Moshe Zeidner

University of Haifa | haifa · Counseling

This study examined the relationship between memory traces of exposure to terror attack during childhood and reported resilience and post-traumatic growth (PTG) in adulthood. Participants were 208 Israelis exposed to threat of terror in their early years during the second Intifada. Approximately half of the sample resided in high-risk areas for ter...

This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine...

Intelligence, as measured by psychometric tests of cognitive ability, correlates modestly with superior adaptation and effective self-regulation, especially in academic and occupational contexts. Various causal hypotheses for associations between intelligence and health have been proposed. Longitudinal data show that low intelligence predicts numer...

The mediating role of perceived social support availability is examined in the observed association between ability emotional intelligence (EI) and psychological distress. 185 Israeli undergraduate students completed measures of ability EI, social support, and distress. As predicted, path analyses demonstrated that social support was a significant...

This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to p...

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-con...

The major aim of the present research was to compare students’ attitudes and dispositions toward teacher-made essay versus multiple-choice type exams. The primary study was conducted on a sample of 174 junior high school students, who were administered a test attitude inventory specifically designed to assess students’ attitudes towards essay versu...

The non-cognitive characteristics of intellectually gifted children have traditionally been given short shrift when compared to the extensive research on the cognitive facets of gifted children and instructional issues in teaching gifted children and youth. Our working assumption is that a systematic understanding and mapping out of the personality...

Emotional intelligence (or EI)--the ability to perceive, regulate, and communicate emotions, to understand emotions in ourselves and others--has been the subject of best-selling books, magazine cover stories, and countless media mentions. It has been touted as a solution for problems ranging from relationship issues to the inadequacies of local sch...

Affect plays a pivotal role in students' experience of school, relationships with peers and teachers, classroom behavior, and academic achievement. The purpose of this article is to review affective indicators, their assessments, and how these are used in school settings. We review findings based on a core set of affective variables that have been...

This article examines anxiety theory, measurement, performance, and clinical parameters in educational settings. We begin by providing a historical backdrop for anxiety research and present a number of conceptualizations and distinctions, delineating key facets and components of anxiety. We move on to discuss measurement and assessment issues, focu...

This chapter examines current and recurrent issues in test anxiety theory. Tests and evaluative situations have emerged as a potent class of stressors in Western society, which bases many important decisions relating to an individual's status in school, college, and work on tests and other assessment devices. Test anxiety is frequently cited among...

Emotional intelligence (EI) is the presumed ability to successfully understand and manage emotion. EI may affect the ability of security personnel to gauge the relevance of emotional cues in determining whether a suspect is a terrorist. 180 participants decided whether "virtual reality" animated characters were to be designated as terrorists, in a...

Mental Language and Understanding of Epistemic and Emotional Mental States.- The Mental Verbs in Different Conceptual Domains and in Different Cultures.- The Socialization of Theory of Mind.- Relations Among Theory of Mind, Metacognitive Language, Reading Skills and Story Comprehension In L1 and L2 Learners.- Culture and Mental States.- Mind Over G...

Assessing intelligence: Past, present, and future The study of intelligence has flourished over the past century, as exhibited in the many perspectives offered by the current volume and many other books, chapters, and research articles appearing in printed form, or otherwise disseminated in forms of mass media, throughout this period. Indeed, relat...

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related. Motivation, E...

This chapter provides an overview of an important area in psychological research, i.e., self-regulation. Although self-regulation is a relative newcomer in the psychology journals, there is now a large but diverse body of research on this topic. The search for a general understanding of self-regulation is not coherent given the diversity in the fie...