May, 2020

Avi Assor: List of Publications


Scientific Publications in English

(a) Refereed Articles in Referred Scientific Journals and Volumes

Assor, A., Buhnick-Atzil, O., Rabinovitz-Magen, L., Auerbach, J. H., Kanat-Maymon, Y., Moed, A., and Smiley, P. A. (in press). Maternal Prenatal Conditional Regard Orientation and Postnatal Controlling Behavior as Predictors of Preschoolers’ Helpless Coping with Failure: A Prospective Study. Journal of European Developmental Psychology.

Assor, A., Kanat‐Maymon, Y., Keren‐Pariente, S., & Katz, I. (2020). You Should Know Me Better: Parents’ Temperament‐Insensitivity has Negative Motivational Effects on Bedouin and Jewish Adolescents. Journal of Personality.‏

Assor, A., Soenens, B., Yithaki, N., Geifman, Y., Olshtein, G., & Ezra, O. (2020). Towards
a More Comprehensive Conception of Autonomy-Support: Reflective Inner-Compass Facilitation, Inherent Value-Demonstration, and their Role in Youth. Motivation & Emotion.

Assor, A., Yithaki, N., Geifman, Y., & Benita, M (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.

Assor, A., Feinberg, O., Kanat-Maymon, Y., Kaplan, H. (2018). Reducing violence in non-controlling ways: A change program based on self-determination theory. The Journal of Experimental Education, 1-19.‏

Otterpohl, N., Keil, A.G., Assor, A., Stiensmeier-Pelster, J. (2017). Erfassung von elterlicher bedingter Wertschätzung im Lern- und Leistungsbereich und im Bereich der Emotionsregulation: Eine deutschsprachige Adaptation der Parental Conditional Regard Scale (PCR-D). [Measuring parental conditional regard in the domains of academics and emotion regulation: A German language adaptation of the Parental Conditional Regard Scale], Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. [Journal of Developmental and Educational Psychology
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(4), 446-460.

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.‏

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.

Yu, S., Assor, A., & Liu, X. (2015). Perception of parents as demonstrating the inherent merit of their values: Relations with self‐congruence and subjective well‐being. International Journal of Psychology, 50(1), 70-74.

Brambila, M., Assor, A., Manzi, C., & Regalia, C. (2015). Autonomous versus controlled religiosity: family and group antecedents. The International Journal for the Psychology of Religion, 25:193–210.

Wuyts, D., Vansteenkiste, M., Soenens, B., & Assor, A. (2015). An examination of the dynamics involved in parental child-invested contingent self esteem. Parenting: Science and Practice, 15 (2), 55-74.

Sher-Censor, E., Assor, A., & Oppenheim, D. (2015). The interplay between observed maternal perspective taking and clear expectations: Links with male adolescents’ externalizing and internalizing problems. Journal of Child and Family Studies, 24(4), 930-936.

Kaplan, H., Assor, A., Alsaid, H., & Kanat-Maymon, Y. (2014). The unique contributions of autonomy support and suppression to the prediction of an optimal learning experience among Bedouin students: Testing self determination theory in a collectivist society. Dapim, 58, 41-77. (Hebrew).

Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S. & Wang, C. J. (2013). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 1-18.

Assor, A., & Tal, K. (2012). When parents' affection depends on child's achievement: parental conditional positive regard, self-aggrandizement, shame and coping in adolescents. Journal of Adolescence, 35, 249–260.

Roth, G., & Assor, A. (2012). The Costs of Parental Pressure to Express Emotions: Conditional Regard and Autonomy Support as Predictors of Emotion Regulation and Intimacy, Journal of Adolescence, 35, 799–808.

Kaplan, H, & Assor, A. (2012). Enhancing Autonomy-Supportive I-Thou Dialogue in Schools: Conceptualization and Socio-Emotional Effects of an Intervention Program. Social Psychology of Education, 15, 251 - 269

Katz, I., Bereby-Meye, Y., Assor, A., & Danziger, S. (2010). Children’s adaptive pre-decisional search behavior: Effects of memory and number of alternatives. Journal
of Economic Psychology, 31, 17-24.

Aviram, R., & Assor, A. In defense of personal autonomy as a fundamental educational aim in liberal democracies. (2010). Oxford Review of Education, 36, 111–126.

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.

