Latest News

SDT scholar Dr. Jennifer La Guardia will be chatting with Dr. Amy Bucher about motivation in

🕰️Don’t wait to read this #FridayFeature paper on procrastination. Answers from the

CSDT is recognizing World #AutismAwarenessDay and sharing the work by #SelfDeterminationTheory

Upcoming Events

SELF-DETERMINATION THEORY CONFERENCE | May 31-June 3 2023

Deep Dive: Behavior Science at Mindset 2021

SDT & Language Learning Winter Symposium

Guy Roth

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

WebsitePDF Full Text

Roth, G., Vansteenkiste, M., & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and Psychopathology, 31(3), 945-956. doi: 10.1017/S0954579419000403

WebsitePDF Full Text

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

WebsitePDF Full Text

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

WebsitePDF Full Text

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

WebsitePDF Full Text

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

WebsitePDF Full Text

Benita, M., Shane, N., Elgali, O., & Roth, G. (2017). The important role of the context in which achievement goals are adopted: an experimental test. Motivation and Emotion, 41, 180-195. doi: 10.1007/s11031-016-9600-8

WebsitePDF Full Text

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

Website

Roth, G., Shane, N., & Kanat-Maymon, Y. (2016). Empathising with the enemy: Emotion regulation and support for humanitarian aid in violent conflicts. Cognition and Emotion doi: 10.1080/02699931.2016.1237348

WebsitePDF Full Text

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

WebsitePDF Full Text

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

WebsitePDF Full Text

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

WebsitePDF Full Text

Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106, 258-267. doi: 10.1037/a0034007

Website

Roth, G., Benita, M., Amrani, C., Shachar, B.-H., Asoulin, H., Moed, A., Bibi, U., & Kanat-Maymon, Y. (2014). Integration of negative emotional experience versus suppression: Addressing the question of adaptive functioning. Emotion, 14(5), 908-919. doi: http://dx.doi.org/10.1037/a0037051

WebsitePDF Full Text

Roth, G. (2014). Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. In P. W. Richardson, H. M. G. Watt, & S. A. Karabenick (Eds.), Teacher Motivation: Theory and PracticeNew York: Rutledge.

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:

Website

Roth, G., & Weinstock, M. (2013). Teachers' epistemological beliefs as an antecedent of autonomy-supportive teachin. Motivation and Emotion doi: 10.1007/s11031-012-9338-x

WebsitePDF Full Text

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

Website

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

Website

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.

PDF Full Text

Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3), 256-275.

PDF Full Text

Weinstock, M., & Roth, G. (2011). Teachers' epistemological beliefs as predictors of support for their students' autonomy. In J. Brownlee, J. G. Schrwaw, & D. Berthelsen, Personal epistemology and teacher educationNew York: Rutledge.

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.

PDF Full Text

Roth, G., Ron, T., & Benita, M. (2009). Mothers’ parenting practices and adolescents’ learning from their mistakes in class: The mediating role of adolescent’s self-disclosure. Learning and Instruction, 19, 506-512.

WebsitePDF Full Text

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.

Website

Roth, G. (2008). Perceived parental conditional regard and autonomy support as predictors of young adults' self- versus other-oriented prosocial tendencies. Journal of Personality, 76, 513-533.

WebsitePDF Full Text

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.

Website

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.

WebsitePDF Full Text

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

PDF Full Text

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.

WebsitePDF Full Text

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.

WebsitePDF Full Text

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.

Website