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

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

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

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

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

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 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, 1119–1142.

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.