| Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork A Assor, H Kaplan, G Roth British journal of educational psychology 72 (2), 261-278, 2002 | 1877 | 2002 |
| Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. G Roth, A Assor, Y Kanat-Maymon, H Kaplan Journal of educational psychology 99 (4), 761, 2007 | 1288 | 2007 |
| Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety A Assor, H Kaplan, Y Kanat-Maymon, G Roth Learning and instruction 15 (5), 397-413, 2005 | 905 | 2005 |
| The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation J Reeve, M Vansteenkiste, A Assor, I Ahmad, SH Cheon, H Jang, ... Motivation and Emotion 38, 93-110, 2014 | 354 | 2014 |
| The practicum in preservice teacher education: A review of empirical studies E Cohen, R Hoz, H Kaplan Teaching education 24 (4), 345-380, 2013 | 325 | 2013 |
| Mapping the domain of autonomy support A Assor, H Kaplan Trends and prospects in motivational research, 101-120, 2001 | 153 | 2001 |
| Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program H Kaplan, A Assor Social psychology of education 15, 251-269, 2012 | 134 | 2012 |
| Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students H Kaplan Social Psychology of Education 21, 223-255, 2018 | 115 | 2018 |
| Assessing the experience of autonomy in new cultures and contexts G Roth, A Assor, Y Kanat-Maymon, H Kaplan Motivation and Emotion 30, 361-372, 2006 | 105 | 2006 |
| Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory A Assor, H Kaplan, O Feinberg, K Tal Theory and Research in Education 7 (2), 234-243, 2009 | 103 | 2009 |
| The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives H Kaplan, N Madjar Frontiers in Education 2, 42, 2017 | 102 | 2017 |
| Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students’ engagement in learning A Assor, H Kaplan, G Roth British Journal of Educational Psychology 72 (2), 261-278, 2002 | 78 | 2002 |
| Reducing violence in non-controlling ways: A change program based on self determination theory A Assor, O Feinberg, Y Kanat-Maymon, H Kaplan The Journal of Experimental Education 86 (2), 195-213, 2018 | 68 | 2018 |
| Autonomous motivation and pro-environmental behaviours among Bedouin students in Israel: a self-determination theory perspective H Kaplan, N Madjar Australian Journal of Environmental Education 31 (2), 223-247, 2015 | 48 | 2015 |
| Supporting students' motivation: Strategies for success J Reeve, RM Ryan, SH Cheon, L Matos, H Kaplan Routledge, 2022 | 37 | 2022 |
| Promoting optimal induction to beginning teachers using self-determination theory H Kaplan Sage Open 11 (2), 21582440211015680, 2021 | 15 | 2021 |
| Education as flourishing: Self-determination theory in schools as they are and as they might be RM Ryan, J Reeve, H Kaplan, L Matos, SH Cheon | 11 | 2023 |
| Suppression of psychological needs among beginning teachers: a self-determination theory perspective on the induction process in Bedouin schools H Kaplan Frontiers in Psychology 12, 621984, 2021 | 9 | 2021 |
| Autonomous motivation and the need for autonomy: Findings and new theoretical developments in Israel H Kaplan, A Assor Asian Education Miracles, 84-106, 2018 | 7 | 2018 |
| The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self … H Kaplan Frontiers in Psychology 13, 859364, 2022 | 6 | 2022 |
