Publications
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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
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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
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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
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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.
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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.
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Gross, Z. & Rutland, S.D. (2023) Exploring the Value of Special Religious Education in Multifaith Australia among Christians, Muslims, Hindus, Buddhists, Jews and Baha’i, Religion & Education, 50(1), 95-116, DOI: 10.1080/15507394.2023.2185054
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Maor, R., Levi, R., Mevarech, Z., Paz-Baruch, N., Grinshpan, N., Milman, A., Shlomo, S., & Zion, M. (2023). Difference between zoom-based online versus classroom lesson plan performances in creativity and metacognition during COVID-19 pandemic. Learning Environments Research, 26(3), 803–822. https://doi.org/10.1007/s10984-023-09455-z
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Efrati, Y. (2023). Risk and protective factor profiles predict addictive behavior among adolescents. Comprehensive Psychiatry, 123. https://doi.org/10.1016/j.comppsych.2023.152387
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Perry, N., Adi-Japha, E., & Spektor-Levy, O. (2023). What a cool classroom! Voices of 5-year-olds on the design of physical learning environments. Early Childhood Research Quarterly, 63, 370–385. https://doi.org/10.1016/j.ecresq.2023.01.003
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Kramarski, B., & Heaysman, O. (2023). Promoting Teachers’ SRL with Professional Vision Experiences of Live-Actors Simulations and Video Technology. New Directions for Teaching and Learning, 174, 57–64. https://doi.org/10.1002/tl.20549
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Efrati, Y., & Rosenberg, H. (2023). Latent Profile Analysis of Problematic Smartphone Use and Parental Strategies: A Six-month Prospective Study. International Journal of Mental Health & Addiction, 1–26. https://doi.org/10.1007/s11469-023-01144-5
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Paz-Baruch, N., & Hazema, H. (2023). Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels. Journal for the Education of the Gifted, 46(1), 34-76. https://doi.org/10.1177/01623532221143825
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Halamish, V., & Undorf, M. (2023). Why Do Judgments of Learning Modify Memory? Evidence From Identical Pairs and Relatedness Judgments. Journal of Experimental Psychology. Learning, Memory & Cognition, 49(4), 547–556. https://doi.org/10.1037/xlm0001174