Haya Kaplan'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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- Feinberg, A., Kaplan, H., & Kanat-Maymon, Y. (2008). Personal growth in a caring community: An autonomy-supportive program for reducing violence and enhancing caring. Dapim, 46, 21-61.
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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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- 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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- Kaplan, H., & Assor, A. (2004). Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13, 161-189.
- 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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- Kaplan, H., & Danino, M. (2002). Diversity as a challenge and an opportunity for growth in school: Developing a caring community for students with learning disabilities. Hayeoz Hachinchi, 11, 64-87.
- 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.
