Publications
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Lifshitz, H.B., Bustan, N., Shnitzer-Meirovich, S. (2021)
Intelligence trajectories in adolescents and adults with down syndrome: Cognitively stimulating leisure activities mitigate health and ADL problems. Journal of Applied Research in Intellectual Disabilities, 34(2), 491-506
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Lipner, M., Armon-Lotem, S., Walters, J., & Altman, C. (2021)
Crosslinguistic Influence (CLI) of Lexical Breadth and Depth in the Vocabulary of Bilingual Kindergarten Children – A Bilingual Intervention Study. Frontiers in Psychology 12, DOI: 10.3389/fpsyg.2021.671928
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Madjar, N., Daka, D., Zalsman, G., & Shoval, G. (2021)
Depression symptoms as a mediator between social support, non-suicidal self-injury, and suicidal ideation among Arab adolescents in Israel. School Psychology International. DOI: 10.1177/0143034321998741
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Madjar, N., Ratelle, C. & Duchesne, S. (2021)
A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals. Motivation Science, DOI: 10.1037/mot0000195
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Mevarech Z.R. & Iddini V. (2021)
Developing Young Children's Mathematics Knowledge and Reasoning Through Mathematics E-Book Activities Supported by Metacognitive Scaffolding. Journal of Cognitive Education and Psychology, 20(2), 179 - 189. DOI: 10.1891/JCEP-2021-0016
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Michalsky T, (2021)
Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.630197
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Michalsky, T. (2021)
When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension. Frontiers in Psychology, 12:658027. DOI: 10.3389/fpsyg.2021.658027
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Michalsky, T. & Cohen, A. (2021)
Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems. Frontiers in Psychology 12. DOI: 10.3389/fpsyg.2021.722535
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Milon, L. & Shapira-Lishchinsky, O. (2021)
Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management; 35(4), 741-753. https://doi.org/10.1108/IJEM-06-2020-0295
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Moradoff, Y., Kramarski, B. & Heaysman, O. (2021)
Leveraging student-centred teaching practices by authentic simulations environment and self- regulated learning. TEACHERS AND TEACHING. doi.org/10.1080/13540602.2021.1955673
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Nachoum, R., Moed, A., Madjar, N.,& Kanat-Maymon, Y. (2021)
Prenatal childbearing motivations, parenting styles, and child adjustment: A longitudinal study. Journal of Family Psychology, DOI: 10.1037/fam0000826
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Oppenhaim-Shachar S. (2021)
Shaping a ‘pedagogical voice’ using feminist pedagogical principles. Gender and Education, 33(6), 773 - 789
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Oppenhaim-Shachar S. & Berent I. (2021)
Kindergarten teachers and ‘sharing dialogue’ with parents: The importance of practice in the process of building trust in the training process. Teaching Education, DOI 10.1080/10476210.2021.1996557
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Oppenhaim-Shachar, S. (2021)
‘Good Girl’: Israeli Ethiopian Girls Negotiate Their Blackness. In M. A. Vogel and L. Arnell (Eds.) Living Like a Girl Agency, Social Vulnerability and Welfare Measures in Europe and Beyond (pp. 65-82). Berghahn Books
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Primor, L., Yeari, M. &. Katzir, T. (2021)
Choosing the right question: the effect of different question types on multiple text integration. Reading and Writing. DOI: 10.1007/s11145-021-10127-8
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Rozenfeld Kraft, R. (2021)
Considerations for Implementing MISC in Early Childhood Education Care Settings. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.46-59). Routledge
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Schechter C. (2021)
Commentary – Let’s switch cognitive gears: leading school improvement through learning from failures and successes. Journal of Educational Administration, 59(4), 532 - 541.DOI 10.1108/JEA-08-2021-265
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Schechter C., Qadach M. & Da’as R. (2021)
Organizational learning mechanisms for learning schools. Learning Organization. DOI: 10.1108/tlo-10-2018-0169
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Schiff R., Sasson A., Green H. & Kahta, S. (2021)
Artificial grammar learning is facilitated by distributed practice: Evidence from a letter reordering task. Cognitive Processing. 1-13. DOI 10.1007/s10339-021-01048-z
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Schiff, R., Ashkenazi, P., Kahta, S., & Sasson, A. (2021)
Stimulus variation-based training enhances artificial grammar learning. Acta Psychologica, 214,Article number 103252. DOI: 10.1016/j.actpsy.2021.103252
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Schwartz, L., Adler, I., Madjar, N., & Zion, M. (2021)
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process. Journal of Science Education and Technology. DOI: 10.1007/s10956-021-09905-4
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Segal-Drori, O. & Korat, O. (2021)
Mothers’ Mediation in Book-Reading Activities Through the Lens of the MISC Model: Relation to SES and Children’s Early Literacy. In C. Sharp and L. Marais (Eds.) Growing Up Resilient (pp.60-71). Routledge
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Shamay-Tsoory, S.G. & Levy-Gigi, E. (2021)
You Name It: Interpersonal Affect Labeling Diminishes Distress in Romantic Couples. Behavior Therapy 52(2), 455-464
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Shany Y. & Yablon Y.B. (2021)
The Contribution of Face-to-Face and Embedded Mediation to Early Childhood Aggression After Watching Violent Media Content. Psychology of Violence, 11(6), 519 - 528. http://dx.doi.org/10.1037/vio0000385
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Shapira-Lishchinsky O. (2021)
Ethical implications of TIMSS findings: an integrative model of student achievement. School Effectiveness and School Improvement, 32(2), 306 - 325. https://doi.org/10.1080/09243453.2020.1845750