פרסומים

2018
Lev, S., Tatar, M., Koslowsky M. Teacher self-efficacy and students' ratings. International Journal of Educational Management. 2018;(32) :498-510.
Tatar M. Teachers’ and school counsellors’ approaches to cultural diversity in the school setting. בתוך: Gonzalez Falcon I Understanding cultural diversity: Perceptions, opportunities and challenges. Understanding cultural diversity: Perceptions, opportunities and challenges. New York: Nova ; 2018.
Bekerman Z. Œuvrer à la réconciliation par l’éducation : Juifs et Palestiniens enIsraël. Revue internationale d’éducation de Sèvres. 2018;(78) :67-78.
Bekerman Z. "Working towards Peace through Education: The Case of Israeli Jews and Palestinians.". Asian Journal of Peacebuilding. 2018;(6 (1) :pp. 75-98.
Bekerman Z. "We need not take sides, we need not guess what will come next.". Educational Philosophy and Theory . 2018;doi: 10.1080/00131857.2018.1462470 ((14)50 ) :1470-1471.
Bekerman Z. "Interfaith education in Muslim, Jewish, Christian schools in Israel.". Journal of Religious Education. 2018 :1-12.
Zabag R, Bar-Kalifa E, Mor N, Gilboa-Schechtman E. Social Anxiety, Depression and Close Relationship: Intra and Inter-Personal Perceptions of Social-Rank and Affiliation. Journal of Social and Clinical Psychology. 2018;37 (8).
Ganor T, Mor N, Huppert JD. Development and validation of a State-Reappraisal Inventory (SRI). Psychological Assessment [Internet]. 2018;30 (12). Publisher's VersionAbstract
Reappraisal is a multifaceted construct associated with a wide range of proximal (e.g., affective responses) and distal (e.g., psychopathology) consequences. To date, our understanding of use of reappraisal is based either on self-reports of tendencies to use a specific strategy in general or in the last week or on performance on lab-based tasks. There has been little effort to measure use of reappraisal immediately following an emotionally evocative situation (i.e., state-reappraisal). To close this gap, we developed the State-Reappraisal Inventory (SRI) that ascertains use of reappraisal immediately after an emotional event. In Study 1, exploratory factor analyses yielded two reliable subscales measuring state levels of construal of an emotion-eliciting situating as more positive (Increase Positive) and less negative (Decrease Negative). In two further studies, confirmatory factor analyses using a bifactor model provided a good fit for the data and surpassed three competing models. In a fourth study, the SRI showed sensitivity to experimentally induced state changes in reappraisal. Across studies, the questionnaire demonstrated good convergent and discriminant validity. Thus, the SRI is a new measure of state-reappraisal that can allow researchers and clinicians to examine the extent to which individuals use reappraisal in emotional situations. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Hertel PT, Maydon A, Ogilvie A, Mor N. Ruminators (unlike others) fail to show suppression-induced forgetting on indirect measures of memory. . Clinical Psychological Science [Internet]. 2018;6 (6). Publisher's VersionAbstract
Suppression is a useful everyday skill leading to the clinically important outcome of forgetting. Suppression-induced forgetting, investigated with the think/no-think (TNT) paradigm, is typically demonstrated on direct tests of memory, even though indirect tests are often more ecologically valid. We report results from two TNT experiments terminating in indirect testsג€”tests that seem not to measure memory. For a subset of the participants in Experiment 1, latencies to rate word valence were delayed by flankers previously learned but not by flankers previously learned and then suppressed on 16 occasions. For a similar subset in Experiment 2, cue meaning denoted by free associations reflected the meaning established during learning, but less so when targets had been suppressed. These subsets showing suppression effects were students who did not describe themselves as ruminators. That ruminators failed to show ג€œforgettingג€ on either test suggests that ruminative habits cannot be easily overcome by practicing suppression. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Marchetti I, Mor N, Carlo K, Ernst HW. The Brief State Rumination Inventory (BSRI): Validation and psychometric evaluation. Cognitive Therapy and Research [Internet]. 2018;42 (4). Publisher's VersionAbstract
