Guy Roth

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, Advance online publication doi: 10.56300/YKOL5279

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

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

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

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

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

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., 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

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

Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14-20. doi: 10.1016/j.learninstruc.2016.11.004

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

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

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

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

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:

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:

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

Roth, G., & Assor, A. (2012). The costs 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

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

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.

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

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.

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.

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(4), 1119–1142. doi: 10.1037/a0015272

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.

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., & 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.

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.