Publication List

Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages. 

Cyberbullying and problematic internet use in adolescents with ADHD: Exploring the relationship with moral disengagement and social skills.
Eden, S., Heiman, T., Olenik Shemesh, D., & Yablon, Y. (2025). Frontiers in Public Health, Volume 13.
https://doi.org/10.3389/fpubh.2025.1577900
 

Artificial Intelligence Models and Trainee Teachers Comparison of Attributional Patterns Toward Students with and without Learning Disabilities.
Levkovich, I., Rabin, E., & Elyoseph, Z., (2025). Research in Developmental Disabilities, Volume 160, 104970.
https://doi.org/10.1016/j.ridd.2025.104970

Higher education students' perceptions of ChatGPT: A global study of early reactions.
avšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Iahad, N. A., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., Olenik Shemesh, D.,    ... Rabin, E.,…. (2025). PLOS ONE.

 

Work-family conflict among Turkish teachers during lockdown
Göksün, D. O., Sunar, A. S., & Rabin, E. (2025). Social Sciences & Humanities Open, 11, 101358.,
https://doi.org/10.1016/j.ssaho.2025.101358


Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely. 
Rabin, E., Goldberg, S., & Blau, I. (2024). Education and Information Technologies. 29, 22545–22566.
https://doi.org/10.1007/s10639-024-12732-w


Artificial Intelligence competency framework for teachers and students: Co-creation with teachers.
Filo, Y., Rabin, E., & Mor, Y., (2024).European Journal of Open, Distance and E-Learning, 26(1), 1-14. DIO:10.2478/eurodl-2024.


STEM career expectations across four diverse countries: Motivation to learn mathematics mediates the effects of gender and math classroom environments.
Caspi, A., & Gorsky, P. (2024). International Journal of STEM Education, 11, article 52.

Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely. 

Artificial Intelligence competency framework for teachers and students: Co-creation with teachers.

STEM career expectations across four diverse countries: Motivation to learn mathematics mediates the effects of gender and math classroom environments.

A quantitative examination of half-belief in superstition. 

Using Emojis That Alter the Meaning of Written Messages to Communicate Interpersonal Relations. 

Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators. 

Big lessons from Singapore and Israel.

Problematic Internet Use and well-being: A mediated-moderated model of socio-emotional factors. 

Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely. 

Opting out as an untapped resource in instructional design: Review and implications. 

Towards learning analytics for student evaluation in the Metaversity.

Cyberbullying and PIU among adolescents before and during COVID-19 Pandemic: The association with adolescents' relationships. 

Pre-Service Teachers, attitudes toward integrating digital games in learning for developing higher-order thinking and lifelong learning –Insights for training.  https://doi.org/10.3390/educsci13121165

Social capital in high-schools: teacher-student relationships within an online social network and their association with in-class interactions and learning.  https://doi.org/10.1080/10494820.2023.1985012

Objects’ perceived meaningfulness predicts both subjective memorability judgments and actual memory performance. 

Selected studies carried out within the Center for Research on Innovation in Learning Technologies during the year 2021-2022 

Professional development processes of teachers in different career stages and in different Covid-19 pandemic periods. 
When context meets knowledge in University professional education: organizational factors influencing coherence in teaching and social work.

How instructivist versus Constructivist Pedagogical Perspectives of Code Teachers Affect Visual Programming Artifacts of Students?. https://www.learntechlib.org/primary/p/221423/


Cyber-victimization experience among higher education students: Effects of social support, loneliness, and self-efficacy. 

Perception of the strength of prosodic breaks in three conditions: Explicit pause, implicit pause, and no pause. 

Computational Chemistry in the undergraduate classroom–pedagogical considerations and teaching challenges. 

The effects of personal values and message values on vulnerability to phishing. 

Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses. 

Crosschecking teachers' perspectives on learning in a one-to-one environment with their actual classroom behavior–a longitudinal study.  https://doi.org/10.1007/s10639-021-10809-4


Social-emotional and cognitive aspects of online teaching during Covid-19. Sidi, Y. & Eshet-Alkalai, Y. (2022). In: Y. Eshet-Alkalai, I. Blau, A. Caspi, S. Etgar, N. Geri, Y. Kalman, V. Silber-Varod (Eds.), Proceedings of the 17th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, Raanana: The Open University of Israel