Tali Heiman - Academia.edu (original) (raw)
Papers by Tali Heiman
Problematic Use of the Internet and Well-Being among Youth from a Global Perspective: A Mediated-Moderated Model of Socio-Emotional Factors
Learning Strategies Questionnaire--College Student Version
PsycTESTS Dataset, 2003
New Designs or New Practices? Multiple Perspectives on the ICT and Accessibility Conundrum
There is considerable evidence to suggest that Information and Communication Technologies (ICTs) ... more There is considerable evidence to suggest that Information and Communication Technologies (ICTs) can make a positive contribution to students’ experiences in higher education. Students with disabilities therefore have a positive outlook and attitude to ICT. Despite all these positive things, the ICT, disability, and higher education community have been wrestling with what they consider to be a massive question: is the design of ICT good enough? In particular, a certain section of the community believes that as long as specialist, assistive technologies exist, design practices will have failed. This chapter will explore, from multiple perspectives, a different argument that the eradication of specialist technologies is not necessarily required to improve ICT design.
Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel
Journal of Intellectual Disabilities, Oct 31, 2022
Students with intellectual developmental disability (IDD) may have impairments in conceptual, soc... more Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed six parents of students with IDD who were enrolled in inclusive classes, five teachers of inclusive classes, one teaching assistant and two school principals. Analysis of the interview transcripts revealed the perceptions regarding the included students, by their parents and the school staff. The school staff perceived family involvement and the connection between them and the parents as the most important. Parents perceived the possibility of studying in an inclusive class as an opportunity for social integration and scholastic advancement. All the participants indicated the social aspect as crucial to the inclusion of students with IDD.
Bystander or standing by: Involvement of bystanders in cyber-bullying episodes among adolescents
Journal of psychiatry, Nov 10, 2016
Cyber-Victimization among Higher Education Students as Related to Academic and Personal Factors
World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, Dec 30, 2015
Attention Hyperactivity Deficit Disorder (ADHD) affects 5-10% of children. Many families coping w... more Attention Hyperactivity Deficit Disorder (ADHD) affects 5-10% of children. Many families coping with this disorder search for a venue to address the questions which constantly arise, and a reliable source to respond to their questions. From various research studies (Kendall, 1998; Kendall, Leo, Periin, & Hatton, 2005) the importance of providing a support framework, not only for the child under treatment but also for his parents, has been firmly established. A broad base of familial support will aid parents in coping better, both with their child, and with their own emotions related to the conflicts in coping with a child with ADHD.
Learning Disability Quarterly, Feb 1, 2006
Differences in the learning styles of students with and without learning disabilities (LD) at a d... more Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and drilling, than NLD students. In addition, students with LD reported a higher need for self-regulation strategies than their NLD peers, including controlling their learning process, self-orientation, planning, monitoring, and continuous evaluation of their learning process and results. LD students also claimed to lack regulation, noting their difficulties with the learning process. Findings are discussed in relation to how distance-learning universities can better cultivate the abilities of their LD and NLD students.
Research in Developmental Disabilities, Jul 1, 2008
The study examined the family environment and perceived social support of 33 parents with a child... more The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale questionnaires. The comparison revealed significant differences for expressiveness and family system organization and for social support. Parents with an Asperger child perceived their family's expressive feelings as lower and the family organization as higher, and perceived their friendships and other support as lower than the other groups of parent. Parents of the control group reported the highest family support. The study highlighted the need for additional social support for parents with a child with special needs, and accentuated the importance of developing awareness and intervention programs to facilitate parents' coping abilities and their family interactions.
Resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents
International journal of adolescence and youth, 2021
ABSTRACT Studies have showed that being bullied by peers in adolescence is strongly and consisten... more ABSTRACT Studies have showed that being bullied by peers in adolescence is strongly and consistently associated with decreased sense of well-being that may be expressed in emotional, physical and behavioural effects. Yet, there are personal variables that might mediate the relationships between bullying victimization and low levels of well-being. In this study, we have examined the possible moderating effect of resilience and self-concept that were found to be connected to bullying and to well-being among Israeli adolescents. 507 middle school Israeli students, aged 11–16, fulfilled Bullying victimization, well-being, self-concept and resilience questionnaires. A mediation model analysis have revealed that the hypothesized mediation model was accepted in full and both high self-concept and resilience mediates this relationship. Specific directions and recommendation are discussed for further insights into intervention and prevention programmes for adolescents, in order to optimize existing programmes as well as to create an infrastructure for new intervention programs.
