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Structure Department of General Psychology
Telephone 0498276689
Qualification Professore associato confermato
Scientific sector M-PSI/01 - GENERAL PSYCHOLOGY
University telephone book  Show

Notice and additional information
Research lines for PhD Students

1) Mechanisms and effects of enthusiasm
2) Fostering a teaching motivating style

Office hours
Tuesday from 10:30 to 12:30 via Venezia, 8 sesto piano Per necessità in qualsiasi altro giorno o orario scrivetemi via e-mail. Da novembre riceverò il mercoledì ore 10.30-12.30.
(updated on 18/10/2019 10:13)

Proposals for thesis
Master degree

Topics for research theses
1. Characteristics and effects of motivating instructions on performance
2. Enthusiasm: mechanisms and effects
3. Assessment and promotion of self-determined motivation
4. Motivations and emotions in teaching.

I encourage to contact me (by coming in the office during the reception) to better understand the type of proposal and define the timing.


Sometimes you will be involved in larger research projects. In the majority I propose a bibliographic deepening on a theme to be agreed on.

Curriculum Vitae
Graduated in Psychology, General and Experimental, in 1992, she obtained her Ph.D. in 1997. She was a scholarship holder and then a researcher (since 2002) at the Department of General Psychology, University of Padua, where she is currently Associate Professor (since 2015).

Author of many papers in international journals, chapters on books and handbooks for the university (see publication list), she is a regular referee of several international journals in the field of emotional-motivational aspects of behavior and individual differences, including Learning and Individual Differences, Personality and Individual Differences, Teaching and Teaching Education.

She teaches in two bachelor degree programs, one master degree, three pst-lauream degrees and in the teacher training path .

Her main research interests (see also the research areas section) refer to ways to sustain positive affect and motivation in learning and teaching and the effects of some motivational and emotional factors on behavior (for example the use of strategies and self-regulation) and on performance.

He has been the head of a research project on the comparison between motivating instructions and she is currently a member of some groups and research projects at national and international level.

She is member of the Commission for the Final Dissertation of the School of Psychology, of the Accreditation and Evaluation Group of the Neuropsychological Neuroscience and Rehabilitation course and of the SAFI (University Teacher Training Committee).

Research areas

Motivating messages: effects on performance and on emotional and motivational aspects

Enthusiasm and its effects

Effects of motivational and strategic trainings

Fostering self-determination

Emotional and motivational aspects of learning and teaching

Main publications in international journals (see full list attached)

Moè, A. (2018). Mental rotation and mathematics: Gender-stereotyped beliefs and relationships in primary school children. Learning and Individual Differences, 61, 172-180.

Moè, A., Katz, I., & Alesi, M. (2018). Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme. British Journal of Educational Psychology.

Moè, A., & Katz, I. (2017). Brief research report: Parents’ homework emotions favor students’ homework emotions through self-efficacy. The Journal of Experimental Education, 1-13.

Moè, A. (2016). Does experience with spatial school subjects favour girls’ mental rotation performance? Learning and Individual Differences, 47, 11-16.

Moè (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431-437. doi:10.1016/j.tate.2016.07.017

Moè, A. (2016). Does displayed enthusiasm favour recall, intrinsic motivation and time estimation? Cognition and Emotion, 30(7), 1361-1369.

Moè, A. (2016). Teaching motivation and strategies to improve mental rotation abilities. Intelligence, 59, 16-23. doi: 10.1016/j.intell.2016.10.004

Moè, A., Cadinu, M., & Maass, A. (2015). Women drive better if not stereotyped. Accident Analysis & Prevention, 85, 199-206.

Moè, A. (2012). Gender difference does not mean genetic difference: Externalizing improves performance in mental rotation. Learning and Individual Differences, 22, 20–24.

Moè, A., Pazzaglia, F., & Ronconi, L. (2010).When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26, 1145-1153.

Textbooks for the university

De Beni, R. e Moè, A. (2000). Motivazione e apprendimento. Bologna: Il Mulino.

Moè, A. (2010). La motivazione. Bologna: Il Mulino.

Moè, A. (2011). Motivati si nasce o si diventa ? Roma: Laterza.

De Beni, R., Carretti, B., Moè, A. e Pazzaglia, F. (2014). Psicologia della personalità e delle differenze individuali. Bologna: Il Mulino.

Moè, A. (2014). Autostima. Che cosa è, come si coltiva. Bari: Laterza.

Other publications: in attachment

Lecturer's Publications (PDF): 63FD5DDE1178210C4F92CB645E75B2D8.pdf

List of taught course units in A.Y. 2019/20
Degree course code (?) Degree course track Course unit code Course unit name Credits Year Period Lang. Teacher in charge
PS1091 COMMON PSN1032244 6 1st Year (2019/20) First
PS1978 COMMON PSN1032244 6 1st Year (2019/20) First
PS2295 COMMON PSN1032140 6 2nd Year (2019/20) Second
PS1085 COMMON PSN1032140 6 2nd Year (2019/20) First