Moti Benita

Moti Benita
Ben-Gurion University of the Negev | bgu · Department of Education

PhD

About

19
Publications
22,042
Reads
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406
Citations
Citations since 2016
16 Research Items
382 Citations
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2016201720182019202020212022020406080100
2016201720182019202020212022020406080100
Additional affiliations
October 2015 - September 2019
University of Haifa
Position
  • Lecturer
October 2010 - July 2015
Ben-Gurion University of the Negev
Position
  • PhD Student

Publications

Publications (19)
Article
Objective Goal pursuit may involve setbacks likely to elicit negative emotions. To continue pursuing the goal, an individual may need to regulate those emotions. In this study, we compared the unique contributions of two emotion regulation styles, integrative emotion regulation (IER) and suppressive emotion regulation (SER), to goal pursuit process...
Article
Self-determination theory (SDT) draws upon an organismic metatheory and suggests psychological growth occurs as an integrative process in which people assimilate and integrate experiences. As emotions play an important role in this process , researchers have recently espoused SDT as a basis for exploring emotion regulatory processes. This review su...
Article
Full-text available
Individuals’ emotion regulatory styles are differentially related to well-being. Drawing on self-determination theory (Ryan and Deci 2017, Self-determination theory: basic psychological needs in motivation, development, and wellness, Guilford Press, New York), researchers have recently explored the concept of integrative emotion regulation (IER) as...
Article
We applied self-determination theory to emotion regulation and tested the potential effects of autonomy-supportive and controlling contexts on the pursuit of emotion goals. In four experimental studies (N = 242), participants viewed a fear-eliciting film clip or emotion-eliciting pictures and were prompted to pursue emotion goals with either autono...
Article
Two longitudinal studies conducted in Israel examined antecedents and outcomes of teacher depersonalization, a relatively understudied dimension of teacher burnout. Study 1 explored the outcomes of depersonalization. We predicted that depersonalization would predict classroom disruption, and that an aspect of intrinsic orientation for teaching, tea...
Article
Full-text available
Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents’ daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [Mage = 11.96...
Article
50 days free access https://authors.elsevier.com/c/1fPUq,Gtqvx-mU School leaders adopt a chaotic style when they abdicate their responsibilities by being unavailable, passive, unpredictable and permissive. Surprisingly, this dark side of leaders’ style has been largely ignored in contemporary research. In a sample of 205 teachers, this cross-sectio...
Article
Full-text available
This paper seeks to expand our knowledge on autonomy experiences predicting, or associated with, important well-being attributes, by drawing on the concept of an “Authentic Inner Compass” (AIC, Assor 2012, 2018; Vansteenkiste and Soenens 2015): Sense of knowing what is truly important to us in terms of values, aspirations, and goals. Study 1 (304 H...
Article
Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older hig...
Article
Full-text available
Two linked studies explored whether students' perceptions differentiate between teachers' autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students' internalization of mastery goals and their behavioral engagement. In two phases, Study 1 (N = 317) sought to validate a new instrument as...
Article
This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent valuedemonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which func...
Article
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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,...
Article
Full-text available
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...
Article
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...

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Projects

Project (1)
Project
Exploring the differentiated effects of pursuing emotion goals with underlying autnomous and controlled motivations.