Avi Assor

Brambilla, M., & Assor, A. (2020). Understanding the psychology of religion: The contribution of self-determination theory. In , Understanding the psychology of religion: The contribution of self-determination theory (pp. 83-90). : Academic Press.‏. doi: 10.1016/B978-0-12-817204-9.00007-X

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

Assor, A., Benita, M., Yitshaki, N., Geifman, Y., & Maree, W. (2020). Sense of authentic inner compass as a moral resource across cultures: possible implications for resisting negative peer-pressure and for parenting. Journal of Moral Education, 1-19. doi: 10.1080/03057240.2020.1727423

Assor, A., Buhnick-Atzil, O., Rabinovitz-Magen, L., Auerbach, J., Kanat-Maymon, Y., Smiley, P., & Moed, A. (2020). Maternal prenatal conditional regard orientation and postnatal controlling behaviour as predictors of preschoolers' helpless coping with failure: A prospective study. Journal European Journal of Developmental Psychology doi: 10.1080/17405629.2020.1822162

Assor, A., Soenens, B., Yitshaki, N., Ezra, O., Geifman, Y., & Olshtein, G. (2020). Towards a wider conception of autonomy support in adolescence: The contribution of reflective inner-compass facilitation to the formation of an authentic inner compass and well-being. Motivation and Emotion, 44(2), 159-174. doi: 10.1007/s11031-019-09809-2

Assor, A. (2018). Parental conditional regard. In Marc H. Bornstein (Ed.), Parental conditional regard (pp. 1579-1581). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781506307633.n591

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.

Assor, A., Feinberg, O., Kanat-Maymon, Y., & Kaplan, H. (2018). Reducing violence in non-controlling ways: A change program based on self determination theory. The Journal of Experimental Education, 86(2), 195-213. doi: 10.1080/00220973.2016.1277336

Assor, A. (2017). The striving to develop an authentic inner-compass as a key component of adolescents' need for Autonomy: Parental antecedents and effects on identity, well-being, and resilience. In Soenens, B., Vansteenkiste, M., & Van Petegem, S. (Eds.), The striving to develop an authentic inner-compass as a key component of adolescents' need for Autonomy: Parental antecedents and effects on identity, well-being, and resilience (pp. 119 - 145). London: Psychology Press.

Otterpohl, N., Keil, A. G., Assor, A., & Stiensmeier-Pelster, J. (2017). Erfassung von elterlicher bedingter Wertschätzung im Lern- und Leistungsbereich und im Bereich der Emotionsregulation: Eine deutschsprachige Adaptation der Parental Conditional Regard Scale (PCR-D). [Measuring parental conditional regard in the domains of academics and emotion regulation: A German language adaptation of the Parental Conditional Regard Scale]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. [Journal of Developmental and Educational Psychology], 49, 98-111. doi: 10.1026/0049-8637/a000172

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

Assor, A. (2015). An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Tasks. In John Wang, Liu Woon Chia, and Richard Ryan. (Eds.), An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Tasks (pp. 153-168). Singapore: Springer. doi: 10.1007/978-981-287-630-0_8

Wuyts, D., Vansteenkiste, M., Soenens, B., & Assor, A. (2015). An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem. Parenting: Science and Practice, 15(2), 55-74. doi: 10.1080/15295192.2015.1020135

Yu, S., Assor, A., & Liu, X. (2015). Perception of parents as demonstrating the inherent merit of their values: Relations with self-congruence and subjective well-being. International Journal of Psychology, 50(1), 70-74. doi: 10.1002/ijop.12074

Sher-Censor, E., Assor, A., & Oppenheim, D. (2015). The interplay between observed maternal perspective taking and clear expectations: Links with male adolescents’ externalizing and internalizing problems. Journal of Child and Family Studies, 24(4), 930-936. doi: 10.1007/s10826-014-9903-x

Brambilla, M., Assor, A., Manzi, C., & Regalia, C. (2015). Autonomous versus controlled religiosity: Family and group antecedents. The International Journal for the Psychology of Religion, 25, 193-210. doi: 10.1080/10508619.2014.888902

Israeli-Halevi, M., Assor, A., & Roth, G. (2015). Using maternal conditional positive regard to promote anxiety suppression in adolescents: A benign strategy?. Parenting: Science and Practice, 15(3), 187-206. doi: 10.1080/15295192.2015.1053324

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:

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

Madjar, N., & Assor, A. (2013). . In John A.C. Hattie and Eric M. Anderman (Eds.), Two types of perceived control over learning: Perceived efficacy and perceived autonomy (pp. 439-441). New York: Routledge/Taylor & Francis Group..

Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In Christenson S., Reschly A., Wylie C. (Eds.), Handbook of research on student engagement (pp. 421-439). Boston, MA: Springer. doi: 10.1007/978-1-4614-2018-7_20

Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education doi: 10.1007/s11218-012-9178-2

Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15, 251-269. doi: 10.1007/s11218-012-9178-2

Roth, G., & Assor, A. (2012). The cost of parental pressure to express emotions: Conditional regard and autonomy support as predictors of emotion regulation and intimacy. Journal of Adolescence, 35, 799-808. doi: 10.1016/j.adolescence.2011.11.005

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

Assor, A., & Tal, K. (2012). When parents’ affection depends on child’s achievement: Parental conditional positive regard, self-aggrandizement, shame and coping in adolescents. Journal of Adolescence, 35, 249–260.

Roth, G., & Assor, A. (2010). Parental conditional regard as a predictor of deficiencies in young children’s capacities to respond to sad feelings. Infant and Child Development, 19, 465-477.

Weinstock, M., Assor, A., & Broide, G. (2009). Schools as promoters of moral judgment: the essential role of teachers’ encouragement of critical thinking. Social Psychology of Education, 12, 137-151. doi: 10.1007/s11218-008-9068-9

Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119–1142.

Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.

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.

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

Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442. doi: 10.1007/s10648-006-9027-y

Knafo, A., & Assor, A. (2007). Motivation for agreement with parental values: Desirable when autonomous, problematic when controlled. Motivation and Emotion, 31, 232-245.

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., Cohen-Malayev, M., Kaplan, A., & Friedman, D. (2005). Choosing to stay religious in a modern world: Socialization and exploration processes leading to an integrated internalization of religion among Israeli Jewish youth. In M. L. Maehr & S. Karabenick (Eds.), Advances in motivation and achievement: Motivation and religion (Vol 14, pp. 105-150). Oxford, UK: Elsevier Press.

Assor, A., Cohe, Cohen-Malayev, M., Kaplan, A., & Friedman, D. (2005). Choosing to stay religious in a modern world: Socialization and exploration processes leading to an integrated internalization of religion among Israeli Jewish youth. Advances in Motivation and Achievement, 14, 105-150. doi: 10.1016/S0749-7423(05)14005-9

Assor, A., & Roth, G. (2005). The harmful effects of parental conditional regard. Scientific Annals of the psychological Society of Northern Greece, 7, 17-34.

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.

Alfi, O., Katz, I., & Assor, A. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.

Assor, A., Roth, G., & Deci, E. L. (2004). The emotional costs of perceived parental conditional regard: A self-determination theory analysis. Journal of Personality, 72, 47-87.

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.

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.