Publications

Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management.  https://doi.org/10.1108/IJEM-10-2023-0530.

Nizri, H., Hemi, A., & Levy-Gigi E. (2024). Regulatory flexibility and school climate moderate the relationship between stress exposure and depression severity in school educators. Scientific Reports 14, 11543. https://doi.org/10.1038/s41598-024-62150-8

Piotrowski, K., Cohen-Malayev, M., Hihara, S., Janowicz, K., Morgan, E., Naude, L., Saiga, S., Schachter, E., & Sugimura, K. (2024). Parental Identity Processes Across Cultures: Commitment, In-Depth Exploration and Reconsideration of Commitment Among Parents from the United States, Israel, Poland, South Africa and Japan.‪ Identity, 23(3), 193-207.‪ https://doi.org/10.1080/15283488.2023.2209581

Rahimi, I. D., Cohen Zilka, G., Finkelstein, I., & Cohen, R. (2024). The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis. Israel Affairs, 18p. https://doi.org/10.1080/13537121.2023.2269732

Raviv, H., Mashal N., & Peleg, O. (2024). Suppressing contextually irrelevant meanings of homophonic versus heterophonic homographs: A tDCS study targeting LIFG. Brain and Cognition 181, 106212. https://doi.org/10.1016/j.bandc.2024.106212

Rose, K., Armon-Lotem, S., & Altman C. (2024). We don’t have a family language policy: Exploring overt and covert family language policy planning styles. Journal of Multilingual & Multicultural Development, 1-17.‪‪ https://doi.org/10.1080/01434632.2024.2413935

Rose, K., Armon-Lotem, S., & Altman, C. (2024). The Role of Age Variables in Family Language Policy. Languages, 9, 139, 1-26. https://doi.org/10.3390/languages9040139.

Samnia Hammod, H., & Paz-Baruch N. (2024). Self-regulated learning while solving mathematical problems among mathematically gifted and talented students’.‪ High Ability Studies, 29p.‪ https://doi.org/10.1080/13598139.2024.2374715

Sasson, A., Schiff R., & Zluf, B. (2024). Syntactic knowledge in a foreign language: examining cross-language transfer effects in L2 noun phrase comprehension. Reading and Writing: An Interdisciplinary Journal, 26p. https://doi.org/10.1007/s11145-024-10569-w

Shahbari-Kassem, A., Schiff, R., & Saiegh-Haddad, E. (2024). Development of morphological awareness in Arabic: the role of morphological system and morphological distance. Reading and Writing. https://doi.org/10.1007/s11145-024-10581-0

Shalom, M., Luzzatto, E., & Gross Z. (2024). Remember lest we forget: The link between long-term memory and narrative, empathy and previous knowledge in Israel. Israel Affairs, 30(2), 333-349. https://doi.org/10.1080/13537121.2024.2318174.

Shilton, T., Shilton, H., Mosheva, M., Amsalem. D., Negri, O., Cohen, T., Hertz‑Palmor, N., Waniel‑Zaga, A., Pesach, I. M., Tuval‑Mashiach, R., Hasson‑Ohayon, I., & Gothelf, D. (2024). Parents’ experience of a shared parent–child stay during the first week of hospitalization in a child psychiatry inpatient ward. European Child & Adolescent Psychiatry 33, 1039–1046. https://doi.org/10.1007/s00787-023-02225-5

Kofman Talmy, A. & Mashal, N.‪ (2024)‪.‪ Quantitative and qualitative initial validation of the accountable talk questionnaire.‪ Frontiers in Communication, 8.‪ https://doi.‪org/10.‪3389/fcomm.‪2023.‪1182439

Tolmacz, R., Ben-Eliyahu, A., Mikulincer, M., & Efrati, Y. (2024). Student-teacher relational entitlement and its association with students' and teachers' characteristics. British Journal of Educational Psychology, Jul 24, 23p.‪ https://doi.org/10.1111/bjep.12708

Undorf, M., Schäfer, F., & Halamish V. (2024). Making Judgments of Learning Either Enhances or Impairs Memory: Evidence From 17 Experiments With Related and Unrelated Word Pairs. Collabra: Psychology, 10(1), 117108. https://doi.org/10.1525/collabra.117108

Waghid, Y., & Gross Z. (Eds.) (2024). Fostering Values Education and Engaging Academic Freedom amidst Emerging Issues Related to COVID-19. Brill. https://doi.org/10.1163/9789004688681

Yaari, H., Fichman, S., Osher, P., Dorokhov, F., & Altman C. (2024). Disfluencies as a window to macrostructure performance in the narrative of bilingual children. Ampersand, 13, 100187. https://doi.org/10.1016/j.amper.2024.100187

Zabag, R.‪, Rinck, M.‪, Becker, E.‪, Gilboa-Schechtman, E.‪, & Levy-Gigi, E.‪ (2024)‪.‪ Although I know it: Social anxiety is associated with a deficit in positive updating even when the cost of avoidance is Obvious.‪ Journal of Psychiatric Research, 169, 279–283.‪ https://doi.‪org/10.‪1016/j.‪jpsychires.‪2023.‪11.‪041

Zabag, R., Kivity, Y., Gilboa‑Schechtman, E., & Levy‑Gigi, E. (2024). Better social reversal learning is associated with a more social approach across time. Scientific Reports, 14, 8443. https://doi.org/10.1038/s41598-024-58348-5.

Zadok, A., Benoliel, P., & Schechter, C. (2024). Teacher-leaders’ personality traits of extraversion, conscientiousness, and openness to experience and transformational leadership: The implications for collective teachers efficacy.  Teaching and Teacher Education 140, https://doi.org/10.1016/j.tate.2024.104482.

Zadok, A., Benoliel P., & Schechter C. (2024). Organizational resilience and transformational leadership for managing complex school systems. Frontiers in Education, 9, 1333551. https://doi.org/10.3389/feduc.2024.1333551.

Zuckerman, D., Yablon Y. B., &  Iluz S. (2024). The Role of Simulation in Exposing Hidden Gender Biases: A Study of Motivational Discourse in Mathematics Education. Education Sciences 14(11), 1265. https://doi.org/10.3390/educsci14111265

Court, D., E.‪, Randa Khair Abbas, E.‪, Zaki Kamal, E.‪, & Riam Abu Much, E.‪  (Eds.)(2023)‪.‪ Social Justice in Multicultural Settings.‪ Cambridge Scholars Publishing.‪

Efrati, Y.‪ (2023)‪.‪ Parent-child quality of sex-related communication before and during the COVID-19 pandemic.‪ Children & Youth Services Review, 153, N.‪PAG.‪ https://doi.‪org/10.‪1016/j.‪childyouth.‪2023.‪107105

Isaacson, A.‪, Assis, A.‪, & Adi-Japha, E.‪ (2023)‪.‪ “Listening” to Paintings: Synergetic Effect of a Cross-Modal Experience on Subjective Perception.‪ Empirical Studies of the Arts, 41(2)‪, 433–464.‪ https://doi.‪org/10.‪1177/02762374231155742