Students' Perception of Contribution of Course Website Questionnaire
British Journal of Educational Technology, Jul 31, 2012
Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth... more Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth of cyberbullying. The aim of the study is to examine the perceptions, beliefs and concerns about cyberbullying, as well as the needs, of a professionally diverse group of teachers. Three-hundred and twenty-eight teachers (88.4% female, 11.6% male) from different types of schools and professional foci were randomly selected and completed a cyberbullying questionnaire regarding their perceptions of cyberbullying and about their personal experiences in relation to cyberbullying. They also provided background information. Findings indicate that teachers noted that cyberbullying is a problem in their school, suggesting that urgent attention be paid to three aspects: policy making, enhancing awareness of the school team and coping strategies for parents. About half the teachers reported that students complain of harassment through the mobile phone and Internet, and some teachers were themselves cyberbullied. It was found that the teachers' gender, education level and the age of the students they taught affected their level of concern about cyberbullying, and therefore how credible they found the school's commitment to act on it. Female teachers expressed more concern than male teachers, as did teachers of younger children. Special education teachers were more concerned than mainstream teachers and were more likely to believe that the cyberbullying must be confronted. The results contribute to our understanding of the teachers' perceptions, beliefs and concerns about cyberbullying, which could serve as a basis for developing policy guidelines in schools as well as establishing programs for school teachers to cope with cyberbullying.
Education and Information Technologies, Aug 17, 2014
Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an indiv... more Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an individual or a group towards the victim using technological means such as a computer or a mobile phone (Kowalski, Morgan, and Limber, 2012). The current study examined the phenomenon of cyberbullying among children and youth in Israel. The purpose of was to examine the correlation between bully and victim, and emotional-social aspects-social support, sense of loneliness and sense of self-efficacy-that constitute risk factors and protective factors. The study involved 1,094 elementary, middle school and high school students, who completed four questionnaires that addressed cyber-bullying and the social and emotional aspects: Social support, loneliness, self-efficacy and personal well-being. It was found that the less social support the students have, the lower their sense of self-efficacy; the lonelier they feel and the more they experience a lower sense of well-being, the greater the likelihood that they will participate in cyberbullying, mainly by sending offensive pictures or videos.
Coping experience among students in higher education
Educational studies, Sep 1, 2004
The study examines the coping strategies among 130 undergraduate college and university students ... more The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without
Cultural Values, Happiness, and Harmful Peer Aggression Reported by Adolescents in 12 World Regions
Routledge eBooks, Apr 21, 2023
Youth & Society
This study examines the role of adolescents-parents/teachers/peers relationships as explanatory v... more This study examines the role of adolescents-parents/teachers/peers relationships as explanatory variables of cyberbullying and problematic Internet-use (PIU) pre-and during COVID-19 pandemic. Questionnaires were delivered to 348 adolescents ages 13 to 18 years ( M = 15.05) at two time-points, provided a rare opportunity for assessment the pandemic effect. A significant increase was found in Internet-usage and PIU from pre-pandemic to during the pandemic-lockdown, although no change was found in cyber-perpetrating/victimization, but a decrease in cyber-witnessing. An increase was found in adolescents-teachers/peers relationships, while adolescent-parent relationships remained unchanged and strong. Intensive Internet-use was a positive explanatory variable for stronger teachers/peers relationships. When adolescent-peer relationships were stronger, the cyber-perpetrating/victimization were lower. Also, reinforcements in adolescents-teachers relationships during the lockdown may have in...
Decision‐making modes regarding the inclusive dilemmas of students with educational challenges in mainstream classrooms
Journal of Research in Special Educational Needs
In the last 20 years, increasing numbers of students with educational challenges (SECs) have been... more In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision‐making skills and the ability to face and resolve ethical dilemmas. College students and pre and in‐service teachers were asked about their attitudes towards SEC inclusion, as well as three open‐ended dilemmas during vignettes depicting challenging situations in inclusive class forcing decision‐making. An online closed and open‐ended questionnaire was administered (n = 489). The analysis revealed significant differences in the type of solution to these dilemmas in the three groups. There was a significant interaction between high sensitivity to the feelings of the inclusive students and the participants' overall tendency to support the inclusion of the SECs, positive attitudes towards inclusion, low expression of stigma and a higher sense of self...
European Journal of Investigation in Health, Psychology and Education
Positive body image (PBI) has received attention in the recent research literature. Despite this,... more Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI an...
Cyber bullying: Emotional effects and intervention program for adolescents with and without disabilities
Journal of psychiatry, Nov 10, 2016
Cyberbullying: Parents' Knowledge, Perceptions and Coping
PsycEXTRA Dataset
Problematic Use of the Internet and Well-Being among Youth from a Global Perspective: A Mediated-Moderated Model of Socio-Emotional Factors
Learning Strategies Questionnaire--College Student Version
PsycTESTS Dataset, 2003
New Designs or New Practices? Multiple Perspectives on the ICT and Accessibility Conundrum
There is considerable evidence to suggest that Information and Communication Technologies (ICTs) ... more There is considerable evidence to suggest that Information and Communication Technologies (ICTs) can make a positive contribution to students’ experiences in higher education. Students with disabilities therefore have a positive outlook and attitude to ICT. Despite all these positive things, the ICT, disability, and higher education community have been wrestling with what they consider to be a massive question: is the design of ICT good enough? In particular, a certain section of the community believes that as long as specialist, assistive technologies exist, design practices will have failed. This chapter will explore, from multiple perspectives, a different argument that the eradication of specialist technologies is not necessarily required to improve ICT design.
Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel
Journal of Intellectual Disabilities, Oct 31, 2022
Students with intellectual developmental disability (IDD) may have impairments in conceptual, soc... more Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed six parents of students with IDD who were enrolled in inclusive classes, five teachers of inclusive classes, one teaching assistant and two school principals. Analysis of the interview transcripts revealed the perceptions regarding the included students, by their parents and the school staff. The school staff perceived family involvement and the connection between them and the parents as the most important. Parents perceived the possibility of studying in an inclusive class as an opportunity for social integration and scholastic advancement. All the participants indicated the social aspect as crucial to the inclusion of students with IDD.
Bystander or standing by: Involvement of bystanders in cyber-bullying episodes among adolescents
Journal of psychiatry, Nov 10, 2016
Cyber-Victimization among Higher Education Students as Related to Academic and Personal Factors
World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, Dec 30, 2015
Attention Hyperactivity Deficit Disorder (ADHD) affects 5-10% of children. Many families coping w... more Attention Hyperactivity Deficit Disorder (ADHD) affects 5-10% of children. Many families coping with this disorder search for a venue to address the questions which constantly arise, and a reliable source to respond to their questions. From various research studies (Kendall, 1998; Kendall, Leo, Periin, & Hatton, 2005) the importance of providing a support framework, not only for the child under treatment but also for his parents, has been firmly established. A broad base of familial support will aid parents in coping better, both with their child, and with their own emotions related to the conflicts in coping with a child with ADHD.
Learning Disability Quarterly, Feb 1, 2006
Differences in the learning styles of students with and without learning disabilities (LD) at a d... more Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and drilling, than NLD students. In addition, students with LD reported a higher need for self-regulation strategies than their NLD peers, including controlling their learning process, self-orientation, planning, monitoring, and continuous evaluation of their learning process and results. LD students also claimed to lack regulation, noting their difficulties with the learning process. Findings are discussed in relation to how distance-learning universities can better cultivate the abilities of their LD and NLD students.
Research in Developmental Disabilities, Jul 1, 2008
The study examined the family environment and perceived social support of 33 parents with a child... more The study examined the family environment and perceived social support of 33 parents with a child diagnosed with Asperger syndrome and 43 parents with a child with learning disability, which were compared to 45 parents of children without disabilities as a control group. Parents completed the Family Environment Scale and Social Support Scale questionnaires. The comparison revealed significant differences for expressiveness and family system organization and for social support. Parents with an Asperger child perceived their family's expressive feelings as lower and the family organization as higher, and perceived their friendships and other support as lower than the other groups of parent. Parents of the control group reported the highest family support. The study highlighted the need for additional social support for parents with a child with special needs, and accentuated the importance of developing awareness and intervention programs to facilitate parents' coping abilities and their family interactions.
Resilience and self-concept as mediating factors in the relationship between bullying victimization and sense of well-being among adolescents
International journal of adolescence and youth, 2021
ABSTRACT Studies have showed that being bullied by peers in adolescence is strongly and consisten... more ABSTRACT Studies have showed that being bullied by peers in adolescence is strongly and consistently associated with decreased sense of well-being that may be expressed in emotional, physical and behavioural effects. Yet, there are personal variables that might mediate the relationships between bullying victimization and low levels of well-being. In this study, we have examined the possible moderating effect of resilience and self-concept that were found to be connected to bullying and to well-being among Israeli adolescents. 507 middle school Israeli students, aged 11–16, fulfilled Bullying victimization, well-being, self-concept and resilience questionnaires. A mediation model analysis have revealed that the hypothesized mediation model was accepted in full and both high self-concept and resilience mediates this relationship. Specific directions and recommendation are discussed for further insights into intervention and prevention programmes for adolescents, in order to optimize existing programmes as well as to create an infrastructure for new intervention programs.
