Moti Benita

Benita, M., Kehat, R., Zaba, R., Blumenkranz, Y., Kessler, G., Bar-Sella, A., & Tamir, M. (2019). Choosing to regulate emotions: Pursuing emotion goals in autonomy-supportive and controlling contexts. Personality and Social Psychology Bulletin doi: 10.1177/0146167219838557

Benita, M., Butler, R., & Shibaz, L. (2018). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology doi: 10.1037/edu0000328

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., Shahar, B.-H., Zohar-Shefer, Y., Benita, M., Moed, A., Bibi, U., Kanat-Maymon, Y., & Ryan, R. M. (2017). Benefits of emotional integration and costs of emotional distancing. Journal of Personality, Advance online publication doi: 10.1111/jopy.12366

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., 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.