Elections

RUTH BUTLER

Professor, School of Education, Hebrew University of Jerusalem

HIGHER EDUCATION
1972                B.A. Psychology and Education (with distinction)
Hebrew University of Jerusalem
1976                M.A. Educational Psychology (with distinction)
Hebrew University of Jerusalem
1977-1978       Diploma in the Psychoanalytic Study of the Child, Tavistock Institute,London, England
1982                Ph.D., Hebrew University; Advisor: Professor Amia Lieblich
1982-1983       Post?doctorate, Dept. of Psychology,U.C. Berkeley (Lady Davis Postdoctoral Fellowship and Fulbright Scholar); Host: Professor Jack Block

1998-2001       Director, School of Education
2000-              Promotions Committee, School of Social Work
2001-              Academic Board, Levin Center for Child Development
2001-              Academic Board, Lafer Center for Gender Studies
2002-             Promotions Committee, School of Education
2004-2006      Elected Member of the Senate
2005-              Member, University Committee for Gender Equity

SERVICE/INVITATIONS IN OTHER ACADEMIC AND RESEARCH INSTITUTIONS
1987-1988       Visiting Scholar, Department of Psychology, Temple University
1987-1989 Visiting Assistant Professor, Graduate School of Education, University of Pennsylvania
1996-1997       Visiting Scholar, Department of Psychology, UC Berkeley
Summer 2004 Visiting Scholar, Department of Psychology, Columbia University
2005-2006 Steering Committee, Project for Evaluation in Education, Israel Academy of Arts and Sciences
Feb, 2006        Invited consultant, Max Planck Institute for Human Development, Berlin
2006-2007 Visiting Scholar, Department of Psychology, Stanford University
Aug, 2007      Invited consultant, Max Planck Institute for Human Development, Berlin
2009-               Academic Board, Ford Foundation (Israel)

Scientific Consultant
1998-2000 Binational Science Foundation (BSF)
2000-2001 Chair, Jerusalem Prize for Education
2001- Israel Foundation Trustees (Ford Foundation)
2004-2005 Emet Prize Committee, Subdivision of Psychology and Education
2006 Israel Science Foundation

Reviewer:
Scientific Journals
Journal of Personality and Social Psychology
Personality and Social Psychology Bulletin
Child Development
Journal of Applied Social Psychology
Journal of Educational Psychology
British Journal of Educational Psychology
British Journal of Social Psychology
Developmental Psychology
Learning and Instruction

Grant Proposals
Israel Foundation Trustees (Ford Foundation)
Israel Science Foundation
National Institute for Science (USA)

PUBLIC SERVICE
Consultation: I have served and continue to serve on numerous Ministry of Education committees in the areas of a) evaluation of research proposals and projects; b) development and implementation of educational projects; c) educational policy; d) educational appointments; e) services for gifted children; f) teacher education.

Educational Reform and Teacher Education: I have developed and implemented numerous educational interventions and in-service training programs, mainly in the areas of student and teacher motivation and educational assessment, under the auspices of the Ministry of Education, the Mandel School for Educational Leadership, the School for Senior Educators, and the ORT educational system.

Professional School Psychology: I am a certified school psychologist; from 1976-1990, I was employed part-time as a school psychologist and as head of services for gifted children in the Psychological-Educational Service of the Jerusalem Municipality

Additional Voluntary Service
1999-           Board of Directors, Israeli Branch of Defense for Children International
2003-2005   Academic Consultant, Jerusalem Coalition for Education
2004-2006   Academic Board, Neve Shalom Bi-National Elementary School

CURRENT MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS
American Educational Research Association
Society for Research in Child Development
European Association for Research on Learning and Instruction

RESEARCH GRANTS FROM COMPETIVE FUNDING AGENCIES
1990-1992 Israel Science Foundation, “Achievement goals and information-seeking”,
$50,000
1990-1992 Ford Foundation. “The development of motives for social comparison”; $40,000
1994-1996 Ford Foundation “Achievement goals, orientations to help-seeking and
help-avoidance, and help-seeking behaviors, $45,000
1996-1998 Israel Science Foundation. “Does temporal or social comparison develop earlier?
Examination of a novel developmental hypothesis”; 40,000
1996-1998 Ford Foundation “Motives for, inferences from, and consequences of
normative versus temporal evaluation”; 45,000
2005-2006 Chief Scientist's Competition, Ministry of Education. "Orientations for Teaching", $20,000
2008-2009 Spencer Foundation. “Organizational influences on teacher motivation”, $40,000
2009-2012 Israel Science Foundation, “Motives for teaching and learning”, $100,000
2009 Friedenberg prize for the best grant proposal in education submitted to the Israel Science Foundation

