ד"ר גבריאלה קאשי-רוזנבאום

Lahav, E., Manos, R., Kashy-Rosenbaum, G., & Sitbon, N. (2025). Trying to think. An experimental study of the impact of cognitive overload on financial risk taking by groups. Finance Research Letters, 74, 106823, 1-7.

Kariv, D., Krueger, N., Cisneros, L., & Kashy-Rosenbaum, G. (2025). Embedding the marketing angle into the pursuit of entrepreneurial propensity: roles of perceived feasibility and desirability and stakeholders' support. International Journal of Entrepreneurial Behavior & Research, 31 )2/3(, 587-608.

Tzuriel, D., Wiess, T., & Kashy-Rosenbaum, G. (2024). The effects of working memory training on working memory, self-regulation, and analogical reasoning. British Journal of Educational Psychology, 1-29.

Orr, E., & Kashy-Rosenbaum, G., Bai, H., & Vaknin-Nusbaum, N. (2024). I feel well, I play well, I learn well: Play and divergent thinking mediate the role of wellbeing. Thinking Skills and Creativity, 53, 101577, 1-13.

Orr, E., & Kashy-Rosenbaum, G. (2024). My baby is ready to learn: The role of infant pointing in redirecting maternal responses to be more informative. Infancy (Q2, IF=2.459). Infancy, 1-25.

Kariv, D., Krueger, N., Kashy-Rosenbaum, G., & Cisneros, L. (2024). Process innovation is technology transfer too! How entrepreneurial businesses manage product and process innovation. The Journal of Technology Transfer, 1-25.

Kariv, D., Cisneros, L., Kashy-Rosenbaum, G., & Krueger, N. (2024). Does generation matter to innovation development? A new look at entrepreneurial businesses from the perspective of resource-based view (RBV). European Journal of Innovation Management, 27(2), 424-446.‏

Orr, E., Kashy-Rosenbaum, G., & Lederberg, A. W. (2023). The Impact of Emotion Regulation and Individual Traits on the Nature of the Next Older Sibling’s Relationships with Their Toddler/Infant Sibling. Child Care in Practice, 1-18.‏‏

Orr, E., & Kashy-Rosenbaum, G., (2023). The context of infants’ giving gestures in mother-infant dyads: Typical giving gestures and those contingent on exploration and play. Infancy, 28(3), 619-633.‏

Leshem, B., Kashy-Rosenbaum, G., Schiff, M., Benbenishty, R., & Pat-Horenczyk, R. (2023). Continues exposure to terrorism during COVID-19 Pandemic: A moderated mediation model in the Israeli context. International Journal of Environmental Research and Public Health, 20(4), 2799 -2811.

Kariv, D., Baldegger, R., & Kashy-Rosenbaum, G. (2022). All you need is…. entrepreneurial attitudes”: A deeper look into the propensity to start a business during the COVID-19 through a gender comparison (GEM data). World Review of Entrepreneurship, Management and Sustainable Development, 18(1/2). 195-226.

Tzuriel, D., Hanuka-Levy, D., & Kashy-Rosenbaum, G. (2022). Dynamic assessment of self-regulation and planning behavior. Frontiers in Education, section Assessment, Testing and Applied Measurement, 7, 1-19.

Kashy-Rosenbaum, G., & Aizenkot, D. (2022, Online). On- and off-line bullying victimization, self-esteem and perceived popularity as predictors of bullying perpetration among adolescents. Biomedical Journal of Scientific & Technical Research, 34, 305-318.

Aizenkot, D., & Kashy-Rosenbaum, G. (2021). The effectiveness of safe surfing intervention program in reducing WhatsApp cyberbullying and improving classroom climate and student sense of class belonging in elementary school. The Journal of Early Adolescence, 41(4), 550-576.‏

Aizenkot, D., & Kashy-Rosenbaum, G. (2021). Cyberbullying victimization in WhatsApp classmate groups among Israeli elementary, middle, and high school students. Journal of interpersonal violence, 36, 15-16, 498-519.

Kashy-Rosenbaum, G., & Aizenkot, D. (2020). Exposure to cyberbullying in WhatsApp classmates' groups and classroom climate as predictors of students' sense of belonging: A multi-level analysis of elementary, middle, and high schools. Children and Youth Services Review, 108, 1-10.
‏

Aizenkot, D., & Kashy-Rosenbaum, G. (2020). The effectiveness of anti-cyberbullying intervention program in reducing bullying on- and off- line and improving perceived popularity and self-esteem. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 14(3), 6, 1-23.

Kashy-Rosenbaum, G., Kaplan, O., & Israel-Cohen, Y. (2018). Predicting academic achievement by class-level emotions and perceived homeroom teachers’ emotional support. Psychology in the schools, 55(7), 770-782.

Aizenkot, D., & Kashy-Rosenbaum, G. (2018). Cyberbullying in WhatsApp classmates’ groups: Evaluation of an intervention program implemented in Israeli elementary and middle schools. New Media and Society, 20(12), 4709-4727.

Israel-Cohen, Y., Kashy-Rosenbaum, G., & Kaplan, O. (2016). Prospective study of subjective well-being, resilience, and risk of PTSD among Israeli adolescents exposed to terrorism. Social Inquiry into Well-Being, 2(2), 24-33.

Israel-Cohen, Y., Kashy-Rosenbaum, G., & Kaplan, O. (2016). Acute stress reaction and positive future orientation as predictors of PTSD among Israeli adolescents exposed to missile attacks. Translational Issues in Psychological Science, 2(4), 361-370.

Israel-Cohen, Y., Kaplan, O., Noy, S., & Kashy-Rosenbaum, G. (2016). Religiosity as a moderator of self-efficacy and social support in predicting traumatic stress among combat soldiers. Journal of Religion and Health, 55(1), 1-12.

Israel-Cohen, Y., Uzefovsky, F., Kashy-Rosenbaum, G., & Kaplan, O. (2015). Gratitude and PTSD symptoms among Israeli youth exposed to missile attacks: Examining the mediation of positive and negative affect and life satisfaction. Journal of Positive Psychology, 10(2), 99-106.

Israel-Cohen, Y., Kashy-Rosenbaum, G., & Kaplan, O. (2015). Is a good student also a happier one? Traditional measures of school functioning as predictors of students’ well-being. Journal of Educational Leadership in Action, 4(1), Online: http://www.lindenwood.edu /ela/issue06/ cohen.html

Israel-Cohen, Y., Kaplan, O., & Kashy-Rosenbaum, G. (2014). A wrong time for feeling too good. High positive emotions shortly after missile attacks and the heightened risk of PTSD symptoms among Israeli adolescents. Journal of Traumatic Stress, 27(3), 375-378.

Tzuriel, D. Bengio, E., & Kashy-Rosenbaum, G. (2012). Cognitive modifiability, emotional-motivational factors, and behavioral characteristics among gifted versus non-gifted children. Journal of Cognitive Education and Psychology, 10(3), 253-279.

Glaubman, R., Kashy-Rosenbaum, G., & Koresh, R. (2001). Facilitating the narrative quality of socio-dramatic play. In A. Gèoncèu, & E. L. Klein, (Eds.), Children in play, story, and school (pp. 72-106). New York: Guilford Press.