Moti Benita – selfdeterminationtheory.org

Moti Benita

Benita, M., Matos, L., & Cerna, Y. (2021). The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, Advance Online doi: 10.1016/j.learninstruc.2021.101558

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Benita, M., & Matos, L. (2021). Internalization of mastery goals: The differential effect of teachers’ autonomy support and control. Frontiers in Psychology, 11, 599303. doi: 10.3389/fpsyg.2020.599303

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Benita, M., Shechter, T., Nudler-Muzikant, S., & Arbel, R. (2020). Emotion regulation during personal goal pursuit: Integration versus suppression of emotions. Journal of Personality, 00, 1–15. doi: 10.1111/jopy.12599

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Benita, M. (2020). Freedom to feel: A self‐determination theory account of emotion regulation. Social and Personality Psychology Compass, 14(11), e12563. doi: 10.1111/spc3.12563

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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

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Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67-81. doi: 10.1007/s11031-019-09781-x

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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

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

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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

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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

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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

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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: http://dx.doi.org/10.1037/a0037051

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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.

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