Reeve, J., Ryan, R. M., Cheon, S. H., Matos, L., & Kaplan, H. (2022). Supporting Students' Motivation: Strategies for Success. : . doi: 10.4324/9781003091738
Kaplan, H. (2021). Suppression of psychological needs among beginning teachers: A self-determination theory perspective on the induction process in Bedouin schools. Frontiers in Psychology, 12, 621984. doi: 10.3389/fpsyg.2021.621984
Kaplan, H., & Assor, A. (2018). Autonomous motivation and the need for autonomy: Findings and new theoretical developments in Israel. In Liem, G. A. D., & Tan, S. H. (Eds.), Autonomous motivation and the need for autonomy: Findings and new theoretical developments in Israel (pp. 84-106). New York: Routledge.
Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223-255. doi: 10.1007/s11218-017-9405-y
Assor, A., Feinberg, O., Kanat-Maymon, Y., & Kaplan, H. (2018). . In , Reducing violence in non-controlling ways: A change program based on self determination theory (Vol 86(2), pp. 195-213). : . doi: 10.1080/00220973.2016.1277336
Kaplan, H., & Madjar, N. (2017). The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education. doi: 10.3389/feduc.2017.00042
Reeve, J., Wang, C. K. J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J.D., & Olaussen, B. S. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. doi: 10.1007/s11031-013-9367-0
Kaplan, H., & Assor, A. (2012). . In , Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program (Vol 15, pp. 251-269). : . doi: 10.1007/s11218-012-9178-2
Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory. Theory and Research in Education, 7, 234-243. doi: 10.1177/1477878509104328
Feinberg, A., Kaplan, H., & Kanat-Maymon, Y. (2008). Personal growth in a caring community: An autonomy-supportive program for reducing violence and enhancing caring. Dapim, 46, 21-61.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
Roth, G., Kanat-Maymon, Y., Assor, A., & Kaplan, H. (2006). Assessing the experience of autonomy in new cultures and contexts. Motivation and Emotion, 30, 365-376.
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teachers' behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
Kaplan, H., & Assor, A. (2004). Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13, 161-189.
Kaplan, H., & Danino, M. (2002). Diversity as a challenge and an opportunity for growth in school: Developing a caring community for students with learning disabilities. Hayeoz Hachinchi, 11, 64-87.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in school work. British Journal of Educational Psychology, 72, 261-278. doi: 10.1348/000709902158883
Assor, A., & Kaplan, H. (2001). Mapping the domain Of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101-120). Boston: Kluwer Academic Publishers.
