Guy Roth
Guy Roth
Verifisert e-postadresse på bgu.ac.il
Sitert av
Sitert av
Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork
A Assor, H Kaplan, G Roth
British journal of educational psychology 72 (2), 261-278, 2002
Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning.
G Roth, A Assor, Y Kanat-Maymon, H Kaplan
Journal of educational psychology 99 (4), 761, 2007
The emotional costs of parents' conditional regard: A Self‐Determination Theory analysis
A Assor, G Roth, EL Deci
Journal of personality 72 (1), 47-88, 2004
Principals' leadership and teachers' motivation: Self‐determination theory analysis
O Eyal, G Roth
Journal of educational administration 49 (3), 256-275, 2011
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety
A Assor, H Kaplan, Y Kanat-Maymon, G Roth
Learning and instruction 15 (5), 397-413, 2005
The negative emotional and behavioral consequences of parental conditional regard: Comparing positive conditional regard, negative conditional regard, and autonomy support as …
G Roth, A Assor, CP Niemiec, RM Ryan, EL Deci
Developmental Psychology 45, 1119-1142, 2009
When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy.
M Benita, G Roth, EL Deci
Journal of Educational Psychology 106 (1), 258, 2014
Integrative emotion regulation: Process and development from a self-determination theory perspective
G Roth, M Vansteenkiste, RM Ryan
Development and psychopathology 31 (3), 945-956, 2019
The costs of parental pressure to express emotions: Conditional regard and autonomy support as predictors of emotion regulation and intimacy
G Roth, A Assor
Journal of adolescence 35 (4), 799-808, 2012
Perceived parental conditional regard and autonomy support as predictors of young adults' self‐versus other‐oriented prosocial tendencies
G Roth
Journal of Personality 76 (3), 513-534, 2008
Work motivations as antecedents and outcomes of leadership: Integrating self-determination theory and the full range leadership theory
Y Kanat-Maymon, M Elimelech, G Roth
European Management Journal 38 (4), 555-564, 2020
Prevention of school bullying: The important role of autonomy‐supportive teaching and internalization of pro‐social values
G Roth, Y Kanat‐Maymon, U Bibi
British Journal of Educational Psychology 81 (4), 654-666, 2011
Antecedents and outcomes of teachers’ autonomous motivation: A self-determination theory analysis
G Roth
Teacher motivation, 36-51, 2014
The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective
Y Kanat-Maymon, M Benjamin, A Stavsky, A Shoshani, G Roth
Contemporary educational psychology 43, 1-9, 2015
Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy
M Benita, T Levkovitz, G Roth
Learning and instruction 50, 14-20, 2017
Assessing the experience of autonomy in new cultures and contexts
G Roth, A Assor, Y Kanat-Maymon, H Kaplan
Motivation and Emotion 30, 361-372, 2006
Integration of negative emotional experience versus suppression: Addressing the question of adaptive functioning.
G Roth, M Benita, C Amrani, BH Shachar, H Asoulin, A Moed, U Bibi, ...
Emotion 14 (5), 908, 2014
Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching
G Roth, M Weinstock
Motivation and Emotion 37, 402-412, 2013
Parental conditional regard as a predictor of deficiencies in young children's capacities to respond to sad feelings
G Roth, A Assor
Infant and Child Development 19 (5), 465-477, 2010
Parental conditional regard: Psychological costs and antecedents
A Assor, Y Kanat-Maymon, G Roth
Human motivation and interpersonal relationships: Theory, research, and …, 2014
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