Guy Roth

• PhD
• Professor at Ben-Gurion University of the Negev

Integrative emotion regulation is defined as the ability to experience negative emotions, explore their sources, and use this exploration for volitional regulation of behavior. Empirical research on integrative regulation is quite scarce and relies mainly on self-reports. The present research comprised 2 studies exploring the behavioral, emotional,...

Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation,...

Unlike the majority of theories on motivation, self-determination theory (SDT) does not focus solely on the amount of motivation but also considers its quality. A student may make a big effort in class to get good grades, satisfy his/her parents, or avoid sanctions. Another student in the same class may make the same effort because of interest, enj...

Intergroup emotions powerfully shape intergroup relations. Anger and fear fuel, while hope and sympathy reduce intergroup strife. This implies that emotion regulation may play an important role in improving intergroup relations. Broadening the scope of prior research, we herein investigate the potential benefits of integrative emotion regulation fo...

This study aimed to investigate the quality, underlying emotional processes, and impacts of parental academic involvement on children and parents from an organismic perspective using latent profile and transition analyses with 1,059 U.S. parents (52% mothers) of 6th–9th graders across two waves. Five parental involvement profiles were identified ba...

Background Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self‐determination theory's (SDT) conception of adaptive and maladaptive...

Given the consensus on the importance of teacher reflection and the pau-city of research on affective motivational challenges and outcomes of in-service teacher reflection, this study examined the hypothesis that support of in-service teachers' basic psychological needs (for relatedness, competence, and autonomy) in collaborative reflection setting...

Research suggests that empathy may lead to either sympathy, involving emotional identification with another person, accompanied by caring and concern, or personal distress, that is emotional reaction to another's condition that is aversive and self-centered (Eisenberg et al., 2010). While the former frequently predicts prosocial behavior, the latte...

Self-Determination Theory (SDT) is a broad theory of psychological growth and wellness that has revolutionized how we think about human motivation and the driving forces behind personality development. SDT focuses on people’s basic psychological needs for autonomy, competence, and relatedness and how social environments that support these needs fos...

Self-Determination Theory (SDT) is a broad theory of psychological growth and wellness that has revolutionized how we think about human motivation and the driving forces behind personality development. SDT focuses on people’s basic psychological needs for autonomy, competence, and relatedness and how social environments that support these needs fos...

Teachers’ conditional positive and negative regard are widely endorsed teaching practices aimed to enhance students’ involvement and achievement in school. Previous research has mostly tapped the need frustration and harmful psychological well-being implications of these practices. Yet knowledge of their specific effects on school engagement is sca...

Dog owners often ascribe human qualities to their dogs and, as such, view them as close others and a source of need support that fosters psychological well-being—this is called the pet effect. In this work, we went beyond the effect of what owners receive from their dogs and examined the benefits of giving need support. Applying self-determination...

Teachers’ conditional positive regard and conditional negative regard are common motivational techniques in the classroom. This study investigated their respective effects on adolescent students’ agentic engagement, while considering students’ basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teac...

While some research has documented links between supervisors’ leadership style and subordinates’ motivation, little is known about what drives leadership behaviors in the first place. This study aimed to contribute to the scholarly literature on motivational antecedents of leadership by drawing on the self-determination theory (SDT) of motivation a...

Parental conditional regard (PCR) involves parents providing or withdrawing affection to motivate children to do what the parents want. Numerous studies have demonstrated that PCR has harmful consequences for children. The present research examines associations between PCR and children’s later relationships with young-adult peers. We conducted two...

The two studies presented here examine the extent to which perceived authority legitimacy mediates the association between supervisors’ motivating styles and subordinates’ work-related outcomes. From the perspective of the self-determination theory (SDT), we examined two supervisory motivating styles: the autonomy-supportive style that nurtures emp...

Objectives: Three studies explored the consequences of the self-determination theory (SDT) conception of integrative emotion regulation (IER; Ryan & Deci, 2017), which involves an interested stance toward emotions. Emotional, physiological, and cognitive consequences of IER were compared to the consequences of emotional distancing (ED), in relatio...

Two experimental studies using Elliot, Murayama, and Pekrun’s (Journal of Educational Psychology 103(3):632–648, 2011) differentiation between self-goals and task-goals, were conducted to examine the relative influence of achievement goals and motivational contexts on behavioral and emotional engagement. In Study 1, 133 college students were prompt...

Research on conditional positive regard (CPR) and conditional negative regard (CNR) has shown that these practices are associated with some maladaptive qualities of romantic relationships. The current study investigated the associations between CPR and CNR and romantic relationship satisfaction using a daily diary methodology. A multilevel analysis...

The ability to regulate emotion plays a key role in the development of prosocial behavior. This study uses the self-determination theory conceptualization of emotion regulation to explore whether children's emotion regulation styles differentially predict their prosocial behavior in class. For the study, 240 sixth and seventh grade Israeli students...

Considering that negative intergroup emotions can hinder conflict resolution, we proposed integrative emotion regulation (IER) as possibly predicting conciliatory policies towards outgroups in violent conflict. Two studies examined Jewish Israelis’ self-reported IER, empathy, liberal attitudes, and support for humanitarian aid to Palestinians in Ga...

