Eyal Rabin
Biographic Data
| ID | 6628466 |
|---|---|
| NAME | Eyal Rabin |
| GIVEN NAMES | Eyal |
| FAMILY NAME | Rabin |
| SIGNATURE | RABIN E |
| AFFILIATIONS | Open University of Israel |
| ORCID | 0000-0002-3726-0645 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Promoting Parent-Teachers’ Wellbeing in Remote Instruction
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (S…
Work-family conflict among Turkish teachers during lockdown
The concept of work-family conflict generally means that people's professional lives and family responsibilities interfere with each other, which is why they cannot work perfectly in both areas. The status of teachers in relation to work-family conflict had risen sharply because teaching activities had shifted online and at home during the pandemic. Specifically, this study tested whether organizational support, social support, teacher self-effic…
Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 researc…
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
Statistical inference from power law distributed web‐based social interactions
Purpose The purpose of this paper is to propose a method for statistical inference on data from power law distributions in order to explain behavior and social phenomena associated with web‐based social spaces such as discussion forums, question‐and‐answer sites, web 2.0 applications and the like. Design/methodology/approach The paper starts by highlighting the importance of explaining behavior in social networks. Next, the power law nature of so…
Statistical inference from power law distributed web‐based social interactions
Purpose The purpose of this paper is to propose a method for statistical inference on data from power law distributions in order to explain behavior and social phenomena associated with web‐based social spaces such as discussion forums, question‐and‐answer sites, web 2.0 applications and the like. Design/methodology/approach The paper starts by highlighting the importance of explaining behavior in social networks. Next, the power law nature of so…
Statistical inference from power law distributed web‐based social interactions
Purpose The purpose of this paper is to propose a method for statistical inference on data from power law distributions in order to explain behavior and social phenomena associated with web‐based social spaces such as discussion forums, question‐and‐answer sites, web 2.0 applications and the like. Design/methodology/approach The paper starts by highlighting the importance of explaining behavior in social networks. Next, the power law nature of so…
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
The purpose of this study is to examine how pre-service teachers’ training influences the integration of digital games into teaching. In a quantitative and qualitative study, pre-service teachers’ perceptions of their techno-pedagogical knowledge were examined along with their attitudes about games as effective cognitive tools for developing higher-order thinking and lifelong learning. A sample of 108 pre-service teachers followed a 2 × 2 researc…
Work-family conflict among Turkish teachers during lockdown
The concept of work-family conflict generally means that people's professional lives and family responsibilities interfere with each other, which is why they cannot work perfectly in both areas. The status of teachers in relation to work-family conflict had risen sharply because teaching activities had shifted online and at home during the pandemic. Specifically, this study tested whether organizational support, social support, teacher self-effic…
Promoting Parent-Teachers’ Wellbeing in Remote Instruction
This study examines how protective factors contribute to teacher resilience and sustainable wellbeing during remote teaching, focusing specifically on parent-teachers who are balancing professional responsibilities with childcare. Within the broader context of research on educator resilience and professional practice, it explores the associations between social and organizational support, work–family conflict (WFC), and parenting self-efficacy (S…
Psychology (3 works) · Computer Science (2 works) · Online Learning and Analytics (2 works) · Self-efficacy (2 works) · Work-Family Balance Challenges (2 works) · Applied Psychology (1 work) · Artificial Intelligence (1 work) · Big data (1 work) · Burnout (1 work) · Cognition (1 work)