Publications

Kramarski, B. (2017)

Teachers as agents in promoting students' SRL and performance: Applications for Teachers’ Dual-Role Training Program. In D.H. Schunk, J.A. Greene (Eds.). Handbook of Self-Regulation of Learning and Performance 2nd Ed. (pp. 223-240 ). N.Y. : Routledge

Levy-Gigi, E., & Shamay-Tsoory, S. G. (2017)

Help me if you can: Evaluating the effectiveness of interpersonal compared to intrapersonal emotion regulation in reducing distress. Journal of Behavior Therapy and Experimental Psychiatry, 55, 33-40.  https://doi.org/10.1016/j.jbtep.2016.11.008

Madjar, N., Zalsman, G., Reshef, T., & Shoval, G. (2017)

Repetitive vs. occasional non-suicidal self-injury and school-related factors among Israeli high school students. Psychiatry Research, DOI: 10.1016/j.psychres.2017.07.073

Madjar, N., Weinstock, M., & Kaplan, A. (2017)

Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. Journal of Educational Research, 110(1), 32-49

Madjar, N.,  Ben Shabat, S., Elia, R., Fellner, N., Rehavi, M., Rubin, S.E., Segal, N., & Shoval, G. (2017) 

Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate. European Psychiatry, 41(1), 95-101

Madjar, N. & Chohat, R. (2017)

Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement. Educational Psychology, 37(6), 680-694

Michalsky, T. (2017)

What Teachers Know and Do About Assessing Students’ Self-Regulated Learning. Teachers College Record Volume 119(13), 1- 16

Moed, A., Gershoff, E.T., & Bringewatt, E.H. (2017)

Violence Exposure as a Mediator Between Parenting and Adolescent Mental Health. Child Psychiatry & Human Development, 48(2), 235–247|

Moed, A., Gershoff, E.T., Eisenberg, N., Hofer, C., Losoya, S., Spinrad, T.L., & Liew, J. (2017)

Parent-Child Negative Emotion Reciprocity and Children’s School Success: An Emotion-Attention Process Model. Social  Development, 26(3), 560–574, 

Neumann, Y., Walters, J. & Altman, C. (2017) 

Codeswitching and discourse markers in the narratives of a bilingual speaker with aphasia. Aphasiology, 31(2),  221-240

Oppenhaim-Shachar, S. (2017)

‘ … How am I going to pass this “audition”?’ Shame and respectability among Ethiopian adolescent girls – dialogue with an invitation to expand occupational aspirations. Gender and Education, 1-16. Doi.org/10.1080/09540253.2017.1406899

Osovlanski, H., & Mashal, N. (2017)

The effects of transcranial direct current stimulation on pragmatic processing. Journal of Neurolinguistics 44, 239-248

Rosenblatt, Z., & Shapira-Lishchinsky, O. (2017)

Temporal withdrawal behaviors in an educational policy context.  The International Journal of Educational Management, 31(7), 895-907.

Saada, N. & Gross, Z. (2017)

Islamic education and the challenge of democratic citizenship: a critical perspective. Discourse: Studies in the Cultural Politics of Education, 38(6), 807-822. DOI:10.1080/01596306.2016.1191011

Saban-Bezalel, R., Hess, S., Dolfin, D., Hermesh, H., Vishne, T., & Mashal, N. (2017)

Hemispheric processing of idioms in schizophrenia and autism spectrum disorder. Journal of Cognitive Psychology, https://doi.org/10.1080/20445911.2017.1325893

Saban-Bezalel, R.1 & Mashal, N. (2017)

Comprehension and Hemispheric Processing of Irony in Schizophrenia. Frontiers in Psychology, 8,  Article 943, DOI: 10.3389/fpsyg.2017.00943

Schechter, C., & Shaked, H. (2017)

Leaving fingerprints: principals’ considerations while implementing education reforms. Journal of Educational Administration 55(3), 242-260

Schechter, C. (2017)

The Seductive Waltz With the Self in Self- Regulated Learning: Toward Communal Regulation of Learning. Teachers College Record,119(13),  8 p. 

Schiff, R., Nuri Ben-Shushan, Y., & Ben-Artzi, E. (2017)

Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners With SLI. Journal of Learning Disabilities, 50(2), 143-157

Schiff, R. &  Saiegh-Haddad, E. (2017)

When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Reading and Writing, 30,1089–1113. DOI: 10.1007/s11145-016-9713-1

Schiff, R., &  Levie, R. (2017)

Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years: Spelling and Morphology in DD. Dyslexia, DOI: 10.1002/dys.1549

Schiff, R., Katan, P., Sasson, A., & Kahta, S. (2017)

Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity. Annals of Dyslexia, DOI: 10.1007/s11881-017-0141-y, 1-20

Schiff, R., Sasson, A., Star, G., &  Kahta, S. (2017)

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults. Annals of Dyslexia, 67(3), 333–355. 
DOI 10.1007/s11881-017-0147-5

Segal, D.  Lilach Shalev, S., & Mashal, N. (2017)

Attenuated Hemispheric Asymmetry in Metaphor Processing Among Adults With ADHD.  Neuropsychology, 31(6), 636–647

Shaked, H. & Schechter, C. (2017)

Systems thinking for school leaders: Holistic Leadership for Excellence in Education. Cham, Switzerland : Springer