Publications

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

Fares-Otero, N. E., Sharp, T. H., Balle, S. R., Quaatz, S. M., Vieta, E., Åhs, F., … Halligan, S. L. (2024). Social support and (complex) posttraumatic stress symptom severity: does gender matter? European Journal of Psychotraumatology, 15(1). https://doi.org/10.1080/20008066.2024.2398921

Gazit, Tali., & Eden, Sigal. (2024). Students engagement in a forced distance learning: The relation to personality characteristics. Educational Media International, 1-24. https://doi.org/10.1080/09523987.2024.2441140

Ghanamah, R., Eghbaria-Ghanamah, H., & Adi-Japha, E. (2024). The differential association of COVID-19 remote digital instruction period with second-grade students' graphomotor, handwriting, visual, and sequential memory skills. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101898.

Gordin Yoskovitz, G., & Schechter, C. (2024). Agentic Leadership: Principals' Agency during the COVID-19 Crisis. Leadership and Policy in Schools, 23(4), 920-937. https://doi.org/10.1080/15700763.2023.2261039

Haim-Nachum, S., Sopp, M.R., Lüönd, A.M. et al. (2024) Childhood maltreatment is linked to larger preferred interpersonal distances towards friends and strangers across the globe. Transl Psychiatry 14, 339 . https://doi.org/10.1038/s41398-024-02980-2

Haim-Nachum, S., Kube, T., Rozenkrantz, L., Lazarov, A., Levy-Gigi, E., Michael, T., Neria, Y., & Roxanne Sopp, M. (2024). Does disconfirmatory evidence shape safety-and danger-related beliefs of trauma-exposed individuals?  European Journal of Psychotraumatology 15(1), 2335788, 1-13. https://doi.org/10.1080/20008066.2024.2335788.

Halevy, G., & Gross Z. (2024). Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process. Pastoral Psychology.‪ 73(2)‪, 253-270. https://doi.org/10.1007/s11089-023-01100-z.

Hirsch, A., & Schechter, C. (2024) Coherence: Policymakers, districts and schools’ perspectives of teachers’ professional development. Teacher Educator.‪ https://doi.org/10.1080/08878730.2024.2321571.

Hollombe, S., Yablon Y., & Iluz S. (2024). Navigating Conflict in the Multicultural Classroom: The Use of Simulation-Based Learning for Peace Education in Teacher Training. Zeitschrift für Pädagogik und Theologie.‪ 76(3)‪, 253-264. https://doi.org/10.1515/zpt-2024-2029

Kimhi, Y., Mirsky, Y., & Bauminger-Zviely N. (2024). The role of theory of mind, executive functions, and central coherence in reading comprehension for children with ASD and typical development. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06272-y.

Klein, S., Mor, M., & Zion, M. (2024). Using a metacognitive awareness approach to improve perception of the fundamental biological principle–homeostasis. Journal of Biological Education. https://doi.org/10.1080/00219266.2024.2386254

Laufer, A., & Isman E. (2024). Differential impact on parental quality of life: Comparing parents to children with autism spectrum disorder and those with other disabilities during the COVID‐19. Child Care Health and Development, 50(2), 1-13. https://doi.org/10.1111/cch.13227.

Leshem, R., & Mashal, N. (2024). What does metaphoric language say about aggression?‪ The relationships between metaphoric language, impulsivity, and aggression. Acta Psychologica, 243, 1-10. https://doi.org/10.1016/j.actpsy.2024.104173.

Lipner, M., Armon-Lotem, S., Fichman, S., Walters, J., & Altman, C. (2024). Impact of Narrative Task Complexity and Language on Macrostructure in Bilingual Kindergarten Children. Language, Speech & Hearing Services in Schools, 55(2), 545-560. https://doi.org/10.23641/asha.25222094.

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Menashe, S. Mashal N. & Anaki, D. (2024). N400 modulations in metaphor evaluation and its associations with attentional systems: A behavioral and ERP study. Journal of Neurolinguistics, 72, 101203. https://doi.org/10.1016/j.jneuroling.2024.101203

Misaa N., & Benoliel, P. (2024). Principal-Teacher Gender (Dis)‪Similarity as a Moderator in the Relationship between Paternalistic Leadership and Organisational Citizenship Behaviour in the Arab Minority in Israel. Educational Management Administration & Leadership, 52(5)‪, 1154-1177.‪ https://doi.org/10.1177/17411432221127655

Nassir, M., & Benoliel P. (2024). Teacher well-being and organizational citizenship behavior in arab educational system in israel: the implications of teacher collective involvement in decision making and organizational commitment. School Psychology, https://doi.org./10.1037/spq0000610.

Nassir, M.‪, & Benoliel P. (2024). Participative decision-making in the Arab educational system in Israel: The implications for teachers’ organizational commitment and school violence.  Educational Management Administration and Leadership. https://doi.org/10.1177/17411432241273

Nechama, N., Benoliel P., & Schechter C. (2024). Principals' systems thinking and student outcomes: The intervening role of school structure. International Journal of Educational Management.  https://doi.org/10.1108/IJEM-10-2023-0530.

Nizri, H., Hemi, A., & Levy-Gigi E. (2024). Regulatory flexibility and school climate moderate the relationship between stress exposure and depression severity in school educators. Scientific Reports 14, 11543. https://doi.org/10.1038/s41598-024-62150-8

Piotrowski, K., Cohen-Malayev, M., Hihara, S., Janowicz, K., Morgan, E., Naude, L., Saiga, S., Schachter, E., & Sugimura, K. (2024). Parental Identity Processes Across Cultures: Commitment, In-Depth Exploration and Reconsideration of Commitment Among Parents from the United States, Israel, Poland, South Africa and Japan.‪ Identity, 23(3), 193-207.‪ https://doi.org/10.1080/15283488.2023.2209581

Rahimi, I. D., Cohen Zilka, G., Finkelstein, I., & Cohen, R. (2024). The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis. Israel Affairs, 18p. https://doi.org/10.1080/13537121.2023.2269732

Raviv, H., Mashal N., & Peleg, O. (2024). Suppressing contextually irrelevant meanings of homophonic versus heterophonic homographs: A tDCS study targeting LIFG. Brain and Cognition 181, 106212. https://doi.org/10.1016/j.bandc.2024.106212

Rose, K., Armon-Lotem, S., & Altman C. (2024). We don’t have a family language policy: Exploring overt and covert family language policy planning styles. Journal of Multilingual & Multicultural Development, 1-17.‪‪ https://doi.org/10.1080/01434632.2024.2413935