Publications
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Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2023). Dot-to-dot practice enhances Children’s handwriting: The advantage of a multi-session training protocol. Learning and Instruction, 86. https://doi.org/10.1016/j.learninstruc.2023.101756
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Ghanamah, R., Eghbaria-Ghanamah, H., Karni, A., & Adi-Japha, E. (2023). Dot-to-dot practice enhances Children’s handwriting: The advantage of a multi-session training protocol. Learning and Instruction, 86. https://doi.org/10.1016/j.learninstruc.2023.101756
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Gueta, K., Harel-Fisch, Y., & Walsh, S. D. (2023). Cultural accommodation of internet-based interventions for substance use and related disorders: a proposed comprehensive framework based on a pilot study and a literature review. Frontiers in Psychology, 01-17. https://doi.org/10.3389/fpsyg.2023.1063200
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Gueta, K., Harel-Fisch, Y., & Walsh, S. D. (2023). Cultural accommodation of internet-based interventions for substance use and related disorders: a proposed comprehensive framework based on a pilot study and a literature review. Frontiers in Psychology, 01-17. https://doi.org/10.3389/fpsyg.2023.1063200
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Halevi, L., & Schechter, C. (2023). Resilient Leaders: Resilient Determinants When Entering Principalship. NASSP Bulletin, 107(1), 60–86. https://doi.org/10.1177/01926365231159070
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Halevi, L., & Schechter, C. (2023). Resilient Leaders: Resilient Determinants When Entering Principalship. NASSP Bulletin, 107(1), 60–86. https://doi.org/10.1177/01926365231159070
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Halevy, G., & Gross, Z. (2023). Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process. Pastoral Psychology, 1–18. https://doi.org/10.1007/s11089-023-01100-z
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Halevy, G., & Gross, Z. (2023). Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process. Pastoral Psychology, 1–18. https://doi.org/10.1007/s11089-023-01100-z
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Harel, O., Hemi, A., & Levy-Gigi, E. (2023). The role of cognitive flexibility in moderating the effect of school-related stress exposure. Scientific Reports, 13(1). https://doi.org/10.1038/s41598-023-31743-0
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Harel, O., Hemi, A., & Levy-Gigi, E. (2023). The role of cognitive flexibility in moderating the effect of school-related stress exposure. Scientific Reports, 13(1). https://doi.org/10.1038/s41598-023-31743-0
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Hemi, A., Sopp, M. R., Perel, A., Holmes, E. A., & Levy-Gigi, E. (2023). Cognitive flexibility moderates the efficacy of a visuospatial intervention following exposure to analog trauma. Journal of Behavior Therapy and Experimental Psychiatry, 81. https://doi.org/10.1016/j.jbtep.2023.101858
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Hemi, A., Sopp, M. R., Perel, A., Holmes, E. A., & Levy-Gigi, E. (2023). Cognitive flexibility moderates the efficacy of a visuospatial intervention following exposure to analog trauma. Journal of Behavior Therapy and Experimental Psychiatry, 81. https://doi.org/10.1016/j.jbtep.2023.101858
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Hemi, A., Madjar, N., & Rich, Y. (2023). Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. Journal of Experimental Education, 1–21. https://doi.org/10.1080/00220973.2023.2229778
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Hemi, A., Madjar, N., & Rich, Y. (2023). Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. Journal of Experimental Education, 1–21. https://doi.org/10.1080/00220973.2023.2229778
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Hemi, A., Madjar, N., & Rich, Y. (2023). Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. Journal of Experimental Education, 1–21. https://doi.org/10.1080/00220973.2023.2229778
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Hemi, A., Madjar, N., & Rich, Y. (2023). Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. Journal of Experimental Education, 1–21. https://doi.org/10.1080/00220973.2023.2229778
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Heruti, V., & Mashal, N. (2023). Effects of an Art Intervention Program Using Ambiguous Image-Text Interactions on Creative Thinking. EMPIRICAL STUDIES OF THE ARTS. https://doi.org/10.1177/02762374231215736
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Heruti, V., & Mashal, N. (2023). Effects of an Art Intervention Program Using Ambiguous Image-Text Interactions on Creative Thinking. EMPIRICAL STUDIES OF THE ARTS. https://doi.org/10.1177/02762374231215736
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Huang, T., & Benoliel, P. (2023). Principal time use and student academic achievement in Singapore. International Journal of Educational Management , 37(6\7),1401-1424 . https://doi.org/10.1108/ijem-08-2023-0427
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Huang, T., & Benoliel, P. (2023). Principal time use and student academic achievement in Singapore. International Journal of Educational Management , 37(6\7),1401-1424 . https://doi.org/10.1108/ijem-08-2023-0427
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Iftach, G., & Shapira-Lishchinsky, O. (2023). Exploring middle-level school leadership styles through role-play simulations. Journal of Educational Administration, 61(2), 108–125. https://doi.org/10.1108/JEA-01-2022-0015
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Iftach, G., & Shapira-Lishchinsky, O. (2023). Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach. Educational Management Administration & Leadership, 51(3), 594–615. https://doi.org/10.1177/17411432211002517
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Iftach, G., & Shapira-Lishchinsky, O. (2023). Ethical dilemmas among mid-level school leaders through role-play simulations: Developing a social-ecological approach. Educational Management Administration & Leadership, 51(3), 594–615. https://doi.org/10.1177/17411432211002517
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Iftach, G., & Shapira-Lishchinsky, O. (2023). Exploring middle-level school leadership styles through role-play simulations. Journal of Educational Administration, 61(2), 108–125. https://doi.org/10.1108/JEA-01-2022-0015
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Kedar, M., & Bauminger, Z. N. (2023). Predictors of individual differences in minimally verbal peer communication exchanges following peer‐oriented social intervention. Autism Research: Official Journal of the International Society for Autism Research, 16(1), 230–244. https://doi.org/10.1002/aur.2852