Moti Benita
Biographic Data
| ID | 2746436 |
|---|---|
| NAME | Moti Benita |
| GIVEN NAMES | Moti |
| FAMILY NAME | Benita |
| SIGNATURE | BENITA M |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0001-6971-8561 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Bridging the gap between students' values and classroom behaviour
Educators strive to instil values in students, as these personal principles are believed to guide children's behaviour. However, research indicates the link between values and behaviour is weaker than anticipated. This study integrated Schwartz's Theory of Basic Personal Values and Self-Determination Theory to explore whether the relationship between students' values and their corresponding classroom behaviours is moderated by the type of motivat…
Reciprocal Relationships Between Daily Emotion Regulation Strategies and Basic Need Satisfaction and Frustration
Previous cross-sectional research has shown that individuals’ emotion regulation styles differentially predict their experiences of basic psychological need satisfaction and frustration. Drawing on self-determination theory (SDT; Ryan & Deci, 2017), this daily diary study employed dynamic structural equation modelling (DSEM) to investigate the potential reciprocal and day-to-day spillover effects of emotional integration and suppression on daily …
Teachers’ emotional labor during wartime
Teachers often engage in emotional labor - managing emotions to meet job expectations - especially during wartime. This longitudinal study examined how two emotional labor strategies, deep acting (genuinely trying to feel the required emotion) and surface acting (faking or masking emotions), along with teachers' autonomous and controlled reasons for using them, predicted ill-being. A sample of 259 Israeli teachers (Mean experience = 15.1 years; 6…
Linking self-transcendence values to classroom prosocial behavior
This longitudinal study explored whether students’ self-transcendence values predicted their classroom prosocial behavior through perceived teachers’ autonomy support. Participants in this three-wave study were 395 fourth and fifth grade students (52% female, mean age = 9.41 at T1). In fourth grade, students reported their self-transcendence values. Four months into fifth grade, students assessed teachers’ autonomy support, and their teachers eva…
Emotional integration and reappraisal during goal pursuit
Goal pursuit is rife with obstacles triggering negative emotions. To persist in goal pursuit, individuals need to regulate these emotions using adaptive emotion regulation strategies. Reappraisal and emotional integration are two such strategies. Reappraisal involves people's attempts to reframe how they are thinking about an emotional situation, whereas emotional integration involves taking an interest in emotions as they arise. In three studies…
Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit
BackgroundMastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.AimsWe examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action…
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents
The Authentic Inner Compass as a Well-Being Resource
Emotion regulation during personal goal pursuit
OBJECTIVE: Goal pursuit may involve setbacks likely to elicit negative emotions. To continue pursuing the goal, an individual may need to regulate those emotions. In this study, we compared the unique contributions of two emotion regulation styles, integrative emotion regulation (IER) and suppressive emotion regulation (SER), to goal pursuit processes. We tested the hypotheses that IER and SER would be differentially related to goal progress and …
Sense of authentic inner compass as a moral resource across cultures
This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent value-demonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which function like an ‘authentic inner-compass’ that informs us on what we truly value and need. The utility…
Benefits of emotional integration and costs of emotional distancing
OBJECTIVE: Three studies explored the consequences of the self-determination theory conception of integrative emotion regulation (IER; Ryan & Deci, 2017), which involves an interested stance toward emotions. Emotional, physiological, and cognitive consequences of IER were compared to the consequences of emotional distancing (ED), in relation to a fear-eliciting film. METHOD: In Study 1, we manipulated emotion regulation by prompting students' (N …
Integration of negative emotional experience versus suppression
Integrative emotion regulation is defined as the ability to experience negative emotions, explore their sources, and use this exploration for volitional regulation of behavior. Empirical research on integrative regulation is quite scarce and relies mainly on self-reports. The present research comprised 2 studies exploring the behavioral, emotional, and cognitive consequences of integrative emotion regulation and suppression of emotion, in relatio…
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit
BackgroundMastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.AimsWe examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action…
