Publications

Primor, L., Cerdán, R., Máñez, I., & Yeari, M. (2025). Predicting multiple-text integration ; The role of single-text comprehension and individual-differences. Written Language & Literacy, 27(1). https://doi.org/10.1075/wll.00082.pri

Rabinovitch, A., Baruch, E. B., Siton, M., Avital, N., Yeari, M., & Malka, D. (2025). Efficient Detection of Mind Wandering During Reading Aloud Using Blinks, Pitch Frequency, and Reading Rate. AI, 6(4), 83. https://doi.org/10.3390/ai6040083

Rayan, H., Gross, Z., & Efrati, Y. (2025). A network analysis of early life trauma, parent-adolescent communication, parental warmth, and parental monitoring among adolescents with behavioral addictions. Child Abuse & Neglect, 167. https://doi.org/10.1016/j.chiabu.2025.107588

Reich, A., Lifshitz H., Shnitzer-Meirovich, S., & Gur, A. (2025). Psychological Flexibility, Parental Reflective Functioning, Parental Efficacy and Coping in Parents of Children With Autism. Research & Practice for Persons with Severe Disabilities. https://doi.org/10.1177/15407969251316501

Saiegh‐Haddad, E., & Schiff, R., (2025). Diglossic and Orthographic Features of Reading Comprehension in Standard Arabic: The Primacy of the Spoken Language. Reading Research Quarterly, 60(1), 1-19. https://doi.org/10.1002/rrq.598

Sasson, A., Mor, D., & Schiff, R. (2025). Words at first exposure: How EFL proficiency influences incidental and intentional vocabulary learning in an unfamiliar language. Reading and Writing: An Interdisciplinary Journal, 1-21. https://doi.org/10.1007/s11145-024-10626-4

Shaer, BG., Gross, Z. & Efrati, Y. (2025). Young Adults Coping with Sibling Loss: Risk and Protective Factors for Substance Use Disorder. Journal of Child & Adolescent Trauma. https://doi.org/10.1007/s40653-025-00758-2

Shaked-Ashkenazi, S., Bar, I., Oliver-Aronson, L., Horesh, D., Eden, S., & Golan, O. (2025). Short communication: Psychological distress in autistic and non-autistic Israeli children exposed to war and terrorism. Journal of Psychiatric Research 188, 266–270.  https://doi.org/10.1016/j.jpsychires.2025.05.073

Shamai-Leshem, D., Porat-Butman, S., Levy-Gigi, E., & Shamay-Tsoory, S. (2025). The dual nature of empathy: Exploring its role in PTSD symptoms among psychotherapists following a mass casualty event. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. https:// dx.doi.org/10.1037/tra0001910 

Shay, D., Adi-Japha, E., & Shavit, Y. (2025). Welfare benefit cuts in early childhood and future educational outcomes: a natural experiment. Social Forces. https://doi.org/10.1093/sf/soaf042

Sheena, D., Berkovich, I., & Benoliel, P. (2025). Effective crisis leadership: insights from school leaders during the pandemic. Journal of Educational Administration & History. https://doi.org/10.1080/00220620.2025.2513483

Sheena, D., Benoliel, P., & Berkovich, I. (2025). A qualitative exploration of principals’ transformational leadership and transactional leadership behaviors during the COVID-19 crisis: the rise of integrated crisis leadership. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1576165

Trombka, D., & Meiron, O. (2025). Common Genomic and Proteomic Alterations Related to Disturbed Neural Oscillatory Activity in Schizophrenia. International Journal of Molecular Sciences, 26(15), 7514. https://doi.org/10.3390/ijms26157514

Uddenberg, C., Joormann, J., Kober, H., Gadassi-Polack, R., & Everaert, J. (2025). Networks of guilt, shame, pride, and disordered eating in youths show stability over time. Journal of research on adolescence : the official journal of the Society for Research on Adolescence, 35(2). https://doi.org/10.1111/jora.70019

Vaknin, I., & Schachter, E. (2025). School-Home Identity Fit, School Climate, and Student Identification with Religious Values: The Case of Students from Masorti and Orthodox Homes in Israeli Religious High Schools. European Journal of Psychology of Education, 40(1). https://doi.org/10.1007/s10212-024-00910-w

Vernimmen, G., Gadassi-Polack, R., Bronstein, M.V., De Putter, L., & Everaert, J. (2025). Social interpretation bias and inflexibility: Mapping indirect pathways from pathological personality traits to symptom clusters of anxiety and depression. Personality and Individual Difference 233, 112920.  https://doi.org/10.1016/j.paid.2024.112920

Villena-Moya, A., Efrati, Y., Chiclana-Actis, C. & Testa, G. (2025). Correction to: Family and Parental Factors Related to Pornography Use and Problematic Pornography Use Among Adolescents and Young Adults. Current Addiction Reports. 12(1). https://doi.org/10.1007/s40429-025-00667-2

Vos, L. M.W., Lodder, P., Bronstein, M. V., Gadassi-Polack, R., Smeets, T., Joormann, J., & Everaert, J. (2025). Are biased and inflexible updating of interpretations broad or narrow transdiagnostic risk markers for psychopathology? A Hierarchical Taxonomy of Psychopathology (HiTOP) lens. Behaviour Research and Therapy, 193, 104845. https://doi.org/10.1016/j.brat.2025.104845.

Zabag, R., Mouadeb, D., Haim-Nachum, S., Levy-Gigi, E., Gilboa-Schechtman, E., & Xiong, J. (2025). Temporal Dynamics of Social Anxiety and Depressive Symptoms: The Moderating Role of Cognitive Flexibility. Depression & Anxiety. https://doi.org/10.1155/da/3055803

Zadok, A., Benoliel, P. & Schechter, C. (2025). School middle leaders’ personality traits and collective teachers’ efficacy: the moderating role of resource support. Social Psychology of Education: An International Journal. 28(1).. https://doi.org/10.1007/s11218-024-09982-4

Zerrad, H., & Schechter, C. (2025). Human capital development: principals' challenges in developing school staff. Journal of Professional Capital and Community, 15p. https://doi.org/10.1108/JPCC-09-2024-0159

Zerrad, H., & Schechter, C. (2025). Evolving school leadership: the shift from managing human resources to managing human capital. Management in Education. https://doi.org/10.1177/08920206251389837

Zerrad, H., & Schechter, C. (2025). Human capital leadership in school systems: principals’ metaphors. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2025.2566491

Zohar, A., David, S., Michalsky, T., & Weinberger, Y. (2025). Improving the balance between theory and practice: New insights from professional development courses about teaching thinking and metacognition. Teaching and Teacher Education, 165, 105178. https://doi.org/10.1016/j.tate.2025.105178