Yael Malin
Biographic Data
| ID | 6109604 |
|---|---|
| NAME | Yael Malin |
| GIVEN NAMES | Yael |
| FAMILY NAME | Malin |
| SIGNATURE | MALIN Y |
| AFFILIATIONS | Hebrew University of Jerusalem |
| ORCID | 0000-0002-4982-601X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rethinking sensory processing sensitivity
Adolescence is marked by heightened sensitivity to environmental influences, which may confer both vulnerability and adaptive potential. The present study examined how distinct components of sensory processing sensitivity—emotional reactivity, sensitivity to subtle cues, and low sensory threshold—relate to psychological functioning during adolescence in the context of ongoing societal stress. A sample of 1,659 adolescents (ages 13–19) completed m…
Mental health during war
Listening competencies in school teachers following a 10-week empathy-compassion dyadic training
Teaching is an inherently relational profession with high social-emotional demands, yet most interventions focus primarily on intrapersonal skills. This non-randomized controlled pilot study examined a 10-week Empathy–Compassion dyadic intervention aimed at enhancing teachers' listening competencies ( n = 138 intervention; n = 94 control). The program combined daily 13-min partner-based dialogues with weekly coaching, emphasizing empathic listeni…
Peer Rejection and Group Autonomy in the Latency Stage
Background/Objectives: Social rejection during the latency stage is a significant risk factor for children’s emotional and social development. Whereas earlier research focused primarily on individual characteristics of rejected children, contemporary perspectives emphasize peer-group processes, including norm formation, hierarchies, and social status structures. Although autonomy has been widely examined as an individual developmental construct, …
Vocal participation and attentive listening in teacher-led classroom discussions
Equitable student participation is a key element of dialogic pedagogy programs. • We explored differences in classroom discussion participation using self-reports. • Low-achieving students reported less vocal participation and attentive listening. • Both were predicted by sense of agency, perceived teacher support, mastery goals. • Only vocal participation was predicted by prior achievement level differences. Research on dialogic pedagogy has pre…
From “Me” to “We”
The From "Me" to "We" intervention led to a small but statistically significant increase in children's peer acceptance. While these findings highlight the potential of group-oriented approaches to support social development in elementary school, future research is needed to examine the long-term effects and generalizability of the intervention across diverse classroom and cultural contexts
Increase in Costly Help-Giving Toward a Stereotyped Group After Mindfulness Intervention
Studies showed that mindfulness practice increases help-giving, however, there are still unanswered questions regarding the validation of this effect in different contexts. In this study, we aimed to understand the effect of mindfulness practice on costly giving and attitudes toward a stereotyped group and to test whether this effect depends on baseline empathy and self-regulation. Undergraduate students (N = 170) completed baseline questionnaire…
Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully‐victim dynamics
Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self‐regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bu…
Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully‐victim dynamics
Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self‐regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bu…
Dispositional mindfulness plays a major role in adolescents' active and passive responding to bully‐victim dynamics
Past research on school bullying focused on the role of the bully, suggesting that this active perpetrator is characterized by low empathy, low self‐regulation, and high moral disengagement (MD). Studies recently demonstrated a relationship between dispositional mindfulness and bullying as well. However, in the last 2 decades, research has broadened this perspective, suggesting that active and passive bystanders may play a major role in school bu…
Increase in Costly Help-Giving Toward a Stereotyped Group After Mindfulness Intervention
Studies showed that mindfulness practice increases help-giving, however, there are still unanswered questions regarding the validation of this effect in different contexts. In this study, we aimed to understand the effect of mindfulness practice on costly giving and attitudes toward a stereotyped group and to test whether this effect depends on baseline empathy and self-regulation. Undergraduate students (N = 170) completed baseline questionnaire…
Vocal participation and attentive listening in teacher-led classroom discussions
Equitable student participation is a key element of dialogic pedagogy programs. • We explored differences in classroom discussion participation using self-reports. • Low-achieving students reported less vocal participation and attentive listening. • Both were predicted by sense of agency, perceived teacher support, mastery goals. • Only vocal participation was predicted by prior achievement level differences. Research on dialogic pedagogy has pre…
From “Me” to “We”
The From "Me" to "We" intervention led to a small but statistically significant increase in children's peer acceptance. While these findings highlight the potential of group-oriented approaches to support social development in elementary school, future research is needed to examine the long-term effects and generalizability of the intervention across diverse classroom and cultural contexts
Rethinking sensory processing sensitivity
Adolescence is marked by heightened sensitivity to environmental influences, which may confer both vulnerability and adaptive potential. The present study examined how distinct components of sensory processing sensitivity—emotional reactivity, sensitivity to subtle cues, and low sensory threshold—relate to psychological functioning during adolescence in the context of ongoing societal stress. A sample of 1,659 adolescents (ages 13–19) completed m…
Mental health during war
Listening competencies in school teachers following a 10-week empathy-compassion dyadic training
Teaching is an inherently relational profession with high social-emotional demands, yet most interventions focus primarily on intrapersonal skills. This non-randomized controlled pilot study examined a 10-week Empathy–Compassion dyadic intervention aimed at enhancing teachers' listening competencies ( n = 138 intervention; n = 94 control). The program combined daily 13-min partner-based dialogues with weekly coaching, emphasizing empathic listeni…
Peer Rejection and Group Autonomy in the Latency Stage
Background/Objectives: Social rejection during the latency stage is a significant risk factor for children’s emotional and social development. Whereas earlier research focused primarily on individual characteristics of rejected children, contemporary perspectives emphasize peer-group processes, including norm formation, hierarchies, and social status structures. Although autonomy has been widely examined as an individual developmental construct, …
Bullying, Victimization, and Aggression (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Developmental psychology (3 works) · Mindfulness and Compassion Interventions (3 works) · Psychology (3 works) · Social Psychology (3 works) · Active listening (2 works) · Clinical Psychology (2 works) · Communication in Education and Healthcare (2 works) · Distress (2 works)