TEACHING AT THE HEBREW UNIVERSITY (this decade)
Courses and Research Seminars
Undergraduate
Developmental Psychology
Gender, Achievement, and Relationships
Motivation for learning and teaching
Graduate
Investment and Reciprocity in the Mother-Child Relationship
Motivation in the Classroom
The Role of the School Psychologist
Gender and Achievement
Advanced Topics in the Educational sciences
Psycho-social development in early and middle childhood

Supervision of Graduate students (this decade)
Completed: 20 MA theses; 4 PhD dissertations
Currently under supervision: 5 MA theses; 4 PhD dissertations

PUBLICATIONS
Chapters in Edited Books
Nisan, M., & Butler, R. (1978). Effects of evaluation on intrinsic motivation. In U.
Last & M. Nisan (Eds.). Psychology in teaching (pp. 56-64). Tel Aviv: Otzar HaMore.

Butler, N., & Butler, R. (1979). Parents' and children's perceptions of special classes for highly gifted children. In J. G. Gallagher (Ed.), Gifted children: Reaching their potential (pp. 223-245). Jerusalem: Kollek & Son.

Butler, R. (1986). Contributions of psycho-educational evaluation of schools for the practice of school psychology. In U. Last (Ed.). Psychological work in the school (pp. 11-39). Jerusalem: Magnes Press.

Butler, R. (1996). Motivation in the classroom. In U. Last and S. Zilberman, (Eds.),
Psychology in the school, Jerusalem: Magnes Press.

Butler, R. (2000). What learners want to know: The role of achievement goals in shaping
information-seeking, performance and interest. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 161-194). New York: Academic Press.

Butler, R. (2005). Competence assessment, competence, and motivation between early and
middle childhood. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 222-239). New York: Guilford Press.

Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help
giving in the classroom: Theory, research, and educational implications. In S. Karabenick and R. Newman (Eds.), Help seeking in academic settings: Goals, groups and contexts (pp. 17-34). New York: Erlbaum.

Butler, R. (2008). Evaluating competence and maintaining self-worth between early and
middle childhood: Blissful ignorance or the construction of knowledge and strategies in context? In H. W.

Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (Vol. 3). Greenwich, CT: Information Age Publishing.

Butler, R., & Nisan, M. (1975). Who is afraid of success? And why? Journal of Youth and Adolescence, 4, 259-270. 1.24; 30/53 (Developmental Psychology); cited by 2

Lieblich, A. & Butler, R. (1978). Group work with disadvantaged adolescent girls. Havat Daat, 11, 19-27. (Hebrew).

Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216. 2.03; 6/39 (Educational Psychology); cited by 32

Butler, R. (1986). The role of generalized expectancies in determining causal attributions for success and failure in two social classes. British Journal of Educational Psychology, 56, 51-63. 1.15; 13/39 (Educational Psychology); cited by 9

Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 78, 210-216. 2.03; 6/39 (Educational Psychology); cited by 120

Butler, R. (1988). Enhancing and undermining intrinsic motivation: Effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 56, 51-63. 1.15; 13/39 (Educational Psychology); cited by 43

Butler, R. (1989). Interest in the task and interest in peer's work in competitive and
non?competitive conditions: A developmental study. Child Development, 60, 562?570. 3.89; 4/53 (Developmental Psychology); cited by 22

Butler, R. (1989). Determining the psychological meaning of communications about
competence: A reply to Ryan & Deci. Journal of Educational Psychology, 81, 269?272. 2.03; 6/39 (Educational Psychology); cited by 9

Butler R. (1989). Mastery versus ability?appraisal: A developmental study of children's
observations of peers' work. Child Development, 60, 1350?1361. 3.89; 4/53 (Developmental Psychology); cited by 24

Butler, R. (1990). The effects of mastery and ability conditions on self-assessment at different ages. Child Development, 61, 201?210. 3.89; 4/53 (Developmental Psychology); cited by 21

Butler, R. & Orion, R. (1990). When pupils do not understand the determinants of their success and failure in school: relations between internal, teacher and unknown perceptions of control and school achievement. British Journal of Educational Psychology, 60, 63?75. 1.15; 13/39 (Educational Psychology); cited by 15

Butler, R., & Kedar, A. (1990). Effects of inter?group competition and school philosophy on motivational perceptions, group process and performance. Contemporary Educational Psychology, 15, 301?318. 1.09; 16/39 (Educational Psychology); cited by 5

Butler R. (1992). What young people want to know when: Effects of mastery and ability goals on preferences for different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943. 4.22; 2/46 (Social Psychology); cited by 68

