Sarid, M., & Lipka, O. (2024). The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 1-22

DOI: https://doi.org/10.1007/s10212-023-00677-6

Benita, M., Hamish, D., Katzir, T., & Lipka, O. (2024). Examination of the Relationship Between Teachers' Emotional Exhaustion and Students' Reading Comprehension and Achievement Emotions. Scientific Studies of Reading, 29(2), 161-180

DOI: https://doi.org/10.1080/10888438.2024.2432262

Khatib-Abbas, S., & Lipka, O. (Accepted). Identifying Reading Struggles in Arabic Speaking Third Graders: Teachers' Insights and Identification Accuracy. Annals of Dyslexia

 Amir, M., Lipka, O., & Sarid M. (2025, May). Professional commitment and intentions to turnover of elementary school teachers. Frontiers in Education (Vol.10, p. 1548359). Frontiers Media SA

DOI: https://doi.org/10.3389/feduc.2025.1548359

Lipka, O., & Sarid, M. (2025). Beyond the Classroom: Unraveling Teachers' Challenges, Support, and Commitment in Israel's Education System. Israel Affairs, 1-37

 Lipka, O., Bufman, A., Shaul, S., & Katzir, T. (2025). Transforming Teacher Knowledge to Practice: Exploring the Impact of a Professional Development Model on Teachers' Literacy Instruction and Self-Efficacy. Education Sciences, 15(9), 1230

DOI:  https://doi.org/10.3390/educsci15091230