Students' Perception of Contribution of Course Website Questionnaire
British Journal of Educational Technology, Jul 31, 2012
Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth... more Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth of cyberbullying. The aim of the study is to examine the perceptions, beliefs and concerns about cyberbullying, as well as the needs, of a professionally diverse group of teachers. Three-hundred and twenty-eight teachers (88.4% female, 11.6% male) from different types of schools and professional foci were randomly selected and completed a cyberbullying questionnaire regarding their perceptions of cyberbullying and about their personal experiences in relation to cyberbullying. They also provided background information. Findings indicate that teachers noted that cyberbullying is a problem in their school, suggesting that urgent attention be paid to three aspects: policy making, enhancing awareness of the school team and coping strategies for parents. About half the teachers reported that students complain of harassment through the mobile phone and Internet, and some teachers were themselves cyberbullied. It was found that the teachers' gender, education level and the age of the students they taught affected their level of concern about cyberbullying, and therefore how credible they found the school's commitment to act on it. Female teachers expressed more concern than male teachers, as did teachers of younger children. Special education teachers were more concerned than mainstream teachers and were more likely to believe that the cyberbullying must be confronted. The results contribute to our understanding of the teachers' perceptions, beliefs and concerns about cyberbullying, which could serve as a basis for developing policy guidelines in schools as well as establishing programs for school teachers to cope with cyberbullying.
Education and Information Technologies, Aug 17, 2014
Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an indiv... more Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an individual or a group towards the victim using technological means such as a computer or a mobile phone (Kowalski, Morgan, and Limber, 2012). The current study examined the phenomenon of cyberbullying among children and youth in Israel. The purpose of was to examine the correlation between bully and victim, and emotional-social aspects-social support, sense of loneliness and sense of self-efficacy-that constitute risk factors and protective factors. The study involved 1,094 elementary, middle school and high school students, who completed four questionnaires that addressed cyber-bullying and the social and emotional aspects: Social support, loneliness, self-efficacy and personal well-being. It was found that the less social support the students have, the lower their sense of self-efficacy; the lonelier they feel and the more they experience a lower sense of well-being, the greater the likelihood that they will participate in cyberbullying, mainly by sending offensive pictures or videos.
Coping experience among students in higher education
Educational studies, Sep 1, 2004
The study examines the coping strategies among 130 undergraduate college and university students ... more The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without
Cultural Values, Happiness, and Harmful Peer Aggression Reported by Adolescents in 12 World Regions
Routledge eBooks, Apr 21, 2023
Youth & Society
This study examines the role of adolescents-parents/teachers/peers relationships as explanatory v... more This study examines the role of adolescents-parents/teachers/peers relationships as explanatory variables of cyberbullying and problematic Internet-use (PIU) pre-and during COVID-19 pandemic. Questionnaires were delivered to 348 adolescents ages 13 to 18 years ( M = 15.05) at two time-points, provided a rare opportunity for assessment the pandemic effect. A significant increase was found in Internet-usage and PIU from pre-pandemic to during the pandemic-lockdown, although no change was found in cyber-perpetrating/victimization, but a decrease in cyber-witnessing. An increase was found in adolescents-teachers/peers relationships, while adolescent-parent relationships remained unchanged and strong. Intensive Internet-use was a positive explanatory variable for stronger teachers/peers relationships. When adolescent-peer relationships were stronger, the cyber-perpetrating/victimization were lower. Also, reinforcements in adolescents-teachers relationships during the lockdown may have in...
Decision‐making modes regarding the inclusive dilemmas of students with educational challenges in mainstream classrooms
Journal of Research in Special Educational Needs
In the last 20 years, increasing numbers of students with educational challenges (SECs) have been... more In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision‐making skills and the ability to face and resolve ethical dilemmas. College students and pre and in‐service teachers were asked about their attitudes towards SEC inclusion, as well as three open‐ended dilemmas during vignettes depicting challenging situations in inclusive class forcing decision‐making. An online closed and open‐ended questionnaire was administered (n = 489). The analysis revealed significant differences in the type of solution to these dilemmas in the three groups. There was a significant interaction between high sensitivity to the feelings of the inclusive students and the participants' overall tendency to support the inclusion of the SECs, positive attitudes towards inclusion, low expression of stigma and a higher sense of self...
European Journal of Investigation in Health, Psychology and Education
Positive body image (PBI) has received attention in the recent research literature. Despite this,... more Positive body image (PBI) has received attention in the recent research literature. Despite this, its role in daily functioning in different cultural contexts, particularly its potential relationship with academic outcomes, is still lacking. This study aimed to offer an international perspective on the association between PBI and body mass index (BMI), perceived academic achievement, and educational aspirations, as well as the mediating role of self-esteem. A cross-national study was conducted in eight European countries with a total of 2653 female university students. Participants completed an online survey measuring PBI (conceptualized as body appreciation), self-esteem, perceived academic achievement and aspirations, and body mass index (BMI). Results revealed differences in PBI between countries (low magnitude). PBI correlated negatively with BMI in all national groups (low-to-moderate magnitude). Mediation analysis showed that self-esteem mediated the association between PBI an...
Cyber bullying: Emotional effects and intervention program for adolescents with and without disabilities
Journal of psychiatry, Nov 10, 2016
Cyberbullying: Parents' Knowledge, Perceptions and Coping
PsycEXTRA Dataset