Butler, R., & Ruzani, N. (1993). Age and socialization effects on the development of
social comparison motives and normative ability assessment in kibbutz and urban children. Child Development, 64, 532-543. 3.89; 4/53 (Developmental Psychology); cited by 10

Butler, R. (1993). Effects of task and ego achievement goals on information-seeking during task engagement. Journal of Personality and Social Psychology, 65, 18-31. 4.22; 2/46 (Social Psychology); cited by 66

Butler, R., & Glassman-Marinov, D. (1994). Effects of educational placement and
grade level on the self-perceptions of low achievers and students with learning disabilities. Journal of Learning Disabilities, 27, 325-334. 1.24; 8/27 (Special Education); cited by 10

Butler, R. (1994). Teacher communications and student interpretations: Effects of teacher
responses to failing students on attributional inferences in two age groups. British Journal of Educational Psychology, 64, 277-294. 1.15; 14/39 (Educational Psychology); cited by 12

Neumark-Sztainer, D., Palti, H., & Butler, R. (1995). Weight concerns and dieting behaviors among high school girls in Israel. Journal of Adolescent Health, 16, 53-59. 2.71; 8/74 (Pediatrics); cited by 10

Neumark-Sztainer, D., Butler, R., Palti, H. (1995). Eating disturbances among adolescent girls: Evaluation of a school-based primary prevention program. Journal of Nutrition Education, 27, 24-31. 0.97; 39/55 (Nutrition and Dietetics); cited by 42

Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271. 2.03; 6/39 (Educational Psychology); cited by 44

Neumark-Sztainer, D., Butler, R., & Palti, H. (1995) Dieting and binge eating: Which dieters are at risk? Journal of the American Dietetic Association, 95, 586-589. 2.56; 13/55
(Nutrition and Dietetics); cited by 12
Butler, R. (1995). Motivational and informational functions and consequences of children's
attention to peers' work. Journal of Educational Psychology, 87, 347-360. 2.03; 6/39 (Educational Psychology); cited by 15

Butler, R. (1996). Effects of age, stages of skill acquisition and achievement goals on
children's motives for attending to peers' work. British Journal of Developmental Psychology, 14, 1-18. 1.38; 26/53 (Developmental Psychology); cited by 6

Neumark-Sztainer, D., Butler, R., Palti, H. (1996). Personal and socio-environmental
predictors of disordered eating among adolescent females. Journal of Nutrition Education, 28, 195-201. 0.97; 39/55 (Nutrition and Dietetics); cited by 9

Neumark-Sztainer, D., Butler, R., Palti, H. (1997). Persistence of weight loss behaviors
among adolescent girls in Jerusalem. International Journal of Adolescent Medicine and Health, 9, 19-35.

Butler, R. (1998). Age trends in the use of social and temporal comparison for self-
evaluation: Examination of a novel developmental hypothesis. Child Development, 69, 1054-1073. 3.56; 4/53 (Developmental Psychology); cited by 14

Butler, R. (1998). Determinants of help-seeking: Relations between perceived reasons for
classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90, 630-643. 2.03; 6/39 (Educational Psychology); cited by 28

Butler, R. (1999). Information-seeking and achievement motivation in middle childhood and
adolescence: The role of conceptions of ability. Developmental Psychology, 35, 146-163. 3.56; 5/53 (Developmental Psychology); cited by 14

Butler, R. (2000). Making judgments about ability: The role of implicit theories of ability in
moderating inferences from temporal and social comparison information. Journal of
Personality and Social Psychology, 78, 965-978. 4.22; 2/46 (Social Psychology); cited by 32

Butler, R. (2005). A goal-oriented model of the functions and consequences of evaluation and
information-seeking: Implications for student motivation and school transformation. Unterrichtswissenschaff, 33, 222-242. (In German)

Butler, R. (2006). Are mastery and ability goals both adaptive? Evaluation, initial goal
construction, and the quality of task engagement. British Journal of Educational Psychology, 60, 63?75. 1.15; 13/39 (Educational Psychology); cited by 4

Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’
help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252. 2.03; 6/39 (Educational Psychology) cited by 5

Dickhauser, O., Butler, R., & Toenjes, B. (2007). That shows I can't do it: Goals and
attitudes to help seeking among pre-service teachers. Zeitschrift fur entwicklungspsychologie und paedagogische psychologie, 39, 120-126. (In German)

Butler, R. (2008) Ego-Involving and frame of reference effects of tracking on elementary
school students’ motivational orientations and help seeking in math class. Social Psychology of Education, 11, 5-23.

Butler, R., & Shalit-Naggar, R. (2008) Gender and patterns of concerned responsiveness in
representations of the mother-daughter and mother-son relationship. Child Development, 79, 836-851.

