusho, A. (2005, Aug.). "Womb," "Language," and "Forum": Metaphors of culture and motivation to learn. Paper presented at the bi-annual meeting of the European Association of Research in Learning and Instruction, Nicosia, Cyprus.

90. Weinstock, M., & Kaplan, A. (2005, Aug.). Approaches to knowledge: Epistemological understanding, achievement goals, and beliefs about intelligence. Paper presented at the bi-annual meeting of the European Association of Research in Learning and Instruction, Nicosia, Cyprus.

91. Patrick, H., Ryan, A. M., Kaplan, A., & Maller, S. (2005, Aug.). The distinctiveness of classroom mastery goal structure and dimensions of the social environment. Paper presented at the bi-annual meeting of the European Association of Research in Learning and Instruction, Nicosia, Cyprus.

92. Kaplan, A. & Flum, H. (2005, Aug.). Achievement goal orientations and identity formation. Paper presented at the annual meeting of the American Psychological Association, Washington DC, USA.

http://www.rcgd.isr.umich.edu/garp/self/





93. Kaplan, A., Flum, H., & Zehavi, N. (2005, April). Mastery goals and identity processes. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

94. Cohen-Malayev , M., Assor, A. & Kaplan, A. (2005, March). Exploring the process of religious exploration amongst Jewish modern-orthodox young adults in Israel. Poster presented at the annual meeting of the Society for Research on Identity Formation, Baltimore, Maryland, USA.

95. Lichtinger , E., Kaplan, A., & Gorodetsky, M. (2004, October). Integrating motivational orientations and action possibilities: Exploring writing strategies as integral components of achievement goals. Paper presented at the 9th International Conference on Motivation, Lisbon, Portugal.

96. Eyny , V., & Kaplan, A. (2004, July). Achievement goal orientations over time. Poster presented at the annual meeting of the American Psychological Association, Honolulu, Hawaii, USA.

97. Levy , I., & Kaplan, A. (2004, April). Goal orientations and intergroup processes in school: A person-centered longitudinal investigation. Poster presented at the annual meeting of the American Educational Research Association, San Diego, California, USA.

98. Kaplan, A., & Gadasi, A. (2003, April). Perceived emphasis on mastery and performance goals of teacher behavior: Culture, context and individual differences. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, USA.

99. Levy , I., & Kaplan, A. (2003, April). Achievement goals and young adolescents’ preferences for peers as cooperation partners: A longitudinal study. Poster presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, USA.

100. Tabak, I., Kaplan, A., & Deutsch, Y. (2003, April). Adaptive motivational changes through an internet-supported investigation activity. Poster presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, USA.

101. Kaplan, A., & Flum, H. (2002, Oct.). Not on competence alone: Achievement goals, self processes, and exploration. Paper presented at the Annual meeting of the Israeli Association for Research in Education, Bar-Ilan University, Ramat-Gan, Israel. (Hebrew)

102. Kaplan, A. (2002, August). Achievement goals and intergroup relations in cooperative settings. Paper presented at the Annual meeting of the American Psychological Association, Chicago, Illinois, USA.

103. Assor, A., & Kaplan, A. (2001, April). The importance of an inherent value rationale for the experience of self-determination: Autonomous, controlled and conformist regulations of learning. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington, USA.

104. Sagy, S., Kaplan, A., Kassem, F., Adwan, S., & Farhat, M. (2000, July). Between conflict and coexistence: Historical and political consciousness of Israeli and Palestinian


youth. Paper presented at the annual meeting of the International Society of Political Psychology, Seattle, Washington, USA.

105. Levy , I., Kaplan, A., & Patrick, H. (2000, April). Achievement goals, intergroup processes, and attitudes towards collaboration. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, USA.

106. Maehr, M. L. & Kaplan, A. (2000, April). It might be all about Self: Self-consciousness as an organizing scheme for integrating understandings from Self-Determination Theory and Achievement Goal Theory. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, USA.

