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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.
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. 
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. 

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 Studies
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.
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. 

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.

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.​
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.
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.
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.
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.