Butler, R., & Shibaz, L. (2008) Achievement goals for teaching as predictors of students’
perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction. cited by 5

Retelsdorf. J., Butler, R., Streblow, L., & Schiefele, U. (in press). Teachers’ goal orientations for teaching: Associations with instructional practices, Interest in teaching, and burnout. Learning and Instruction.

Book Reviews
Butler, R. (1994). Willingly or unwillingly to school. Invited Review of M. Covington, Making the Grade: A self-worth perspective on motivation and school reform, Cambridge: Cambridge University Press. Contemporary Psychology, 39, 586-589.

Keynotes and Invited Addresses
Functions and consequences of evaluation in educational settings. Opening Keynote Address:
Biennial Conference of the German Association of Educational Psychology, Bielefeld, 2003.
Achievement motivation, learning and evaluation: Annual Distinguished Lecturer
Address; Hamburg University, 2003
The development of self-evaluation between early and middle childhood: From structural
deficits to the construction of knowledge, strategies, and motives in context. Keynote Address: Third International SELF Conference, Berlin, 2004.
Evaluation and the (Un)certainty principle: Invited Address: International Conference on Evaluation in Education, Jerusalem, 2005.
What motivates teachers and does it matter? Opening Presentation. Guest Lecture Series in Honor of 50 years of the Combined Program in Psychology and Education, Ann Arbor, Michigan, September, 2008
Goals for Learning and Teaching: Theory, Research, and Practice. Keynote Address, Conference of the Pan-Hellenic Association for Psychology, Volos, May 2009
Achievement Goal Orientations for Teaching. Presentation in Invited Symposium, "Teacher Motivation", Motivation SIG, Biennial Meeting of the European Association for Research on Learning and Instruction, Amsterdam, August 2009

Presentations in International Conference
Butler, R. Beliefs, inferences and motives: The role of implicit theories of ability in moderating responses to temporal and normative evaluation. Lecture, 7th International Conference on Achievement and Task Motivation, Leuven, 2000.

Butler, R. Achievement motivation, learning and evaluation. Lecture in symposium:
"Motivation, Meaning, and Evaluation", Annual Meeting of the American Education Research Association, Seattle, 2001.

Butler, R., & Baumer, S. The role of context and development in children’s constructions of
motivational purposes and self-regulation. Lecture in Symposium: "Influences on children's motivation: New conceptualizations and findings". Biennial Meeting of the Society for Research in Child Development, Minneapolis, 2001.

Butler, R. Goal orientations for teaching: A novel framework for conceptualizing teacher
motivation. Lecture in symposium: "Teacher Motivation". Biennial Meeting of the European Association for Research on Learning and Instruction, Cyprus, 2005.

Shibaz, L., & Butler, R. Teacher goals and teacher help-seeking. Poster, Conference of the
Association for Applied Psychology, Athens, 2006.

Hasenfratz, L., & Butler, R. Young children’s perceived social integration: Origins and
consequences. Lecture, Fourth International SELF Conference, Ann Arbor, Michigan, 2006.

Butler, R. Goal orientations for teaching and influences on teacher and student help seeking. Lecture in symposium, “Help-seeking Beliefs and Behaviors in the School Setting: New Insights Regarding Who, When, and Why". Annual Meeting of the American Education Research Association, Chicago, 2007.

Butler, R. Competitive schools, reluctant help seekers: Contextual influences on help seeking among students and teachers. Lecture in symposium, “Advances in Research in Help Seeking”. Biennial Meeting of the European Association for Research on Learning and Instruction, Budapest, 2007

Butler, R., & Shibaz, L. Goal Orientations for Teaching: How teachers’ achievement goals are influenced by the school context and influence teacher enthusiasm and burnout. Lecture in symposium, “The Positive Side of Teacher Motivation: Why are Some Teachers Engaged and Satisfied With their Jobs?” Biennial Meeting of the European Association for Research on Learning and Instruction, Budapest, 2007

Butler, R. Ego-Involving and frame of reference effects of tracking on students’ motivational
orientations and help seeking. Lecture in symposium, "Is Tracking a Responsible Educational Practice? Motivational and Behavioral Consequences of Various Grouping Practices". Annual Meeting of the American Education Research Association, New York, 2008.

Butler, R. An achievement goal approach to teacher motivation. Lecture in symposium: "New Approaches to Teacher Motivation", Annual Meeting of the American Education Research Association, San Diego, 2009

Butler, R., & Shibaz, L. Teacher differential engagement and teaching in liked versus disliked classes. Lecture in symposium: Teacher motivation and student learning. Biennial Meeting of the European Association for Research on Learning and Instruction, Amsterdam, August 2009.