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Psychology

D-Index
48
Citations
17361
World Ranking
5799
National Ranking
3140

Research.com Recognitions

  • 2016 - Fellow of the American Psychological Association (APA)

Overview

Avi Kaplan is affiliated with Temple University in the United States. Their research spans several areas within psychology and social sciences, with a notable focus on education and developmental psychology. Kaplan's work engages deeply in topics related to motivation, self-concept, and innovative teaching methods.

Their publications demonstrate contributions to understanding educational strategies and assessments, as well as teacher education and leadership studies. Kaplan has been active in exploring both theoretical and applied dimensions of educational psychology and social psychology.

Recent papers authored by Kaplan include:

  • Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar, 2020, The Journal of Experimental Education
  • The Role of Context in Educational RCT Findings: A Call to Redefine "Evidence-Based Practice", 2020, Educational Researcher

Other relevant works from the same period, though led by other authors but relevant to overlapping research interest, include:

  • The origins, evolution, and future directions of achievement goal theory, 2020, Contemporary Educational Psychology
  • A complex dynamic systems approach to the design and evaluation of teacher professional development, 2021, Professional Development in Education
  • Examining micro-change within and among science teachers' identities: A multiple case study, 2020, Science Education

Avi Kaplan frequently collaborates with researchers such as Joanna Garner, Jennifer G. Cromley, Tony Perez, Ting Dai, and Kyle Mara. These coauthor relationships indicate a network of collaborative research particularly in educational psychology and related topics.

Kaplan's publication record shows repeated contributions to venues including:

  • Leibniz-Zentrum für Informatik (Schloss Dagstuhl)
  • The Journal of Experimental Education
  • Technology Mind and Behavior
  • Educational Psychology Review
  • PsycEXTRA Dataset

Their key fields of study include psychology and social sciences, with subfields focusing on education, developmental and educational psychology, social psychology, artificial intelligence applications in education, and sociology and political science.

Main topics of Kaplan's research cover motivation and self-concept in sports, educational strategies and epistemologies, innovative teaching and learning methods, educational and psychological assessments, teacher education and leadership studies, education achievement and giftedness, and education and critical thinking development.

In 2016, Kaplan was recognized as a Fellow of the American Psychological Association (APA), reflecting professional acknowledgment within the discipline.

Best Publications

  • Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?.

    Carol Midgley;Avi Kaplan;Michael Middleton

  • Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.

    Helen Patrick;Allison M. Ryan;Avi Kaplan

  • The Contributions and Prospects of Goal Orientation Theory.

    Avi Kaplan;Martin L. Maehr

  • The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

    Carol Midgley;Avi Kaplan;Michael Middleton;Martin L. Maehr

  • Achievement Goals and Student Well-Being.

    Avi Kaplan;Martin L. Maehr

  • The role of identity development, values, and costs in college STEM retention

    Tony Perez;Jennifer G. Cromley;Avi Kaplan

  • Classroom goal structure and student disruptive behaviour.

    Avi Kaplan;Margaret Gheen;Carol Midgley

  • Achievement Goals and Goal Structures

    Avi Kaplan;Michael J. Middleton;Tim Urdan;Carol Midgley

  • Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate.

    Helen Patrick;Avi Kaplan;Allison M. Ryan

  • The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?

    Avi Kaplan;Carol Midgley

  • Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self- worth strivings

    Avi Assor;Maarten Vansteenkiste;Avi Kaplan

  • The origins, evolution, and future directions of achievement goal theory

    Tim Urdan;Avi Kaplan

  • A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity.

    Avi Kaplan;Joanna K. Garner

  • Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What's the Purpose?

    Avi Kaplan

  • Exploratory Orientation as an Educational Goal

    Hanoch Flum;Avi Kaplan

  • Students' Needs, Teachers' Support, and Motivation for Doing Homework: A Cross-Sectional Study.

    Idit Katz;Avi Kaplan;Gila Gueta

  • The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies

    Avi Kaplan;Carol Midgley

  • The Change in Middle School Students’ Achievement Goals in Mathematics Over Time

    Michael J. Middleton;Avi Kaplan;Carol Midgley

  • The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework.

    Idit Katz;Avi Kaplan;Tamara Buzukashvily

  • Motivation theory in educational practice: Knowledge claims, challenges, and future directions.

    Avi Kaplan;Idit Katz;Hanoch Flum

Frequent Co-Authors

Carol Midgley
Carol Midgley University of Michigan–Ann Arbor
Avi Assor
Avi Assor Ben-Gurion University of the Negev
Martin L. Maehr
Martin L. Maehr University of Michigan–Ann Arbor
Tim Urdan
Tim Urdan Santa Clara University
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Eric M. Anderman
Eric M. Anderman The Ohio State University
Maarten Vansteenkiste
Maarten Vansteenkiste Ghent University
Allison M. Ryan
Allison M. Ryan University of Michigan–Ann Arbor
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital
Stuart A. Karabenick
Stuart A. Karabenick University of Michigan–Ann Arbor

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