Integration of negative emotional experience versus suppression
Integrative emotion regulation is defined as the ability to experience negative emotions, explore their sources, and use this exploration for volitional regulation of behavior. Empirical research on integrative regulation is quite scarce and relies mainly on self-reports. The present research comprised 2 studies exploring the behavioral, emotional, and cognitive consequences of integrative emotion regulation and suppression of emotion, in relatio…
Benefits of emotional integration and costs of emotional distancing
OBJECTIVE: Three studies explored the consequences of the self-determination theory conception of integrative emotion regulation (IER; Ryan & Deci, 2017), which involves an interested stance toward emotions. Emotional, physiological, and cognitive consequences of IER were compared to the consequences of emotional distancing (ED), in relation to a fear-eliciting film. METHOD: In Study 1, we manipulated emotion regulation by prompting students' (N …
Sense of authentic inner compass as a moral resource across cultures
This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent value-demonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which function like an ‘authentic inner-compass’ that informs us on what we truly value and need. The utility…
The Authentic Inner Compass as a Well-Being Resource
Emotion regulation during personal goal pursuit
OBJECTIVE: Goal pursuit may involve setbacks likely to elicit negative emotions. To continue pursuing the goal, an individual may need to regulate those emotions. In this study, we compared the unique contributions of two emotion regulation styles, integrative emotion regulation (IER) and suppressive emotion regulation (SER), to goal pursuit processes. We tested the hypotheses that IER and SER would be differentially related to goal progress and …
Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion
Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents
Emotional integration and reappraisal during goal pursuit
Goal pursuit is rife with obstacles triggering negative emotions. To persist in goal pursuit, individuals need to regulate these emotions using adaptive emotion regulation strategies. Reappraisal and emotional integration are two such strategies. Reappraisal involves people's attempts to reframe how they are thinking about an emotional situation, whereas emotional integration involves taking an interest in emotions as they arise. In three studies…
Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit
BackgroundMastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.AimsWe examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action…
Linking self-transcendence values to classroom prosocial behavior
This longitudinal study explored whether students’ self-transcendence values predicted their classroom prosocial behavior through perceived teachers’ autonomy support. Participants in this three-wave study were 395 fourth and fifth grade students (52% female, mean age = 9.41 at T1). In fourth grade, students reported their self-transcendence values. Four months into fifth grade, students assessed teachers’ autonomy support, and their teachers eva…
Bridging the gap between students' values and classroom behaviour
Educators strive to instil values in students, as these personal principles are believed to guide children's behaviour. However, research indicates the link between values and behaviour is weaker than anticipated. This study integrated Schwartz's Theory of Basic Personal Values and Self-Determination Theory to explore whether the relationship between students' values and their corresponding classroom behaviours is moderated by the type of motivat…
Reciprocal Relationships Between Daily Emotion Regulation Strategies and Basic Need Satisfaction and Frustration
Previous cross-sectional research has shown that individuals’ emotion regulation styles differentially predict their experiences of basic psychological need satisfaction and frustration. Drawing on self-determination theory (SDT; Ryan & Deci, 2017), this daily diary study employed dynamic structural equation modelling (DSEM) to investigate the potential reciprocal and day-to-day spillover effects of emotional integration and suppression on daily …
Teachers’ emotional labor during wartime
Teachers often engage in emotional labor - managing emotions to meet job expectations - especially during wartime. This longitudinal study examined how two emotional labor strategies, deep acting (genuinely trying to feel the required emotion) and surface acting (faking or masking emotions), along with teachers' autonomous and controlled reasons for using them, predicted ill-being. A sample of 259 Israeli teachers (Mean experience = 15.1 years; 6…
Psychology (10 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Autonomy (5 works) · Motivation and Self-Concept in Sports (5 works) · Behavioral Health and Interventions (4 works) · Cognitive psychology (4 works) · Social Psychology (4 works) · Clinical Psychology (3 works) · Cognition (3 works)