PUBLISHED WORK

Electronic versions of papers are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright resides with the respective copyright holders, as stated within each paper. These files may not be reposted without permission.

2022
Haerens, L., Matos. L.,  Koc, A., Benita, M., & Abos, A. (2022). Examining school boards’ chaotic leadership style in relation to
teachers' job satisfaction and emotional exhaustion. Journal of Teaching and Teacher Education, 118. https://doi.org/10.1016/j.tate.2022.103821
Arbel, R., Maciejewski, D., Ben-Yehuda, M., Shnaider, S., Benari, B., & Benita, M. (2022). Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-022-01616-2 
Benita, M., Matos L., & Cerna, Y. (2022). The effect of mastery goal-complexes on mathematics grades and
engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2021.101558 

 
2021
Assor, A., Benita, M., Shi, Y., Goren, R., Yitshaki, N., & Wang, Q. (2021). The authentic inner compass as a well-being resource: Predictive effects on vitality, and relations with self-esteem, depression and behavioral self-realization. Journal of Happiness Studieshttps://doi.org/10.1007/s10902-021-00373-6
Benita, M., & Matos, L. (2021). Internalization of mastery Goals: The differential effect of teachers’ autonomy support and control. Frontiers in Psychology, 11, 599303. doi: 10.3389/fpsyg.2020.599303
Benita, M., Shechter, T., Nudler-Muzikant, S., & Arbel, R. (2021). Emotion regulation during personal goal pursuit: Integration vs. Suppression of emotions. Journal of Personality, 89(3), 565-579. https://doi.org/10.1111/jopy.12599
Roth, G., Benita, M. (2021). Integration versus minimization of emotional experiences: Addressing the question of adaptive emotion regulation. In Ryan, R. M. (Ed.), Oxford handbook of self-determination theory (forthcoming). Oxford University Press. 
2020

Benita, M. (2020). Freedom to feel: A self-determination theory account of emotion regulation. Social and Personality Psychology Compass.
Assor , A., Benita , M., Itzhaki , N., & Goren , R, & Maree, W. (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, 49(3), 346–364
Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67–81.
2019​

Benita, M., Kehat, R., Zaba, R., Blumenkranz, Y., Kessler, G., Bar-Sella, A., &  Tamir, M. (2019). Choosing to Regulate Emotions: Pursuing Emotion Goals in Autonomy-Supportive and Controlling Contexts. 
Personality and Social Psychology Bulletin, 45(12), 1666–1680.
Benita, M., Butler, R., & Shibaz, L. (2019). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology, 111(6), 1103–1118.​
2018
Roth, G., Shachar , B., Zohar-Shefer , Y., Benita, M., Moed, A., Kanat-Maymon, Y., Bibi, U., & Ryan, R. (2018). Benefits of emotional integration and costs of emotional distancing. Journal of Personality, 86, 919-934.
2017
Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ pro social behavior through the mediation of empathy. Learning and Instruction, 50, 14–20.
Ziv, Y., Benita, M., & Sofri, I. (2017). Self-Regulation in Childhood: A Developmental Perspective. In J. Matson (Ed.), Handbook of social behavior and skills in children, 149– 173. 
Benita, M., Shane, N., Elgali, O., & Roth, G. (2107). The important role of the context in which achievement goals are adopted: an experimental test. Motivation and Emotion, 41, 180–195.
2014
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: Addressing the question of adaptive functioning. Emotion, 14(5), 908–919.
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(1), 258–267.
2009
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.