107. Kaplan, A., Sagi, S., Kasem, F. Adwan, S., & Farhat, M., (2000, March). Perceived legitimacy of the perspective of the Other and expectations for the future of Jewish and Palestinian adolescents. Paper presented at the biennial meeting of the Society for Research on Adolescence, Chicago, Illinois, USA.

108. Kaplan, A., & Assor, A. (1999, August). Integrating motivational concepts: Achievement goals and self-determined regulation. Paper presented at the European Conference for Research on Learning and Instruction, Göteberg, Sweden.

109. Kaplan, A., Menda-Ben-Yakov, I. & Segal, A. (1999, April). Achievement goals and willingness to collaborate with peers: Are performance-approach goals adaptive? Are task goals enough? Poster presented at the American Educational Research Association, Montreal, Canada.

110. Assor, A., & Kaplan, A. (1999, April). Obtaining self-acceptance & avoiding self-rejection: Approach & avoidance aspects of self-determination in education. Round table presented at the American Educational Research Association, Montreal, Canada.

111. Kaplan, A. (1998, April). Task goal orientation and adaptive social interaction among students of diverse cultural backgrounds. Paper presented at the American Educational Research Association, San Diego, California, USA.

112. Middleton, M. J., Kaplan, A., & Midgley, C. (1998, April). Achievement goal orientation and self-efficacy: Different goals, different relations. Poster presented at the American Educational Research Association, San Diego, California, USA.

113. Maehr, M. L., Shi, K., Kaplan, A., Mu, X., & Dawei, L. (1997, August). Goal orientation theory in cross-cultural perspective. Paper presented at the European Association for Research on Learning and Instruction Meeting, Athens, Greece.

114. Kaplan, A., & Patrick, H. (1996, April). The effect of students’ achievement goals on affect at school: A LISREL model. Poster presented at the American Educational Research Association, New York, New York, USA.

115. Kaplan, A., & Midgley, C. (1996, March). The relationship between perceptions of the classroom environment and early adolescents' well-being: The role of coping strategies. Poster presented at the Society for Research on Adolescence, Boston, Massachusetts, USA.


116. Kaplan, A., & Bos, N. (1995, April). Patterns of achievement goals and psychological well-being in young adolescents. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, Califorina, USA.

COURSES TAUGHT

Concepts in Human Development (Graduate)Contemporary Trends in Educational Research (Graduate)Culture and Psychology in Education (Undergraduate and Graduate)Epistemology and Method in Educational Research (Graduate)Evaluation Tools for the Educational Counselor (Graduate)From Theory to Practice in Educational Counseling (Graduate)Introduction to Educational Psychology (Undergraduate)Knowing and Learning in Math and Science (Undergraduate)Motivation in Education (Undergraduate and Graduate) Social, Emotional and Motivational Processes in the Classroom (Graduate)Systemic School Psychology (Graduate)Teaching in Higher Education (Graduate) Tests and Measurements (Graduate)

RESEARCH STUDENTS

Ph.D. Students-Current

Brock, Benjamine, Educational Psychology, College of Education, Temple University

D’Antonio, Monica, Educational Psychology, College of Education, Temple University

Davidson, Yona, School Psychology, College of Education, Temple University.

LaSalle, Daniel, Educational Psychology, College of Education, Temple University.

Ponnock, Annette, Educational Psychology, College of Education, Temple University.

St. Pierre, Melissa, Educational Psychology, College of Education, Temple University

Ph.D. Students-Completed

Cohen-Malayev, Maya, Department of Education, Ben-Gurion University of the Negev, Israel. Co-advisor with Prof. Avi Assor. "Religious exploration and identity: The tension between religion and religiosity—Examination of the internalization process of Jewish religious values in a modern-orthodox context." - 2008

Eliash, Eyal, Department of Education, Ben-Gurion University of the Negev, Israel. Motivational emphases for learning in educational environments and anti-social behavior among students." - 2010

Granit-Degani, Dafna, Department of Education, Ben-Gurion University of the Negev, Israel. “Promoting exploration among early adolescents as a focal process in environmental education.” - 2016


