Kalman-Halevi, M., Kanat-Maymon, Y., & Roth, G. (2023). Antecedents of empathic capacity: Emotion regulation styles as mediators between controlling versus autonomy - supportive maternal practices and empathy. International Journal of Emotional Education, 15(1), 53-72. doi: 10.56300/YKOL5279
Steffgen, S. T., Otterpohl, N., Wessing, F., Schwinger, M., Assor, A., Kanat-Maymon, Y., El Gueta, B., & Stiensmeier-Pelster, J. (2022). The process linking child-invested contingent self-esteem and conditional regard: The roles of maternal anger and its regulation. Journal of Child and Family Studies, Advance Online doi: 10.1007/s10826-022-02316-y
Nachoum, R., Moed, A., Madjar, N., & Kanat-Maymon, Y. (2021). Prenatal childbearing motivations, parenting styles, and child adjustment: A longitudinal study. Journal of Family Psychology, Advance Online doi: 10.1037/fam0000826
Kanat-Maymon, Y., Wolfson, S., Cohen, R., & Roth, G. (2021). The benefits of giving as well as receiving need support in human–pet relations. Journal of Happiness Studies, 22, 1441-1457. doi: 10.1007/s10902-020-00279-9
Cohen, R., Moed, A., Shoshani, A., Roth, G., & Kanat-Maymon, Y. (2020). Teachers’ conditional regard and students’ need satisfaction and agentic engagement: A multilevel motivation mediation model. Journal of Youth and Adolescence, 49, 790-803. doi: 10.1007/s10964-019-01114-y
Assor, A., Kanat-Maymon, Y., Keren-Pariente, S., & Katz, I. (2020). You should know me better: Parents’ temperament‐insensitivity has negative motivational effects on Bedouin and Jewish adolescents. Journal of Personality, 88(5), 874-891. doi: 10.1111/jopy.12532
Kanat-Maymon, Y., Elimelech, M., & Roth, G. (2020). Work motivations as antecedents and outcomes of leadership: Integrating self-determination theory and the full range leadership theory. European Management Journal, 38, 555-564. doi: 10.1016/j.emj.2020.01.003
Moller, A. C., Roth, G., Niemiec, C. P., Kanat-Maymon, Y., & Deci, E. L. (2018). Mediators of the associations between parents’ conditional regard and the quality of their adult-children’s peer relationships. Motivation and Emotion, 43, 35-51. doi: 10.1007/s11031-018-9727-x
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
Kanat-Maymon, Y., Yaakobi, E., & Roth, G. (2018). Motivating deference: Employees' perception of authority legitimacy as a mediator of supervisor motivating styles and employee work- related outcomes. European Management Journal, 36(6), 769-783. doi: 10.1016/j.emj.2018.02.004
Roth, G., Shahar, B.-H., Zohar-Shefer, Y., Benita, M., Moed, A., Bibi, U., Kanat-Maymon, Y., & Ryan, R. M. (2018). Benefits of emotional integration and costs of emotional distancing. Journal of Personality, 86(6), 919-934. doi: 10.1111/jopy.12366
Reut, N., & Kanat-Maymon, Y. (2017). Spouses' prenatal autonomous motivation to have a child and postpartum depression symptoms. Journal of Clinical Psychology, 74(10), 1808-1819. doi: 10.1002/jclp.22630
Roth, G., Shane, N., & Kanat-Maymon, Y. (2017). Empathising with the enemy: Emotion regulation and support for humanitarian aid in violent conflicts. Cognition and Emotion, 31(8), 1511-1524. doi: 10.1080/02699931.2016.1237348
Kanat-Maymon, Y., & Reizer, A. (2017). Supervisors Autonomy Support as a Predictor of Job Performance Trajectories. Applied Psychology: An International Review, 66(3), 468-486. doi: 10.1111/apps.12094
Kanat-Maymon, Y., Argaman, Y., & Roth, G. (2017). The association between conditional regard and relationship quality: A daily diary study. Personal Relationships, 24, 27-35. doi: 10.1111/pere.12164
Roth, G., Kanat-Maymon, Y., & Assor, A. (2016). The role of unconditional parental regard in autonomy‐supportive parenting. Journal of Personality, 84(6), 716-725. doi: 10.1111/jopy.12194
Kanat-Maymon, Y., Roth, G., Assor, A., & Raizer, A. (2016). Controlled by Love: The Harmful
Relational Consequences of
Perceived Conditional Positive
Regard. Journal of Personality, 84, 446-460. doi: 10.1111/jopy.12171
Kanat-Maymon, Y., Antebi, A., & Zilcha-Mano, S. (2016). Basic psychological need fulfillment in human–pet relationships and well-being. Personality and Individual Differences, 92, 69-73. doi: 10.1016/j.paid.2015.12.025
Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43, 1-9. doi: 10.1016/j.cedpsych.2015.08.002
Assor, A., Kanat-Maymon, Y., & Roth, G. (2014). Parental conditional regard: Psychological costs and antecedents. In Weinstein, Netta, Human motivation and interpersonal relationships (pp. 215-237). Netherlands: Springer. doi:
Kanat-Maymon, Y., Roth, G., Assor, A., & Reizer, A. (2012). Conditional regard in close relationship. In Mikulincer, M., & Shaver, P. R., The Social Psychology of Meaning, Morality, and Choice (pp. 235-251). Washington, DC: American Psychological Association. doi: 10.1037/13748-013
Roth, G., Kanat-Maymon, Y., & Bibi, U. (2011). Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81, 654–666.
Katz, I., Assor, A., & Kanat-Maymon, Y. (2008). A projective assessment of autonomous motivation in children: Correlational and experimental evidence. Motivation and Emotion, 32, 109-119. doi: 10.1007/s11031-008-9086-0
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.
Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42. doi: 10.1007/s11218-005-2863-7
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.
