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Adar Ben-Eliyahu, PhD., is a senior lecturer (tenured assistant professor) at the Faculty of Education at the University of Haifa (UofH). She is the academic head of the International School of UofH and a member of the National Knowledge and Research Center for Emergency Readiness. In addition to current and prior grants funded by the Ministry of Education and the Ministry of Science and Technology, she is a recipient of the American Psychology Association Dissertation Research Award, was a MacArthur Fellow and a Spencer Fellow.

Born in Israel on April 1st, Dr. Ben-Eliyahu relocated to Palo Alto, California where she spent her childhood. After having served in the Israeli Defense Force and completing her service as a first lieutenant, she began her higher education, earning her B.A. degree in Psychology & Art History from Tel Aviv University. She continued to study at Bar-Ilan University for her M.A. in Experimental Psychology. She received her PhD (Magna cum Laude) from Duke University and then continued to two prestigious post-doc positions at the Learning and research Development Center at the University of Pittsburgh with Prof. Christian Schunn and at the Center for Evidence-Based Mentoring at the University of Massachusetts at Boston with Prof. Jean Rhodes. In 2014 she began her tenure at the University of Haifa, where she founded the Consortium for Youth/Children in Prolonged Crisis as a member of the National Knowledge and Research Center for Emergency Readiness.

RESEARCH

Dr. Ben-Eliyahu’s research is focused on how the context and social interactions shape learning strategies, with a focus on self-regulated learning (SRL). Continuing Paul Pintrich’s lineage, her dissertation advisor was Prof. Lisa Linnenbrink-Garcia. Taking an introspective approach to self-regulated learning, Dr. Ben-Eliyahu’s work has incorporated emotional aspects into models of self-regulated learning, considering the autonomous learner from a holistic perspective. Dr. Ben-Eliyahu has developed the focus on students’ emotional self-regulated learning as part of the self-regulated learning framework. Her work highlights the situated perspective of learning considering the circles of influence on the learner’s achievements. Dr. Ben-Eliyahu's research examines the role of caring adults and characteristics of the context in supporting children and youth thriving and resilience throughout development and in challenging situations (normalcy or crisis).

Dr. Ben-Eliyahu has been involved in a range of projects that extended research on engagement, SRL, motivation, and metacognition to incorporate emotions and their regulation. Bringing all these together, she proposes in her paper in Educational Psychologist (2019) that students undergo academic-emotional learning – a term she coined. She has also coined another term in this specific paper – metabehavior. Her work has been published in some of the most prominent journals in the field of educational psychology, including: Educational Psychologist, Metacognition & Learning, Journal of Educational Psychology, and Contemporary Educational Psychologist.

Website: https://abe.edu.haifa.ac.il/