The sharp rise in academic dishonesty is prompting increased concern in educational institutions. Based on the Self-Determination Theory (Deci & Ryan, 2000), we posited that frustration of the three basic psychological needs for autonomy (endorsing one's actions at the highest level of reflection), competence (feeling capable in one's pursuits), an...

Objective. The focus of the current article was on the parenting strategy of using maternal conditional positive regard to promote adolescents’ suppression of anxiety to assess whether this strategy is benign or maladaptive. Method. Two studies (N = 230) examined mothers’ and adolescents’ reports of maternal conditional regard, adolescents’ motivat...

Two studies explored the role of parents' unconditional positive regard (UCPR) as perceived by adolescents and young adults in promoting the effectiveness of specific parenting practices that may support offspring's academic autonomous motivation. Study 1 tested the hypothesis that UCPR predicts rationale-giving and choice-provision practices and,...

Research on Conditional Positive Regard (CPR) has shown that this seemingly benign practice has maladaptive correlates when used by parents. However, there is no research on the correlates of this practice in romantic relationships, nor on the processes mediating its effects. Building on the self-determination theory (Deci & Ryan, 2000), three stud...

Parents often try to promote internalization of valued behaviors by making their regard contingent on children's enactment of those behaviors. We present findings suggesting that while parental conditional regard (PCR) might lead to enactment of expected behaviors, this practice has the following costs: (1) stressful internalization of parental exp...

A large body of research has been devoted to the outcomes of autonomy-supportive teaching (AST). However, research on its antecedents is scarce. The present study explored teachers’ personal epistemology as a possible predictor of students’ perceptions of AST. We administered surveys to 622 students in 23 seventh- and eighth-grade classrooms regard...

Mastery goals are generally considered the most adaptive achievement goals. In 2 studies, we tested whether, in line with self-determination theory, participants’ experiences of autonomy support and autonomy would affect the relations between mastery goals and psychological outcomes. In Study 1 (an experiment), 117 college students, randomly assign...

This research focuses on offspring's perceptions of their parents' usage of conditional regard and autonomy-supportive practices in response to the offspring's experiences of negative emotion. Participants were 174 college students (60% were females). As predicted from self-determination theory (Ryan & Deci, 2000), students' perceptions of parents...

Purpose The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self‐determination theory. The central hypotheses were that transfo...

This study aimed to explore the relationships between sense of coherence (SOC) and stress reactions as mediated by cognitive appraisal and coping strategies among adolescents facing the acute stressful situation of missile attacks. Employing the Salutogenic Model and the interactionist approach to coping, we asked what the roles of situational fact...

This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified internalization of consi...

This study explored the relationship between parents' use of conditional regard (PCR, Assor, Roth, & Deci, 2004; Roth, 2008) to promote suppression of sad feelings and the following emotional skills in young children: (1) recognition of sadness in facial expressions, (2) awareness of sad feelings in oneself, and (3) empathic response to others' sad...

We examined how emotion regulation style affects performance on Emotional Stroop task with facial expressions and emotional words. People with different emotional regulation style differ in the way they manage anger. Integrative regulators manage emotions through the acknowledgment and engaging in constructive actions. Dis-regulators experience the...

Employing the salutogenic approach (Antonovsky, 1987), this pilot study aimed at exploring the mediation effect of Sense of Coherence (SOC) on the relationships between exposure to missile attacks and stress-related reactions among adolescents. A strong SOC means a tendency to see the world as more comprehensible, manageable and meaningful. Data we...

This study examined 126 students' (14–16 years of age; 66 females) perceptions of self-disclosure to their mothers with respect to their mistakes in class activities. Specifically, we hypothesized that self-disclosure would predict adolescents' ability to learn from mistakes they made in classroom tasks. In addition, we hypothesized that perceived...

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with...

The study examined the use of coping strategies among Israeli Jewish and Arab adolescents who faced missile attacks during the Second Lebanon War. We further explored the role of ethnicity, gender and age in explaining psychological distress and the ways in which different coping strategies relate to health outcomes in the two ethnic groups. Data w...

The current research examined the relations of parental conditional regard and autonomy-supportive parenting with levels of internalization and self- versus other-oriented helping tendencies. As predicted from self-determination theory, college students' perceptions of parental conditional regard correlated positively with introjection internalizat...

This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous motiva...

This research demonstrates the usefulness of the technique of Smallest Space Analysis (SSA) in the con-struction of indices of the experience of autonomy, a cen-tral construct in Ryan and Deci's self-determination theory of motivation and personality (SDT, 2000) and a construct central to recent controversies on socialization in different cultures....

We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing critical and independent opinions. We hypothesized that children's perceptions of their teachers as directly controlling would arouse anger and anxiety in chil...

Parents' use of conditional regard as a socializing practice was hypothesized to predict their children's introjected internalization (indexed by a sense of internal compulsion), resentment toward parents, and ill-being. In Study 1, involving three generations, mothers' reports of their parents' having used conditional regard to promote academic ac...

This article examines two questions concerning teacher-behaviours that are characterised in Self-Determination Theory (Ryan & Deci, 2000) as autonomy-supportive or suppressive: (1) Can children differentiate among various types of autonomy-enhancing and suppressing teacher behaviours? (2) Which of those types of behaviour are particularly important...