Depressive rumination is an emotion regulation strategy that is considered a major risk factor for depression and other emotional disorders. While well-established measures of trait rumination are available, a psychometrically sound measure of state rumination is lacking. We report on the development and validation of a new self-report measure, the Brief State Rumination Inventory (BSRI), in both Dutch and English. In Study 1, we report the results of a multi-group confirmatory factor analysis across three independent samples (n = 155; n = 141; n = 199). The analysis supported the unidimensionality and measurement invariance of the 8-item BSRI. We also examined its construct validity, showing that scores on the BSRI were positively related to measures of negative affect, trait rumination, and symptoms of depression and anxiety. Scores were negatively related to adaptive emotion regulation strategies and to positive affect. In Study 2 (n = 60), we demonstrated the measureג€™s sensitivity to an experimental manipulation of rumination. Taken together, these findings suggest that the BSRI is a quick-to-administer, valid, and reliable measure of state rumination. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Cohen N, Mor N. Enhancing reappraisal by linking cognitive control and emotion. Clinical Psychological Science [Internet]. 2018;6 (1). Publisher's VersionAbstract
In the current study we explored whether training individuals to recruit cognitive control prior to exposure to negative pictures can facilitate the propensity to use reappraisal and reappraisal success. Participants were randomly assigned to one of two groups. In the training group, negative pictures were typically preceded by a stimulus that recruits cognitive control, whereas in the control group, negative pictures were typically preceded by a stimulus that does not recruit cognitive control. Participants were subsequently asked to reflect on a negative personal event and to later reappraise the event. As predicted, compared to participants in the control group, those in the training group were more likely to use reappraisal spontaneously, and when instructed to reappraise, were more successful in doing so. We argue that the ability to employ cognitive control has a causal role in reappraisal use and success. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Avirbach N, Perlman B, Mor N. Cognitive bias modification for inferential style. Cognition and Emotion [Internet]. 2018. Publisher's VersionAbstract
In this study, we developed a cognitive bias modification procedure that targets inferential style, and tested its effect on hope, mood, and self-esteem. Participants were randomly assigned to training conditions intended to encourage either a negative or a positive inferential style. Participantsג€™ inferences for their failure on a cognitive challenge were congruent with their training condition. Moreover, compared to participants in the positive training condition, those in the negative condition reported less hope and exhibited lower mood and self-esteem following the failure. Finally, the training affected mood and self-esteem indirectly via its effect on participantsג€™ inferences for their failure. These findings provide support for the causal role of inferential style in depressed affect. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Cohen A, Zohar A. “Tango between planning and letting go”: System wide pedagogical change - reflection on implementing the Civic performance task. Dapim. 2018;((in Hebrew).
Dori, Y. J., Zohar, A., Fischer-Shachor, D., Kohan-Mass, J., Carmi M. Gender-fair assessment of young gifted students’ scientific thinking skills. International Journal of Science Education. 2018 :1-26.
Zohar A, Lustov E. Challenges in addressing metacognition in professional development programs in the context of instruction of higher-order thinking. בתוך: Weinberger, Y., Libman Z Contemporary Pedagogies in Teacher Education and Development. Vol. DOI: 10.5772/intechopen. 71989th ed. Contemporary Pedagogies in Teacher Education and Development. ; 2018. Publisher's Version
Zohar A. Foreward. בתוך: Dori, Y. J., Mevarech, Z. R., Fan L Cognition, Metacognition, and Culture in STEM Education. Cognition, Metacognition, and Culture in STEM Education. Springer, Cham ; 2018.
Resnik J. All against all competition: the incorporation of the International Baccalaureate in public high schools in Canada. Journal of Education Policy. 2018;https://doi.org/10.1080/02680939.2018.1562105.
Resnik J. Shaping international capital through international education: the case of the French-Israeli school in Israel. Journal of Curriculum Studies. 2018;https://doi.org/10.1080/14767724.2016.1173821 (50(6) :772-788.
T. Karazi-Presler, Sasson-Levy O, Lomsky-Feder E. Gender, Emotions Management, and Power in Organizations. The Case of Israeli Women Junior Military Officers. Sex Roles. 2018;(78(7-8) :573-586.
Sasson-Levy, O. Army and Gender in Israel. Lomsky-Feder E. Jerusalem and Tel Aviv: Van Leer and Ha'kibutz Ha'meuchad. 2018;([Hebrew]).