THE GOODAY LAB
In Press
Gutentag, T., Hasson, Y., Karnieli-Miller, O., & Tamir, M. (in press). Empathy investors: Individual differences in motivational strength in empathy regulation. Personality and Individual Differences. 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