Kaplan, Avi; April 20171

AVI KAPLAN

Psychological Studies in Education

College of Education

Temple University

Philadelphia PA 19122-6091 USA

Office Tel.: 215-204-4497; Email:

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 Instruction

Motivation in Education - Special Interest Group (SIG)

American Psychological Association (APA)

Division 15 – Educational Psychology

Division 5 – Evaluation, Measurement, and Statistics

Society 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 University
2006 / Excellence in Teaching Award, Ben-Gurion University of the Negev, Beer Sheva, Israel
2004 / Fellow, Van Leer Institute, Jerusalem, Israel
1996 / Rackham Dissertation Fellowship, University of Michigan, Ann Arbor, MI, USA
1996 / The Woody Award, School of Education, University of Michigan, Ann Arbor, MI, USA

PROFESSIONAL EXPERIENCE

Academic Institutions

2009 – 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 Consulting

2014 – Present / Consultant and Visiting Scholar, Mandel Center for Leadership in the Negev, Israel
2014 – Present / Consultant on NSF CAREER grant to Dr. Aroutis Foster, Drexel University, Philadelphia, PA, USA
2014 – Present / Consultant on NSF CAREER grant to Dr. Jamaal Matthews, Montclair State University, Montclair, NJ, USA
2010 – 2014 / Faculty Fellow, Teaching and Learning Center, Temple University, Philadelphia, PA, USA
2010 – 2011 / Program evaluator and consultant, “Face to Face” – A human service organization, Germantown, Philadelphia, PA, USA
2007 – 2009 / Academic Consultant, "HaKfar HaYarok" Youth Village and Experimental High-School, Ramat HaSharon, Israel
2007 – 2007 / Consultant, Ramat Gan Municipality School Counseling Department, Ramat Gan, Israel
2001 / 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 member
American Educational Research Journal (AERJ-TLHD)
Contemporary Educational Psychology
Educational Psychologist
Journal of Educational Psychology
Journal of Experimental Education / 2007 – 2010
2000 – present
2016 – present
2006 – present
2006 –2013
Ad-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 Foundations
Austrian 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), 1997-2017
American Psychological Association (APA), 2005-2008, 2012, 2014-2017
International Conference of Motivation (ICM) 2016
Mentoring by invitation
AERA/Division C, Graduate Student Mentoring Seminar – 2010-2017
AERA/Division C, New Faculty Mentoring Seminar – 2008, 2009
AERA/Motivation in Education SIG, Graduate Student Program –2008, 2009, 2012, 2014
APA/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, USA

Member, Advisory Board, Temple University’s Blackstone LaunchPad Program, 2015 – present

Member, Temple University Test Optional Admission Team, Temple University, Jan. 2014 – present

Member, 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. 2015

Member, Graduate Program Committee, College of Education, Dec. 2012 –Aug. 2015

Chair, College-Wide Ph.D. Committee, College of Education, Feb. 2010 - Aug. 2015

Co-Chair, Graduate Program Committee, College of Education, Sept. 2011-Dec. 2012

Member, Faculty Responsibility Committee, College of Education, May-June 2011

Member, Curriculum Alignment Committee, College of Education, 2009-2010

Member, College Merit Committee, College of Education, 2009, 2010, 2011

Reviewer, Student Scholarship Committee, College of Education, 2009, 2010, 2011, 2015

Ben Gurion University, Israel

Member, Curriculum Committee, Faculty of Humanities and Social Sciences, Oct. 2006 – Sept. 2007

Chair, Graduate Program in School Counseling, Department of Education, Oct. 2001 – July 2004; Oct. 2006 – July 2009

Member, Doctoral Studies Committee, Department of Education, Oct. 2005 – Sept. 2006

Chair, Curriculum Committee, Department of Education, Oct. 1999 – Sept. 2001

FUNDED RESEARCH AND SCOLARSHIP

Funded Grant Proposals

Cromley, 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 Proposals

Kaplan, 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)

FundedParticipation in Research Groups and Think Tanks

Motivation 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. [

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 funded

Kaplan, 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 Data

Last Updated: 4/20/2017

Web of Science
/ Google Scholar
/ ResearchGate

Peer-Reviewed Articles With Data: 46
No. Times Cited: 2,202
h-index: 20 / Publications With Data: 71
No. Times Cited: 9,181
h-index: 36 / Publications With Data: 74
No.Pub.Reads: 35,531
No. Times Cited: 4,682
RG Score: 33.96

_ Underlined names indicate students or work resulting from student dissertation

Edited Publications

  1. 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)

Peer Reviewed Articles

  1. 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.StudiesinEducation, 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 inschool 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.

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