Avi Assor's Publications
- 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.
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- Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119–1142.
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- 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, 101, 482-497.
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- Katz, I., Assor, A., & Kanat-Maymon, Y. (2008). A projective assessment of autonomous motivation in children: Correlational and experimental evidence. Motivation and Emotion, 32, 109-119.
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- Roth, G., Assor, A., Kanat-Maymon, Y, & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
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- Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42.
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- Assor, A., Kaplan, H., Kanat-Maymon, Y, & Roth, G. (2005). Directly controlling teachers' behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
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- Assor, A., Cohen-Malayev, 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. Motivation and Religion, 14, 105-150.
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- Kaplan, H., & Assor, A. (2004). Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13, 161-189.
- Alfi, O., Katz, I., & Assor, A. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.
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- Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in school work. British Journal of Educational Psychology, 72, 261-278.
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- 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 A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101-120). Boston: Kluwer Academic Publishers.