Kanat-Maymon, M., & Assor, A. (2010). Perceived maternal control and responsiveness to distress as predictors of young adults' empathic responses. Personality and Social Psychology Bulletin, 36, 33-46

Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected-approach and introjected-avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 2, 482–497

Assor, A., Kaplan, H., Feinberg, O., Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7, 234-243

Assor, A. (2009). Enhancing teachers' motivation to apply humanist information technology innovations. Policy Futures in Education, 66, 662-669

Roth, G., Assor, A., Niemiec, P. C., Ryan, R. M., & Deci, E. L. (2009). The negative consequences of parental conditional regard: A comparison of positive conditional regard, negative conditional regard, and autonomy support as parenting strategies. Developmental Psychology, 4, 1119–1142.

Malayev-Cohen, M., Assor, A., & Kaplan, A. (2009). Religious exploration in a modern world: The case of modern-orthodox Jews in Israel. Identity: An International Journal of Theory and Research. 9, 233-251

Weinstock, M., Assor, A., & Broide, G. (2009). Schools as promoters of moral development: The essential role of teachers' encouragement of critical thinking. Social Psychology of Education. 12, 137 – 151.

Feinberg, O., Kaplan, H., Assor, A., Kanat Maymon, Y. (2008). Personal growth in a caring community: A program to reduce violence and promote consideration in an autonomy supportive way. Dapim, 46, 81 – 121.

Katz, I., Assor., & Kanat-Maymon, Y. A. (2008). Projective Method for the Assessment of Autonomous Motivation in Children: Correlational and Experimental Evidence. Motivation & Emotion, 32, 109–119

Roth, G., Assor, A., Kaplan, H., & Kanat-Maymon, Y. (2007). Perceived autonomy in teaching: How self determined teaching may lead to self determined learning. Journal of Educational Psychology, 99, 761-774. Senior authorship is shared by the first two authors.

Katz, I. & Assor, A. (2007). When choice motivates and when it does not.
Educational Psychology Review, 19, 429-442

Knafo, A & Assor, A. (2007). Agreement with parental values: Desirable when Autonomous, Problematic when Controlled. Motivation and Emotion, 31, 232 – 245.

Levy-Tossman, I., Kaplan, A & Assor, A. (2007). Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents. Contemporary Educational Psychology, 32, 231 – 252

Katz, I, Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Domain interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42.

Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2006). Assessing the Experience of Autonomy in New Cultures and Contexts. Motivation and Emotion, 30, 365-376.

Assor, A., Cohen-Melayev, M.., Kaplan, A., & Friedman, D. (2005). Choosing to stay religious in a modern world: Socialization and exploration processes leading to an integrated internalization of religion among Israeli Jewish youth. Advances in Motivation and Achievement, 14, 105-150.

Assor, A. and Roth, G. (2005). Conditional love as a socializing approach: Costs and alternatives. Scientific Annals of the Psychological Society of Northern Greece, 7, 17 – 34.

Assor, A., Kaplan, H., Roth, G., & Kanat-Maymon, Y. (2005) Directly Controlling Teacher Behaviors as Predictors of Poor Motivation and Engagement in Girls and Boys: The Role of Anger and anxiety. Learning and Instruction 15, 396-412.

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, 47-89.

Bereby-Meyer, Y., Assor, A., & Katz, I.. (2004). Complex and simple choice strategies in children's decision-making: The effects of age and task demands. Cognitive Development. 19, 127-146.

Alfi, O., Katz, I., and Assor, A. (2004). Supporting teachers’ willingness to allow temporary, competence-supporting, failure. Journal of Education for Teaching, 30, 27-41

Levy, I., Kaplan, A., & Assor, A. (2004). Academic achievement goal structures and young adolescents’ biased preferences for peers as cooperation partners: A longitudinal study. Social Psychology of Education, 7, 127 - 159

Assor, A., and Oplatka, I. (2003). Towards a conceptual framework for understanding heads' personal growth and development. Journal of Educational Administration, 41, 471 – 497.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent:
Autonomy affecting teacher behaviors that predict students' engagement in
learning. British Journal of Educational Psychology. 72, 261-278.

Kaplan, H, & Assor, A. (2004). Need supporting dialogue among teachers and students: A conceptualization and an applied program. Educational Counseling (Hebrew). 13, 161 – 188.

Assor, A., and Eilot, K. (2001). Values of Jewish Israeli children: Measurement,
development, and gender effects. Megamot, special issue on “Children in Israel”, 41, 148-179.

Assor, A. (1999). Value accessibility and teachers’ ability to encourage independent
and critical thought in students. Social Psychology of Education, 2, 1-24.

