Daumiller, M., & Hemi, A. (2025). Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions. British Journal of Educational Psychology, 95(4), 905–923

Porat-Butman, S., Ayas, G., Balle, S., Carranza, J., Fares-Otero, N. E., Hemi, A., … Levy-Gigi, E. (2025). From maltreatment to mistrust: Impaired belief updating as a mechanism linking childhood maltreatment to interpersonal and clinical outcomes. Behaviour Research and Therapy​

Nizri, H., Hemi, A., & Levy-Gigi, E. (in press). The role of school climate and flexibility in promoting well-being in educators. Current Psychology

Hemi, A., Madjar, N., Rich, Y., & Daumiller, M. (2025). Relationships between students' achievement goals and social positioning in the classroom. British Journal of Educational Psychology, 95(4), 1047–1062​

Harel, O., Hemi, A., & Levy-Gigi, E. (2025). Emotional regulatory flexibility mitigates effects of school-related stress. Scientific Reports, 15, 25455

Hemi, A., & Maor, R. (2025). Burnout mediates the relationship between stress, depression and turnover intentions among school counselors. Psychology in the Schools, 62(11), 4619–4627

Hemi, A., Madjar, N., Daumiller, M., & Rich, Y. (2024). Achievement goals of the social peer-group and the entire class: Relationships with students' individual achievement goals. Learning and Individual Differences, 115, 102524

Biberman-Shalev, L., Pinku, G., Hemi, A., Nativ, Y., Paz, O., & Enav, Y. (2024). Portion coherence: Enhancing the relevance of introductory courses in teacher education. Frontiers in Education, 9, 1415518

Hemi, A., Madjar, N., & Rich, Y. (2024). Perceptions of peer and teacher goals predict academic achievement goals among adolescents. The Journal of Experimental Education, 92(4), 692–712

Nizri, H., Hemi, A., & Levy-Gigi, E. (2024). Regulatory flexibility and school climate moderate the relationship between stress exposure and depression severity in school educators. Scientific Reports, 14, 11543

Haim-Nachum, S., Sopp, M. R., Lüönd, A. M., Afzal, N., Åhs, F., … Hemi, A., … Pfaltz, M. C. (2024). Childhood maltreatment is linked to larger preferred interpersonal distances towards friends and strangers across the globe. Translational Psychiatry, 14, 339

Hemi, A., Sopp, M. R., Bonanno, G., Michael, T., McGiffin, J., & Levy-Gigi, E. (2024). Flexibility predicts chronic anxiety and depression during the first year of the COVID-19 pandemic: A longitudinal investigation of mental health trajectories. Psychological Trauma: Theory, Research, Practice, and Policy, 16(6), 961–970

Hemi, A., Sopp, M. R., Perel, A., Holmes, E. A., & Levy-Gigi, E. (2023). Cognitive flexibility moderates the efficacy of a visuospatial intervention following exposure to analog trauma. Journal of Behavior Therapy and Experimental Psychiatry, 81, 101858​

Harel, O., Hemi, A., & Levy-Gigi, E. (2023). The role of cognitive flexibility in moderating the effect of school-related stress exposure. Scientific Reports, 13, 5241​

Hemi, A., Madjar, N., & Rich, Y. (2023). Perceived peer and teacher goals: Relationships with students' academic achievement goals. The Journal of Experimental Education, 91(1), 145–165

Hemi, A., & Maor, R. (2023). Stress in the school counselor's contemporary role: Scale development and validation. Educational Studies, 49(2), 350–368

Hemi, A., Sopp, M. R., Schäfer, S. K., Michael, T., & Levy-Gigi, E. (2022). Adaptive responding to prolonged stress exposure: A binational study on the impact of flexibility on latent profiles of cognitive, emotional, and behavioral responses to the COVID-19 pandemic. Health & Social Care in the Community, 30(6), e6163–e6174

Tindle, R., Hemi, A., & Moustafa, A. A. (2022). Social support, psychological flexibility and coping mediate the association between COVID-19 related stress exposure and psychological distress. Scientific Reports, 12, 8688

Maor, R., & Hemi, A. (2021). Relationships between role stress, professional identity and burnout among contemporary school counselors. Psychology in the Schools, 58(8), 1597–1610

מאור, ר., וחמי, א. (2021) קשר בין לחץ בתפקיד, זהות מקצועית ושחיקה בקרב יועצות חינוכיות. הייעוץ החינוכי, כ"ג, ‎13–32.

חמי, א., ומאור, ר. (2021) מדידת רמת הלחץ של יועצים חינוכיים בעבודתם. הייעוץ החינוכי, כ"ג, ‎ 57–81.​

חמי, א., וריץ', י. (2019) התפתחות זהות אישית ותרבותית בקרב בוגרים צעירים שעלו מברית המועצות לשעבר. הייעוץ החינוכי, כ"א, ‎107–128.

חמי, א., ריץ', י., ומדג'ר, נ. (2023) תפיסת מטרות הישג של מורים ושל קבוצת השווים בכיתה: קשרים עם מטרות הישג לימודיות של תלמידים. מעיינות, א, ‎193–225 .​

אייל, א., לירז, ר., חמי, א., ודאומילר, מ.(2026)  צומת מרכזי משני: מקומן של מחנכות כיתה ברשת בית הספר. עיונים במנהל ובארגון החינוך, מ, 327–357 .