Publications

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 

Shamma, F., & Gross, Z. (2025). The effect of distance learning on parent–adolescent relationships in Arab society during and after the COVID-19 pandemic. Sociological Spectrum, 1–23. https://doi.org/10.1080/02732173.2025.2604071

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., 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

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

Shnitzer-Meirovich, S., Aviad, S., Reich, A., Lifshitz, H. B., & Gur, A. (2025). Contribution of Psychological Flexibility and Parental Reflective Functioning to Parental Self-Efficacy of Parents of Children With ASD in Routine and War Times. RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES. https://doi.org/10.1177/15407969251390467

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.

Walsh, S. D., Elgar, F., Craig, W., Cosma, A., Donnelly, P. D., Harel-Fisch, Y., Molcho, M., Malinowska-Cieslik, M., Ng, K., & Pickett, W. (2025). COVID-19 School Closures and Peer Violence in Adolescents in 42 Countries: Evidence from the Health Behaviour in School-Aged Children Study. International Journal of Bullying Prevention, 1–15. https://doi.org/10.1007/s42380-025-00296-3

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 leadership in school systems: principals’ metaphors. International Journal of Leadership in Education, 1–19. https://doi.org/10.1080/13603124.2025.2566491

Zerrad, H., & Schechter, C. (2025). Human Capital Leadership: Principals Leading Schools’ Human Capital. EDUCATIONAL ADMINISTRATION QUARTERLY. https://doi.org/10.1177/0013161X251396438

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 development: principals' challenges in developing school staff. Journal of Professional Capital and Community, 15p. https://doi.org/10.1108/JPCC-09-2024-0159

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

Altman, C., Li, M., Rose, K., & Perovic, A. (2024). From childhood to adolescence: the growth of narrative macrostructure in heritage bilingual English speakers. Journal of Multilingual & Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2024.2413456

Hemi, A., Madjar, N., Daumiller, M., & Rich, Y. (2024). Achievement goals of the social peer-group and the entire class: Relationships with Students' individual achievement goals. Learning and Individual Differences 115, 102524. https://doi.org/10.1016/j.lindif.2024.102524

Yablon, Y. B., Wertheimer, N., Hollombe, S., & Iluz, S. (2024). The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation. Teaching & Teacher Education, 152, 104807. https://doi.org/10.1016/j.tate.2024.104807

Michalsky, T.‪ (2024)‪.‪ Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks.‪ Heliyon, 10(2)‪.‪ https://doi.‪org/10.‪1016/j.‪heliyon.‪2024.‪e24280