Publications by authors named "R Benbenishty"
During the second COVID-19 pandemic wave in Israel, we examined COVID-19-specific stressors and academic and financial challenges as potential risk factors for anxiety and depression among university students in Israel. Based on conservation of resources (COR) theory, we hypothesized that the threat of resource loss within the personal domain, academic challenges, and financial concerns would increase the likelihood of experiencing anxiety and depression. We sampled 18,686 students who responded to an online questionnaire.
View Article and Find Full Text PDFBackground: Educational gaps between care leavers and their same-age peers not in care are well documented. However, little is known about gender disparities in educational outcomes between care leavers and their matched peers.
Objectives: To examine and predict secondary school educational attainments (EA) and enrollment in postsecondary education (PSE) by (1) study group: care leavers versus their matched peers, (2) gender: men versus women, (3) interaction between study group and gender.
This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools.
View Article and Find Full Text PDFArticle Synopsis
- Social support significantly impacts the mental health of college students during COVID-19, but the academic mechanisms behind this relationship are not well understood.
- A study of over 1,500 Israeli university students from 2020 to 2021 reveals that academic coping plays a role in how social support affects depression, especially for those experiencing high-quality teaching.
- The findings highlight that while academic coping influences depression linked to social support, it doesn’t have the same effect on anxiety, which may be driven by outside factors related to the pandemic.
Article Synopsis
- The study investigated how the COVID-19 pandemic affected university students' academic experiences and their intentions to drop out of school.
- It surveyed over 10,600 students in Israel, finding that while COVID exposure negatively impacted academic experiences, it increased perceived social support, which in turn helped reduce dropout plans.
- The research highlights the importance of social support and positive academic experiences as key factors that can protect students from dropping out during challenging times like the pandemic.