Albedour, S., Center, B. A., Maruyama, G. M., and Assor, A. (1997). Physical and
psychological maltreatment in Bedouin schools in Israel. School Psychology
International, 18, 18-31.

Assor, A. (1996). The role of the school psychologist in growth: promoting school
restructuring. Bulletin of the Israeli School Psychology Service, 6, 24 - 27 (Hebrew).

Orr, E., Assor, A., and Cairns, D. (1996). Social representations and group membership: Shared and diffused parental ideas in three Israeli settings. European Journal of Social Psychology, 26, 703 - 726.

Assor, A. (1996). Two types of motivation for recognition: Secure and insecure.
Psychological Reports, 79, 913 - 914.

Assor, A., and Aldor, R. (1993). Motivational similarity and interpersonal evaluation:
The role of ambiguity, self derogation and emotion. Journal of Personality, 61,
111-131.

Assor, A., Tzelgov, J., Thein, R., Connell, J.P., and llardi, B.C. (1990). Assessing the
correlates of over-and underrating of academic competence: A conceptual
clarification and a methodological proposal. Child Development, 61, 2085-2097.

Assor, A., Priel, B., and Orr, E. (1990). Self Evaluation of kindergarten children:
Undifferentiated and inaccurate? Journal of Genetic Psychology, 151, 377-394.

37. Assor, A., Orr, E., and Priel, B. (1989). Correlates of over and under-estimation of
cognitive competence in kindergarten children, Psychology in the Schools, 26,
337-345.

38. Assor, A. (1989). The Power Motive as an influence on the evaluation of high and
low status persons. Journal of Research in Personality, 23, 55-69.

Orr, E., Assor, A. and Priel, B. (1989). Maternal attitudes and children's self
perception in three Israeli social contexts. Genetic and Social Psychology Monographs, 115, 5-24.

Assor, A. (1988). Types of power motivation, sense of security, and style of power seeking in groups. Psychological Reports, 63, 91-105.

Assor, A., and Tzelgov, J. (1987). Self-ideal discrepancies as indicators of self-
enhancement and self-derogation processes: Formalization of theoretical claims,
and a method of assessment, Journal of Personality Assessment, 51, 532-544.

Assor, A. (1987). Psychological motives and defensive person perception: A brief
historical account and a revised model. Social Behavior and Personality, 15,
119-132.

Assor, A., and Gordon, D. (1987). The implicit learning theory of hidden curriculum research. Journal of Curriculum Studies, 19, 329-339.

Assor, A., Aronoff, J., and Messe, L. (1986). An experimental test of defensive processes in impression formation. Journal of Personality and Social Psychology, 50, 644-650.

Assor, A., and Assor T. (1985). Emotional involvement in marriage during the last
trimester of the first pregnancy: A comparison of husbands and wives. Journal
of Psychology: Interdisciplinary and Applied, 6, 185 - 208.

Battistich, V., Assor, A., Messe, L., and Aronoff, J. (1985). Personality and person
perception. Review of Personality and Social Psychology, 6, 185-208.

Assor, A., and O'quin, R.D. (1982). The intangibles of bargaining: Power and
competence versus approval and deference. Journal of Social Psychology, 116, 119-126.

Assor, A., Aronoff, J., and Messe, L. (1981). Attribute relevance as a moderator of the effects of motivation on impression formation. Journal of Personality and Social Psychology, 41, 789-796.

Assor, A., Aronoff, J., and Messe, L. (1978). Motivation of perceiver, status of other and impression formation. Personality and Social Psychology Bulletin, 4, 349.

(b) Chapters in Volumes

Kaplan, H, and Assor, A. (in press). Autonomous motivation and the need for autonomy: Findings and New Theoretical developments in Israel. In Gregory Arief D. Liem and Ser Hong Ten (Eds.) Student Motivation, Engagement, and Growth: Asian Insights. NY: Routledge

Assor, A. (2018). The Striving to Develop an Authentic Inner-Compass as a Key Component of Adolescents' Need for Autonomy: Parental Antecedents and Effects on Identity, well-Being, and Resilience. In Soenens, B., Vansteenkiste, M., & Van Petegem, S. (Eds.), Autonomy in Adolescent Development: Towards Conceptual Clarity. Psychology Press, pp. 119 - 145.‏


Assor, A. Parental conditional regard. To appear in Marc H. Bornstein (Ed.) The Sage Encyclopedia of lifespan human development.

