Vedder-Weiss, D., Mishaeli, Y., & Roth, G. (Accepted). Supporting teacher reflection and motivation through psychological needs satisfaction in collaborative-reflection-based professional-development. Journal of Experimental Education.
Ditrich, L., Roth, G. & Sassenberg, K. (2024). Integrative emotion regulation relates to sympathy and support for outgroups - independent of situational outgroup behavior. PLoS ONE, 19, e0296520. https://doi.org/10.1371/journal.pone.0296520
Kalman-Halevi M., Kanat-Maymon, Y., & Roth, G. (2023). Antecedents of empathic capacity: Emotion regulation styles as mediators of the link between controlling versus autonomy supportive maternal practices and empathy. International Journal of Emotional Education, 15, 53-72.
Kanat-Maymon, Y., Shoshani, A. & Roth, G. (2021). Conditional regard in the classroom: A double-edged sword. Frontiers in Psychology, 12, 1-11.
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.
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 model. European Management Journal.
Kanat-Maymon, Y., Wolfson, S., Cohen, R., Roth, G. (2020). The Benefits of Giving as well as Receiving Need Support in Human–Pet Relations. J Happiness Stud.
Roth, G., Vansteenkiste, M, & Ryan, R. M. (2019). Integrative emotion regulation: Process and development from a self-determination theory perspective. Development and Psychopathhology.
Shahar, B., Kalman-Halevi, M. & Roth, G. (2019). Emotion R egulation and Intimacy Quality: The Consequences of Emotional Integration, Emotional Distancing and Suppression. Journal of Social and Personal Relationships, 36, 3343-3361.
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, 769-783.
Moller, A.C., Roth, G., Niemiec, C. P., Kanat-Maymon, Y., & Deci, E. L. (2018). Mediators of the asscoiation between parents' conditional regard and the quality of their adult-children's peer-relationships. Motivation and Emotion, 43, 35-51.
Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14-20.
Benita, M., Shane, N. Elgali, O, Roth, G. (2017). The important role of the context in which achivement goals are adopted: An experimental test. Motivation and Emotion, 41, 180-195.
Kanat-Maymon, Y., Argaman, Y., & Roth, G. (2017). The association between conditional regard and relationship quality: A daily dairy study. Personal Relationships, 24, 27-35.
Roth, G., Shachar, B., 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, 00, 1-16 .
Roth, G., Shane, N., & Kanat-Maymon, Y. (2017). Empathizing with the Enemy: Emotion Regulation and Support for Humanitarian Aid in Violent Conflicts. Cognition & Emotion, 8, 1511-1542.
Kanat-Maymon, Y., Roth, G., Assor, A., & Abira, R. (2016). Controlled by love: The harmful relational consequences of perceived conditional positive regard. Journal of Personality, 84, 446-460.
Roth, G. Kanat-Maymon, Y., & Assor A. (2016). The role of unconditional positive regard in autonomy supportive parenting. Journal of Personality, 84, 716-725.
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, 187-206.
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. Contemporaray Educational Psychology, 43, 1-9.
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.
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: Adressing the question of adaptive functioning. Emotion. 14, 908-919.
Roth, G. & Weinstock M. (2013). Teachers' epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation and Emotion, 37, 402-412.
Roth, G. & Assor. A. (2012). The costs of parental pressure to expressemotions: conditional regard and autonomy support as predictors of emotion regulation and intimacy. Journal of Adolescence, 35, 799-808.
Eyal, O., & Roth, G. (2011). Principals' leadership and teachers' motivation: Self-determination theory analysis. Journal of Educational Administration, 49, 256-275.
Roth, G., Kanat‐Maymon, Y., & Bibi, U. (2011). Prevention of of school bullying: The important role of autonomy-supportive teaching and internalisation of prosocial values. British Journal of Educational Psychology, 81, 654-666.
Braun-Lewensohn, O., Sagy, S., & Roth, G. (2010). Coping strategies among adolescents: Israeli Jews and Arabs facing missile attacks. Anxiety Stress and Coping, 23, 35-51.
Braun-Lewensohn, O., Sagy, S. & Roth G. (2010). Brief report: Adolescents under missile attacks: Sense of coherence as a mediator between exposure and stress related reactions. Journal of Adolescence, 34, 195-197.
Braun-Lewensohn, O., Sagy, S. & Roth, G. (2010). Coping strategies as mediators between sense of coherence and stress reactions: Israeli adolescents under missile attacks. Anxiety, Stress & Coping, 1, 1-15.
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. & Bibi, U. (2010). Beyond external control: Internalization of prosocial values as important in preventing bullying at school. Planning and Changing, 40, 242-254.
Roth, G. Assor, A., Niemiec, C. P., Ryan, R. M. & Deci E. L. (2009). The negative emotional and behavioral consequences of parental conditional regard: Comparing positive conditional regard, negative conditional regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119-1142.
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. (2008). Perceived parental conditional regard and autonomy support as predictors of young adults' self- versus other-oriented prosocial tendencies. Journal of Personality, 76, 513-534.
Assor, A., & Roth, G. (2007). The harmful effects of parental conditional regard. Scientific Annals of the Psychological Society of Northern Greece, 5, 17-34.
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Perceived autonomy in 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, A. (2006). Assessing the experience of autonomy in new cultures and contexts. Motivation and Emotion, 30, 365-376.
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 teachers' behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