Hartwell, Matthew, Educational Psychology, College of Education, Temple University. Relevance in the science classroom: A multidimensional analysis. - 2014

Karakus, Melissa, Educational Psychology, College of Education, Temple University. Understanding the mastery-avoidance goal construct: An investigation among middle school students in three domains. - 2016

Kowalski, David, Educational Psychology, College of Education, Temple University. Course-triggered identity exploration, motivation, and success among community college students. - 2016

Lichtinger, Einat, Department of Education, Ben-Gurion University of the Negev, Israel. Co-advisor with Prof. Malka Gorodetsky. "Self-regulation in writing: The role of perceived environmental goal structure in the regulation of cognition, motivation, and behavior." - 2004

Madjar, Nir, Department of Education, Ben-Gurion University of the Negev, Israel. Co-advisor with Dr. Michael Weinstock. The relations between epistemological understanding and achievement goal orientations. – 2011

Meyer, Rachel, Educational Psychology, College of Education, Temple University. College students with disabilities' motivation to utilize disability support services: A qualitative investigation. – 2012

O’Shea, Amber, Educational Psychology, College of Education, Temple University. Identity of college students with psychiatric disabilities and their use of support services. – 2016

Peterson, Steve, Math & Science Education, College of Education, Temple University. An intervention for promoting student identity exploration, motivation, and achievement in high school mathematics classrooms. - 2016

Sinai, Mirit, Department of Education, Ben-Gurion University of the Negev. Co-advisor with Professor Hanoch Flum. Exploration among early adolescents in school: Contextual and personal characteristics. - 2013

Tossman (Levi), Inbal, Department of Education, Ben-Gurion University of the Negev, Israel. Co-advisor with Prof. Avi Assor. "Educational environments, motivational orientations for learning, and the quality of social interaction among young adolescents in school." – 2005

Vorndran, Patti, Educational Psychology, College of Education, Temple University. “Conception of and motivation for teaching in higher education: An interview study among participants in a teaching certificate program” - 2013

M.A. Students-Completed

Al-Asibi, Jamil, School Psychology, Department of Education, Ben-Gurion University. "The meaning of learning, goal orientations, and self-regulated learning among Bedouin high school students." - 2007

Ben-Asher, Noam, School Counseling, Department of Education, Ben-Gurion University. "Assessing self-regulation in writing using different methods: Observation+interview versus survey." – 2006


Bitton, Efrat, School Psychology, Department of Education, Ben-Gurion University. “Motivational orientations and self-regulation of writing in tasks with different characteristics.” - 2011

Kemelman, Keren, School Psychology, Department of Education, Ben-Gurion University. “Meaning-making and motivation to learn: First year college students." - 2007

Ben-Or, Gal, School Counseling, Department of Education, Ben-Gurion University. "Achievement goals, self-esteem, and anti-social behavior in school" - 2003

Cohen, Yafit, Curriculum Studies, Department of Education, Ben-Gurion University "The effect of motivational orientations on perceptions, emotions and acceptance of the 'other' in a cooperative work setting" – 2003

Edelman, Alon, School Psychology, Department of Education, Ben-Gurion University "Learning out of conformity: Characteristics of a neglected motivational orientation" – 2003

Eden, Rachel, School Psychology, Department of Education, Ben-Gurion University. "Environmental goal structures, personal goal orientations, and student adjustment: Mediation versus concordance models" – 2005

Emanuel-Klempner, Efrat, School Counseling, Department of Education, Ben-Gurion University (Co-advisor with Dr. Idit Katz). “The role of parents in the success of the inclusion of Autistic children in main stream classes" – 2007

Fishbein, Gilad, School Psychology, Department of Education, Ben-Gurion University. "Academic goal orientations and emotional regulation in social conflicts" – 2004

Francis, Seren, School Psychology, Department of Education, Ben-Gurion University "Reasons for choosing a track in high school and motivational orientations in a collectivist society" – 2003

