Tony Gutentag
Biographic Data
| ID | 1502576 |
|---|---|
| NAME | Tony Gutentag |
| GIVEN NAMES | Tony |
| FAMILY NAME | Gutentag |
| SIGNATURE | GUTENTAG T |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0003-1205-6266 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Motivational Intensity in Emotion Regulation
Changing how we feel can be adaptive, but it is also difficult and may require effort. There is research on what people want to achieve in emotion regulation (motivational content), but there is little research on how intensely people pursue what they want to achieve (motivational intensity). We tested the role of motivational intensity in emotion regulation, by assessing (Studies 1–2, N s = 160 and 157) and manipulating (Study 3, N = 250) it in …
Vocal participation and attentive listening in teacher-led classroom discussions: The role of prior achievement level, situational experiences and motivation
Equitable student participation is a key element of dialogic pedagogy programs. • We explored differences in classroom discussion participation using self-reports. • Low-achieving students reported less vocal participation and attentive listening. • Both were predicted by sense of agency, perceived teacher support, mastery goals. • Only vocal participation was predicted by prior achievement level differences. Research on dialogic pedagogy has pre…
Engagement in learning during times of crisis
Learning engagement is crucial for educational success, but is often negatively impacted during crises. War-induced trauma, leading to post-traumatic stress disorder (PTSD) symptoms, may reduce emotional, cognitive, and behavioral engagement in learning. Understanding the mechanisms underlying this relationship is critical for supporting student learning in crisis settings. This study examines the association between war-induced PTSD symptom endo…
Does interpersonal emotion regulation effort pay off
Interpersonal emotion regulation shapes people's emotional and relational experiences. Yet, researchers know little about the regulation processes that influence these outcomes. Recent works in the intrapersonal emotion regulation space suggest that motivational strength, or effort , people invest in regulation might be the answer. We applied this motivated approach for the first time in the interpersonal space-looking at both intrinsic and extri…
Classroom discussion practices in online remote secondary school settings during Covid-19
Incremental theories of emotion across time: Temporal dynamics and correlates of change
Accumulating research points to the importance of incremental theories of emotion. Yet, little is known about whether these beliefs change in adulthood across long time spans, and if so, whether such changes are prospectively linked to emotion regulation outcomes. In the present investigation, we tested how incremental theories of emotion change during college, and whether such changes are linked to emotion regulation practices. We followed 394 u…
Teachers' Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward mult…
Teachers' Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward mult…
Teachers' Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward mult…
Incremental theories of emotion across time: Temporal dynamics and correlates of change
Accumulating research points to the importance of incremental theories of emotion. Yet, little is known about whether these beliefs change in adulthood across long time spans, and if so, whether such changes are prospectively linked to emotion regulation outcomes. In the present investigation, we tested how incremental theories of emotion change during college, and whether such changes are linked to emotion regulation practices. We followed 394 u…
Classroom discussion practices in online remote secondary school settings during Covid-19
Does interpersonal emotion regulation effort pay off
Interpersonal emotion regulation shapes people's emotional and relational experiences. Yet, researchers know little about the regulation processes that influence these outcomes. Recent works in the intrapersonal emotion regulation space suggest that motivational strength, or effort , people invest in regulation might be the answer. We applied this motivated approach for the first time in the interpersonal space-looking at both intrinsic and extri…
Vocal participation and attentive listening in teacher-led classroom discussions: The role of prior achievement level, situational experiences and motivation
Equitable student participation is a key element of dialogic pedagogy programs. • We explored differences in classroom discussion participation using self-reports. • Low-achieving students reported less vocal participation and attentive listening. • Both were predicted by sense of agency, perceived teacher support, mastery goals. • Only vocal participation was predicted by prior achievement level differences. Research on dialogic pedagogy has pre…
Engagement in learning during times of crisis
Learning engagement is crucial for educational success, but is often negatively impacted during crises. War-induced trauma, leading to post-traumatic stress disorder (PTSD) symptoms, may reduce emotional, cognitive, and behavioral engagement in learning. Understanding the mechanisms underlying this relationship is critical for supporting student learning in crisis settings. This study examines the association between war-induced PTSD symptom endo…
Motivational Intensity in Emotion Regulation
Changing how we feel can be adaptive, but it is also difficult and may require effort. There is research on what people want to achieve in emotion regulation (motivational content), but there is little research on how intensely people pursue what they want to achieve (motivational intensity). We tested the role of motivational intensity in emotion regulation, by assessing (Studies 1–2, N s = 160 and 157) and manipulating (Study 3, N = 250) it in …
Psychology (7 works) · Social Psychology (6 works) · Pedagogy (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Burnout (2 works) · Communication in Education and Healthcare (2 works) · Political science (2 works)