Assor, A. (2015). An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Tasks. In John Wang, Liu Woon Chia, and Richard Ryan. (Eds.). Building Autonomous Learners: Research and Practical Perspectives using Self-determination Theory. Springer.

Assor, A., Kanat-Maymon, Y., Roth, G. (2014). Parental conditional regard: psychological costs and antecedents. In Netta Weinstein (Ed). Human motivation and interpersonal relationships. London: Springer.

Madjar , N., & Assor, A. (2013). Two Types of Perceived Control over Learning
Perceived Efficacy and Perceived Autonomy. In John A.C. Hattie and Eric M. Anderman (Eds.), The International Handbook of Student Achievement. New York: Rutledge.

Assor, A. (2012). Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy. In Sandra L. Christenson, Amy L. Reschly, and Cathy Wylie (Eds.), The Handbook of Research on Student Engagement. Springer Science.

Kanat Maymon, Y., Roth, G., Assor, A., & Reizer, A. (2012). Conditional Regard in Close Relationships In P. E. Shaver & M. Mikulincer (Eds.), Meaning, Mortality, and Choice: The Social Psychology of Existential Concerns. American Psychological Association

Assor, A. (2011). Autonomous Moral Motivation: Consequences, Socializing Antecedents and the Unique Role of Integrated Moral Principles. In M. Mikulincer & P. R. Shaver (Eds.), The Social Psychology of Morality: Exploring the Causes of Good and Evil. Washington, DC : American Psychological Association.

Reeve, J. & Assor, A. (2011). Do Social Institutions Necessarily Suppress Individuals’ Need for Autonomy? The Possibility of Schools as Autonomy Promoting Contexts across the Globe. In V. Chirkov, R. M. Ryan & K. Sheldon (Eds.), Human autonomy in cross - cultural context: Global perspectives on the psychology of freedom and people's well-being. Springer.

Knafo, A., Assor, A., Schwartz, S. H., & David, L. (2009). Culture, migration, and family value socialization: A theoretical model and empirical investigation with Russian-speaking youth in Israel. In: U. Schönpflug (Ed.), Cultural transmission: Psychological, developmental, social, and methodological aspects, (pp. 269-296). Oxford University Press.

Assor, A., & Kaplan, H. (2001). Mapping the domain of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In Efklides, A., Sorrentino, R., & Kuhl, J. (Eds.) Trends and prospects in motivation research, (pp. 99 - 118). Holand: Kluwer.

Assor, A., and Connell, J.P. (1992). The validity of self reports as measures of
Performance-Affecting-Self-Appraisals. In D.H. Schunk and J.L. Meece (Eds.)
Students' perceptions in the classroom, (pp. 25 - 47). N. J.: Lawrence Erlbaum.



(e) Editorship of Collective Volumes

Kaplan, A., & Assor, A. (2001). Reflective Education, 20, Motivation for learning: new conceptions (245 pages). Jerusalem: Branco-Wise Institute (Hebrew).

(f) Non-referred Chapters in Books

Assor, A. (2001). Promoting intrinsic motivation for learning in schools. In A. Kaplan & A. Assor (2001), Reflective Education, 20, Motivation for learning: New conceptions. Jerusalem: Branco-Wise Institute (Hebrew).

Assor, A. (2004). A model of a school that supports psychological needs and fosters emotional competence. In A. Aviram (Ed.), Schools of the future. Tel Aviv: Masada (Hebrew).

Assor, A. (1995). Promoting personal and social growth in schools: A motivational
analysis. In Danilov, J. (Ed.) Rethinking the goals of education (PP. 195 -282)
Jerusalem: Ministry of Education (Hebrew).

Kaplan, A., & Assor, A. (2001). Motivation for learning at school - Theory and
practice. In A. Kaplan & A. Assor (2001), Reflective Education, 20, Motivation for learning: New conceptions. Jerusalem: Branco-Wise Institute (Hebrew).

Assor, A., Kaplan, H. & Tsuleng C. (in press). A self-determination perspective on
resistance to change among teachers. In E. Ornstein (Ed.): Learning from a different angle, Volume 3. To be published by the Ministry of Education, Israel. (Hebrew).

Assor, A., and Malkior, D. (in press). A motivational analysis of problems in in-service education in a Bedouin school. In E. Ornstein (Ed.): Learning from a different angle, Volume 3. To be published by the Ministry of Education, Israel. (Hebrew).