Publications

Hemi, A., Sopp, M. R., Bonanno, G., Michael, T., McGiffin, J., & Levy-Gigi, E. (2024). Flexibility Predicts Chronic Anxiety and Depression During the First Year of the COVID-19 Pandemic—A Longitudinal Investigation of Mental Health Trajectories.‪ Psychological Trauma: Theory, Research, Practice & Policy, 16(6), 961-970, 10p. https://doi.org/10.1037/tra0001517

Hemi, A., Madjar, N., & Rich, Y. (2024). Perceptions of Peer and Teacher Goals Predict Academic Achievement Goals among Adolescents. Journal of Experimental Education, 92(4)‪, 692-712.‪ https://doi.org/10.1080/00220973.2023.2229778

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

Lifshitz H., Berko, K., & Shnitzer-Meirovich, S. (2024). Visual arts talent among adolescents with intellectual disability: The global domain approach. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101523.

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

Altman, C., Fichman, S., Perry, N., Osher, P., & Walters, J. (2024). Internal State Terms in the Narratives of Bilingual Children With Developmental Language Disorder: The Role of Microstructure and Macrostructure. Language, Speech & Hearing Services in Schools, 55(4), 1039-1053. https://doi.org/10.1044/2024_LSHSS-23-00170

Efrati, Y., Rosenberg, H., & Ophir, Y. (2024). Effective parental strategies against problematic smartphone use among adolescents: A 6-month prospective study. Addictive Behaviors, 154, 108024. https://doi.org/10.1016/j.addbeh.2024.108024

 Estrugo, Y., Bar Yehuda, S., & Bauminger-Zviely N. (2024). Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development. Autism Research, 14p. https://doi.org/10.1002/aur.3215

 Gaziel-Guttman, M., Anaki, D., & Mashal N. (2024). The effect of reappraisal on the emotional regulation of shame in young adults with ASD and typical peers. Scientific Reports, 14(1), 19116. https://doi.org/10.1038/s41598-024-67762-8

 Methkal Abd Algani, Y., & Gross Z. (2024). A Holistic View of Practicing Mathematics in the Israeli Educational System. Cambridge Scholars Publishing.

Zadok, A., Benoliel, P., & Schechter. C. (2024). School middle leaders' transformational leadership and organizational resilience: The moderating role of academic emphasis. European Journal Of Education, 14, 1-22. https://doi.org/10.1111/ejed.12657.

Abd Algani, Y., & Gross Z. (2024). Effectiveness of digital versus printed arabic text on the literacy mathematics tasks of seventh- and eighth-grade students.‪ Research Journal in Advanced Humanities, 5(1). https://doi.org/10.58256/9vg8xp70.

Abramson, L. L., & Schachter E. (2024). Beginning Teachers Navigating Identity Development Transitions: Identity Motives and Commitment to Teaching. Education Sciences, 14(11), 1170. https://doi.org/10.3390/educsci14111170

Aizenberg, M., & Zilka, G. (2024). Technological leadership of kindergarten teachers along their careers and during the COVID-19 period. International Journal of Child Care and Education Policy, 18, 10. https://doi.org/10.1186/s40723-024-00136-9

Aloni, O., Zion, M., & Spektor-Levy O. (2024). Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science: An International Journal of the Learning Sciences, 1-32. https://doi.org/10.1007/s11251-024-09666-8.

Amram Asherov, E., & Gross Z. (2024). Community coherence, collective efficacy and civic engagement in student and youth councils: The mediating effect of community resilience. Children & Society, 1-22. https://doi.org/10.1111/chso.12856.

Apelboim-Dushnitzky, G., & Shamir A. (2024). Promoting emergent literacy skills among children at risk for specific learning disorder: general vs.‪ Specific vs.‪ Combined metacognitive interventions. European Journal of Special Needs Education, 17p. https://doi.org/10.1080/08856257.2024.2354604

Avramovich, A., & Yeari, M. (2024). The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements.‪ Reading & Writing Quarterly, 40(5), pp. 473-488.‪ 16p.‪ https://doi.org/10.1080/10573569.2023.2277709

Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi-Japha, E. (2024) Development of creative thinking via fractions and rhythm. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101514.

Bar Yehuda, S., & Bauminger-Zviely, N. (2024). Social-motor coordination between peers: Joint action developmental trajectories in ASD and TD. Journal of Autism and Developmental Disorders, 54, 811-828, https://doi.org/10.1007/s10803-022-05851-1.

Berkovich, I., & Benoliel, P. (2024). Critical Discourse Analysis: Language, ideology, and power. In M., Stacey, & N., Mockler (Eds.), Analysing education policy: Theory and Method (pp.28-43). Routledge. https://doi.org/10.4324/9781003353379. 

Cohen, O., & Sukenik, N. (2024). Mathematical Proficiency in Adolescents with ASD. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06645-3

DeVeney, S. L., Dotan, S., Weberman, I., Julius, M. S., & Adi-Japha, E. (2024). Dynamics of Motor Skill Learning in American and Israeli Toddlers With Varied Language Proficiency. American Journal of Speech-Language Pathology, 33(6), 2855-2870. https://doi.org/10.1044/2024_AJSLP-24-00142

Engin Ader, E., Paksoy, I., Michalsky, T., Gröschner, A., Dehne, M., Jassin, Z., & Hickethier, F. (2024). Self-Regulated Learning in Immersive Virtual Reality: A Case Study on a Pre-Service Teacher's Behavior and Perceptions. ScienceDirect . http://dx.doi.org/10.2139/ssrn.4987528