THE GOODAY LAB
In Press
Asterhan, C., Yosef, D., Malin, Y., & Gutentag, T. (in press). Vocal participation and attentive listening in teacher-led classroom discussions: the role of prior achievement level, situational experiences, and motivation. International Journal of Educational Research.
Gutentag, T., Kalokerinos, E. K., Garrett, P., Millgram, Y., Sobel, R., & Tamir, M. (in press). Motivational intensity in emotion regulation. Personality and Social Psychology Bulletin. View
Hu, D., Gutentag, T., Mauss, I., & Tamir, M. (in press). Motivational strength in emotion regulation. Current Directions in Psychological Science.
Sonvani, Y., Madmon Sarikov, S., & Gutentag, T. (in press). The Personal and the Public in Residents’ Burnout: A Cross-sectional Investigation. Israel Journal of Health Policy Research.
2026
Buller, S., Eli, I., Abboud, W., Gutentag, T., Shalev-Antsel, T., & Friedman-Rubin, P. (2026). Prevalence of awake and sleep bruxism in Israel under conditions of collective stress and influential factors. International Dental Journal, 76, 109350. View
Schwartz -Shpiro, M., Gorbat, A., Gutentag, T., Shalev, A., Rudolf, M., Grossman, Z., Gadassi, H., Berger-Raanan, R., & Pinchover, S. (2025). The impact of trauma-informed training on pediatricians’ perceived-competence in treating war-affected children: a pilot study. BMC Medical Education, 25, 213. View
2025
2024
Pinchover, S., Berger Raanan, R., Gadassi, H., Shalev, A., Dahari, D., Gutentag, T., & Rudolf, M. (2024). Pediatricians at the forefront of child mental health? A Delphi method exploration. Israel Journal of Health Policy Research, 13(73), 2-12. View
Gutentag, T., Hasson, Y., Karnieli-Miller, O., & Tamir, M. (2024). Empathy investors: Individual differences in motivational strength in empathy regulation. Personality and Individual Differences, 229, 112753. View
2023
Gutentag, T., Kalokerinos, E. K., & Tamir, M. (2023). Beliefs about the ability to control specific emotions. Motivation and Emotion, 47(3), 448-460. View
Tran, A., Greenaway, K. H., Kostopoulos, J., Tamir, M., Gutentag, T., & Kalokerinos, E. K. (2023). Does interpersonal emotion regulation effort pay off? Emotion. View
2022
Gutentag, T., & Asterhan, C. S. (2022). Burned-out: middle school teachers after one year of online remote teaching during COVID-19. Frontiers in Psychology, 13, 783. View
Gutentag, T., Gati, I., & Shimoni, A. (2022). Evaluating the quality of the list of occupations recommended for further exploration. International Journal for Educational and Vocational Guidance, 1-20. View
Gutentag, T., John, O. P., Gross, J. J., & Tamir, M. (2022). Incremental theories of emotion across time: Temporal dynamics and correlates of change. Emotion, 22(6), 1137. View
Gutentag, T., Orner, A., & Asterhan, C. S. (2022). Classroom discussion practices in online remote secondary school settings during COVID-19. Computers in human behavior, 132, 107250. View
Gutentag, T., & Tamir, M. (2022). Putting Effort into Emotion Regulation: Manipulating Desirability and Motivational Strength. Affective Science, 3(4), 878-893. View
2020
Tamir, M., Vishkin, A., & Gutentag, T. (2020). Emotion regulation is motivated. Emotion, 20(1), 115-119. View
2019
Shimoni, A., Gutentag, T., & Gati, I. (2019). Assessing career preference cohesiveness. Journal of Vocational Behavior, 112, 51-63. View
2018
Gutentag, T., Horenczyk, G., & Tatar, M. (2018). Teachers’ approaches toward cultural diversity predict diversity-related burnout and self-efficacy. Journal of Teacher Education, 69(4), 408-419. View
Netzer*, L., Gutentag*, T., Kim, M. Y., Solak, N., & Tamir, M. (2018). Evaluations of emotions: Distinguishing between affective, behavioral and cognitive components. Personality and Individual Differences, 135, 13-24. View
Salomon, T., Botvinik-Nezer, R., Gutentag, T., Gera, R., Iwanir, R., Tamir, M., & Schonberg, T. (2018). The cue-approach task as a general mechanism for long-term non-reinforced behavioral change. Scientific reports, 8(1), 3614. View
2017
Allalouf*, A., Gutentag*, T., & Baumer, M. (2017). Quality control for scoring tests administered in continuous mode: An NCME instructional module. Educational Measurement: Issues and Practice, 36(1), 58-68. View
Benoliel, U., Buchan, J., & Gutentag, T. (2017). Revisiting the rationality assumption of disclosure laws: An empirical analysis. Hofstra Law Review, 46(2), 469-488. View
Gutentag, T., Halperin, E., Porat, R., Bigman, Y. E., & Tamir, M. (2017). Successful emotion regulation requires both conviction and skill: Beliefs about the controllability of emotions, reappraisal, and regulation success. Cognition and Emotion, 31(6), 1225-1233. View
Tamir, M., & Gutentag, T. (2017). Desired emotional states: Their nature, causes, and implications for emotion regulation. Current Opinion in Psychology, 17, 84-88. View
2016
Gutentag, T., & Gati, I. (2016). The consistency and structure of aspect-based career preferences. Journal of Vocational Behavior, 93, 33-46. View
2015
Gati, I., & Gutentag, T. (2015). The stability of aspect-based career preferences and of the recommended list of occupations derived from them. Journal of Vocational Behavior, 87, 11-21. View