Hemi, A., Madjar, N., Rich, Y., & Daumiller, M. (2025). Relationships between students' achievement goals and social positioning in the classroom. The British journal of educational psychology. https://doi.org/10.1111/bjep.12762.
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
Hemi, A., Madjar, N., & Rich, Y. (2023). Perceived Peer and Teacher Goals: Relationships with Students' Academic Achievement Goals. Journal of Experimental Education, 91(1), 145-165. https://doi.org/10.1080/00220973.2021.1906199
Watt, H. M. G., Madjar, N., & Dacosta, L. (2023). How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English? Social Psychology of Education: An International Journal, 1–41. https://doi.org/10.1007/s11218-023-09848-1
Madjar, N., Weinstock, M., & Kaplan, A. (2017)
Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. Journal of Educational Research, 110(1), 32-49