AERA 2017, San-Antonio, USA
AERA 2017, San-Antonio, USA

9th ICTEL, 2015, Bangkok, Thailand
9th ICTEL, 2015, Bangkok, Thailand

APMEC 2009, Singapore
APMEC 2009, Singapore

AERA 2017, San-Antonio, USA
AERA 2017, San-Antonio, USA

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Prof. Madjar is an Associate Professor in the Program of Educational Counselling, School of Education, Bar-Ilan University.

His research focuses on personal and environmental aspects that promote adaptive academic and social motivation, within formal and non-formal educational contexts. The research mostly relays on the theoretical frameworks achievement goal orientations and self-determination theory.

 

Prof. Madjar's academic credentials include a BA in Behavioral Sciences, an MA in Educational Psychology, and a PhD in Education, all from Ben-Gurion University of the Negev. He completed his Postdoctoral fellowship in Educational Psychology at Monash University in Melbourne, Australia. Among Madjar’s many awards and accomplishments, are Rector's Award of Excellence in Teaching from Bar-Ilan University and several Graduate Student Scholarships from Ben-Gurion University of the Negev.

 

Selected recent publications:

Music effect in student with Attention-Deficit Hyperactivity Disorder (ADHD):

Madjar, N., Gazoli, R., Manor, I., & Shoval, G. (2020). Contrasting effects of music on reading comprehension in preadolescents with and without ADHD. Psychiatry Research, 291, e113207.

Non-suicidal self-injury (NSSI) within the school context

Madjar, N., Sarel-Mahlev, E., & Brunshtein-Klomek, A. (2020). Depression symptoms as mediator between adolescents’ sense of loneliness at school and non-suicidal self-injury behaviors. Crisis, published online.

Madjar, N., Shabat, S. B., Elia, R., Fellner, N., Rehavi, M., Rubin, S. E., ... & Shoval, G. (2017). Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate. European Psychiatry, 41, 95-101.

 

The concept of peer motivational climate:

Madjar, N., North, E. A., & Karakus, M. (2019). The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations. Learning and Individual Differences, 73, 112-123. [Link]

Self-efficacy toward transition to middle school:

Madjar, N., & Chohat, R. (2017). Will I succeed in middle school? A longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement. Educational Psychology, 37(6), 680-694. [Link]

Development of social goal orientations during high school:

Makara, K. A., & Madjar, N. (2015). The role of goal structures and peer climate in trajectories of social achievement goals during high school. Developmental Psychology, 51, 473-488.

 

Parental attitudes toward homework assignments:

Madjar, N., Shklar, N., & Moshe, L. (2016). The role of parental attitudes in children’s motivation toward homework assignments. Psychology in the Schools, 53, 173-188.

© 2013 by NIR MADJAR. All rights reserved.             E. nir.madjar@biu.ac.il