Gadasi, Aviva, School Counseling, Department of Education, Ben-Gurion University "Teacher behavior and students' perceptions of emphasis on mastery and performance goals" – 2003

Gross-Kushnir, Osnat, School Psychology, Department of Education, Ben-Gurion University. "The roles of achievement motives and perceived goal structure in college students' goal orientations" - 2009

Kedar (Eyny), Vered, Curriculum Studies, Department of Education, Ben-Gurion University. "Relations among boys' and girls' goal orientations over time" – 2005

Levy, Inbal, School Psychology, Department of Education, Ben-Gurion University "Students' motivational orientations, social identity, and behavioral intentions towards cooperative learning" – 2000

Margulis, Michal, School Psychology, Department of Education, Ben-Gurion University “Motivational orientations and self-regulation in writing: A qualitative study” - 2009

Mittleman, Neta, School Psychology, Department of Education, Ben-Gurion University. "The relations between the academic goal structure, social climate, and student affect" – 2004

Nachshoni, Orit, Organizational Psychology, Department of Behavioral Sciences, Ben-Gurion University. "Goal orientations and aggression in school: A quazi-experimental investigation" - 2006


Nizri, Hagit, School Counseling, Department of Education, Ben-Gurion University. “Is a match between emphases in the educational environment and students’ motivational orientation more important for adjustment than the type of orientation?” - 2007

Sasson, Avikam, School Psychology, Department of Education, Ben-Gurion University "Academic motivational orientations, self-processes, and anti-social behavior as an action possibility" – 2003

Shani (Yehudi), Nurit, School Psychology, Department of Education, Ben-Gurion University. Motivational emphases in school, motivational orientations, and students’ well-being.” – 2005

Sofer-Cohen, Hagit, School Counseling, Department of Education, Ben-Gurion University "Perceived emphasis on achievement goals in school and students' aggression" – 2003

Toyto-Sa’ar, Ayelet-Hashachar, School Counseling, Department of Education, Ben-Gurion University "Coping strategies of fathers of learning disabled children" – 2002

Vangrik, Ron, Department of Education, Ben-Gurion University. “Characterizing the exploratory orientation of adolescents in a democratic school” - 2009

Volokita, Tamar, School Counseling, Department of Education, Ben-Gurion University. “Students’ identity exploration and commitments and achievement goal orientations.” – 2010

Wilchinsky, Avishay, Social Psychology, Department of Behavioral Sciences, Ben-Gurion University "Students' achievement goals and their perceptions of goals emphasized by teachers: Discrepancies and their implications for affect in school" – 2003

Yahia, Yasmin, School Counseling, Department of Education, Ben-Gurion University. "Motivation to learn in the Arab schools: Causal attributions to success and failure among Arab high school students" – 2005

Zehavi, Neta, School Psychology, Department of Education, Ben-Gurion University. "Identity and motivation in school: The relationship between identity status and the quality of engagement in learning" – 2004

RELATED EXPERIENCE

2010 – 2014 Chair, Personnel Committee, Project Learn School, Philadelphia, PA, USA2006 – 2009 Member, Curriculum and Staff Committee, "HaSharon" Democratic

Elementary School, Hod HaSharon, Israel2008 – 2009 Member, Planning Committee for the Establishment of a Democratic High

School, Hod HaSharon, Israel2001 – 2009 Board Member, MAARAG, A Non-Profit Association for Advancement of

Education in a Multicultural Society1989 – 1992 Program Designer and Educator, HAVAYA—Educational Simulations,

Mizpe-Adi, Israel1989 – 1992 Tour-Guide and Educator, Atlit Detention Camp National Museum, Atlit,

Israel


1990 – 1992 High School Field Studies Teacher-Part Time, Hadera High-School, Hadera, Israel

1987 – 1988 Head Instructor, Artillery Officers Course, Israel Defense Force

Documents

resume · Web viewAVI KAPLAN Psychological Studies in Education College of Education Temple University Philadelphia PA 19122-6091 USA Office Tel.: 215-204-4497; Email: [email protected]