Publications
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Zabag, R., Azoulay, R., Rinck, M. Becker, E.S., Levy-Gigi, E. & Gilboa-Schechtman, E.(2023). You never get a chance to undo a negative first impression: Social anxiety is associated with impaired positive updating of social information. Personality and Individual Differences, 203, 111993.
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Zadok, A., & Benoliel, P. (2023). Middle-leaders’ transformational leadership: big five traits and teacher commitment. International Journal of Educational Management, 37(4), 810–829. https://doi.org/10.1108/IJEM-12-2022-0541
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Zaretsky, R., Iluz, S., & Klein, J. (2023). Emotional Labor in Lecturer-Student Interactions (ELLSI) in Israeli Academic Teacher Training Colleges. Education & Society, 41(1), 25–53. https://doi.org/10.7459/es/41.1.03
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Zemach, M., Lifshitz, H., & Vakil, E. (2023). Brain reserve theory: Are adults with intellectual disability more vulnerable to age than peers with typical development? Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.13096
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Halamish, V., & Elias, D. (2022). Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect. Computers & Education, 190. https://doi.org/10.1016/j.compedu.2022.104606
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Pfaltz, M. C., Halligan, S. L., Haim-Nachum, S., Sopp, M. R., Ahs, F., Bachem, R., Bartoli, E., Belete, H., Belete, T., Berzengi, A., Dukes, D., Essadek, A., Iqbal, N., Jobson, L., Langevin, R., Levy-Gigi, E., Luond, A. M., Martin-Soelch, C., Michael, T., … Seedat, S. (2022). Social Functioning in Individuals Affected by Childhood Maltreatment: Establishing a Research Agenda to Inform Interventions. PSYCHOTHERAPY AND PSYCHOSOMATICS. https://doi.org/10.1159/000523667
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Altman, C., Avraham, I., Shnitzer Meirovich, S., & Lifshitz, H. (2022)
How do students with intellectual disabilities tell stories? An investigation of narrative macrostructure and microstructure, Journal of Applied Research in Intellectual Disabilities, 12p. https://doi.org/10.1111/jar.12997
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Arazi, A., Koller, J., Zachor, D. A., Golan, O., Sadaka, Y., Eytan, D., Stolar, O., Atzaba-Poria, N., Golan, H., Menashe, I., Meiri, G., Gabis, L. V., & Dinstein, I. (2022). Home-quarantine during the initial Covid-19 outbreak in Israel: parent perceived impact on children with ASD. Heliyon, 8(6), 9 p. https://doi.org/10.1016/j.heliyon.2022.e09681
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Avramovich, A. & Yeari, M. (2022) The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD. Reading & Writing Quarterly, 22 pp. DOI: 10.1080/10573569.2022.2103054
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Brainin, E., Shamir A. & Eden. S. (2022)
Promoting Spatial Language and Ability Among SLD Children: Can Robot Programming Make a Difference? Journal of Educational Computing Research. DOI: 10.1177/07356331221083224
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Chen-Levi T., Buskila Y., & Schechter C. (2022)
Leadership as Agency. International Journal of Educational Reform, DOI10.1177/10567879221086274
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Da’as, R., Schechter, C. & Qadach, M. (2022)
Cognitively Complex Leaders: How Principals Influence Organizational Learning Through Climate for Innovation. Journal of Research on Leadership Education. DOI: 10.1177/19427751221080186
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Eden, S., & Shmila, L. (2022). Improving Vocabulary in English as a Foreign Language among Students with Dyslexia Using Hybrid Technology. JOURNAL OF EDUCATIONAL COMPUTING RESEARCH. https://doi.org/10.1177/07356331221117084
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Edri, A., & Court, D. (2022). “We had time for ourselves” – Israeli Homeschooling Graduates Talk about Their Learning and Activities in Homeschooling. Qualitative Report, 27(10), 2278-2294–2294. https://doi.org/10.46743/2160-3715/2022.5518
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Efrati Y., Kraus S.W. & Kaplan G. (2022)
Common features in compulsive sexual behavior, substance use disorders, personality, temperament and attachment—A narrative review. International Journal of Environmental Research and Public Health, 19(1). https://doi.org/10.3390/ijerph19010296
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Efrati, Y., Goldman, K., Levin, K. & Rosca, P. (2022)
Early-life trauma, negative and positive life events, compulsive sexual behavior disorder and risky sexual action tendencies among young women with substance use disorder. Addictive Behaviors, 133. 107379. doi.org/10.1016/j.addbeh.2022.107379
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Efrati, Y., Kolubinski, D. C., Marino, C., & Spada, M. M. (2022). Early Maladaptive Schemas are Associated with Adolescents’ Substance and Behavioral Addictions. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 1–20. https://doi.org/10.1007/s10942-022-00478-8
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Efrati, Y., Goldman, K., Levin, K., & Rosca, P. (2022). A Bridge of Distress: Distress as the Critical Mediator Between Substance Use Disorders and Compulsive Sexual Behavior Disorder Among Women. International Journal of Mental Health and Addiction, 1–21. https://doi.org/10.1007/s11469-022-00964-1
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Efrati, Y. & Spada, M.M. (2022)
Self-perceived substance and behavioral addictions among Jewish Israeli adolescents during the COVID-19 pandemic. Addictive Behaviors Reports, 15, Article 100431. https://doi.org/10.1016/j.abrep.2022.100431
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Ershaid, H., Mashal, N. & Borodkin, K. (2022)
Hemispheric involvement in the comprehension of conventional metaphors in Arabic–Hebrew speakers. International Journal of Bilingualism, DOI: 10.1177/13670069211057634
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Ferber S.G., Weller A., Maor R., Feldman Y., Harel-Fisch Y.& Mikulincer M. (2022)
Perceived social support in the social distancing era: the association between circles of potential support and COVID-19 reactive psychopathology. Anxiety, Stress and Coping, 35(1), 58 - 71. https://doi.org/10.1080/10615806.2021.1987418
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Fichman, S., Walters, J., Armon-Lotem, S., & Altman, C. (2022). The impact of language dominance on Russian-Hebrew bilingual children’s narrative production: Microstructure, macrostructure, and Internal State Terms. Linguistic Approaches to Bilingualism, 12(4), 509-539. https://doi.org/10.1075/lab.20036.sve
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Fussman, S., Mashal, N. (2022)
Initial Validation for the Assessment of Pragmatic Abilities and Cognitive Substrates (APACS) Hebrew Battery in Adolescents and Young Adults With Typical Development. Frontiers in Communication 6. DOI: 10.3389/fcomm.2021.758384
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Gamliel, R.C., & Shapira–Lishchinsky, O. (2022). The Impact of Teacher and School Factors on Teachers’ Perception of Their Personal and Group Organizational Citizenship Behaviors, Leadership and Policy in Schools, 17 p. DOI: 10.1080/15700763.2022.2063748
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Ganon-Shilon, S., Finkelstein, I., Sela-Shayovitz, R. & Schechter, C. (2022)
Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform. Leadership and Policy in Schools. DOI: 10.1080/15700763.2022.2052907