Psychology Department Talk by Athanasios Mouratidis from TED University

Author: CSSH
Time: 17:15
Location: SOS Z21

On The Dynamics of Motivational Contexts and Quality of Motivation and their Relation to Adjustment and Well-being

In this presentation I am going to talk about human motivation in various social contexts. After briefly introducing a prominent motivational theory, the self-determination theory, I am going to argue that studying motivational phenomena within this framework requires a look not only at the macro level (e.g., at between-person differences) but also at a more micro-analytical level that entails the intrapersonal, (e.g., day-to-day) fluctuation of human behavior, cognition and affect. In particular, I am going to present a series of studies showing (a) how day-to-day or week-to-week fluctuation of people’s adjustment and well-being relates to their quality of motivation and need satisfaction, (b) the variability that exists in this association, (c) the role of social context, and (d) the moderating effects that time-invariant factors (such as personality characteristics) may have on this relation. In essence, I am going to talk about the dynamics of human motivation and the question of who benefits (or suffers) more and when (or, under what circumstances). I will conclude by presenting some ongoing projects and how their findings could inform future interventions aiming to support teachers, parents, employers or coaches establishing better tailored motivational environments.


Athanasios Mouratidis is an Assistant Professor at the Department of Psychology at TED University and previously he was working in the respective Department of Hacettepe University. He received his PhD from the Catholic University of Leuven, Belgium. In his research he has been mainly focused on motivation in various achievement settings. He is particularly interested in examining how the social context and personal characteristics determine human motivation. He has been awarded a 1001 TUBITAK-funded grant to study longitudinally adolescents’ academic success and well-being as a function of their quality of motivation and classroom and family environment.