Motivational cognitions and behaviors for metropolitan aboriginal and non-aboriginal Australian students

Book chapter

Bodkin-Andrews, Gawaian, Craven, Rhonda G., Parker, Philip D., Kaur, Gurvinder and Yeung, Alexander S.. (2013). Motivational cognitions and behaviors for metropolitan aboriginal and non-aboriginal Australian students. In In G. A. D. Liem and A. B. I. Bernado (Ed.). Advancing Cross-Cultural Perspectives on Educational Psychology pp. 295 - 316 Information Age Publishing.

Authors	Bodkin-Andrews, Gawaian, Craven, Rhonda G., Parker, Philip D., Kaur, Gurvinder and Yeung, Alexander S.
Editors	G. A. D. Liem and A. B. I. Bernado
Page range	295 - 316
Year	2013
Book title	Advancing Cross-Cultural Perspectives on Educational Psychology
Publisher	Information Age Publishing
Place of publication	Charlotte, United States of America
ISBN	9781623963859
Research Group	Institute for Positive Psychology and Education
Publisher's version	File Access Level Controlled

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Marshall, Sarah L., Ciarrochi, Joseph, Parker, Philip D. and Sahdra, Baljinder K.. (2020). Is self-compassion selfish? The development of self-compassion, empathy, and prosocial behavior in adolescence. Journal of Research on Adolescence. 30(S2), pp. 472-484. https://doi.org/10.1111/jora.12492

Physical activity and sleep are inconsistently related in healthy children : A systematic review and meta-analysis

Antczak, Devan, Lonsdale, Chris, Lee, Jane, Hilland, Toni, Duncan, Mitch J., del Pozo Cruz, Borja, Hulteen, Ryan M., Parker, Philip D. and Sanders, Taren. (2020). Physical activity and sleep are inconsistently related in healthy children : A systematic review and meta-analysis. Sleep Medicine Reviews. 51, p. 101278. https://doi.org/10.1016/j.smrv.2020.101278

Illusory gender-equality paradox, math self-concept, and frame-of-reference Effect : New integrative explanations for multiple paradoxes

Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Basarkod, Geetanjali, Niepel, Christoph and Van Zanden, Brooke. (2020). Illusory gender-equality paradox, math self-concept, and frame-of-reference Effect : New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology. 121(1), pp. 168-183. https://doi.org/10.1037/pspp0000306

Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school

Dillon, Anthony, Craven, Rhonda G., Kaur, Gurvinder and Yeung, Alexander Seeshing. (2020). Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school. International Journal of Educational Research. 99, pp. 1 - 11. https://doi.org/10.1016/j.ijer.2019.101520

Validation Of The Social Identity Group Need Satisfaction And Frustration Scale

Parker, Philip David, Ryan, Richard Michael, Duineveld, Jasper and Bradshaw, Emma. (2019). Validation Of The Social Identity Group Need Satisfaction And Frustration Scale. PsyArXiv Preprints. pp. 1-15.

The centrality of academic self-concept to motivation and learning

Marsh, Herbert W., Seaton, Marjorie, Dicke, Theresa, Parker, Philip D. and Horwood, Marcus S.. (2019). The centrality of academic self-concept to motivation and learning. In In Renninger, K. Ann and Hidi, Suzanne E. (Ed.). The Cambridge handbook of motivation and learning pp. 36-62 Cambridge University Press. https://doi.org/10.1017/9781316823279.004

Learner perceptions versus technology usage : A study of adolescent English learners in Hong Kong secondary schools

Lee, Cynthia, Yeung, Alexander Seeshing and Cheung, Kwok Wai. (2019). Learner perceptions versus technology usage : A study of adolescent English learners in Hong Kong secondary schools. Computers and Education. 133, pp. 13-26. https://doi.org/10.1016/j.compedu.2019.01.005

Optimization: In-depth examination and proposition

Huy P Phan, B H Ngu and Alexander Seeshing Yeung. (2019). Optimization: In-depth examination and proposition. Frontiers in Psychology. 10(1398), pp. 1-16. https://doi.org/10.3389/fpsyg.2019.01398

A monitoring system to provide feedback on student physical activity during physical education lessons

Hartwig, Timothy B., Pozo-Cruz, Borja del, White, Rhiannon L., Sanders, Taren, Kirwan, Morwenna, Parker, Philip D., Lee, Jane, Owen, Katherine B., Antczak, Devan, Lubans, David R. and Lonsdale, Chris. (2019). A monitoring system to provide feedback on student physical activity during physical education lessons. The Scandinavian Journal of Medicine & Science in Sports. 29(10), pp. 1305 - 1312. https://doi.org/10.1111/sms.13438

Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth

Sahdra, Baljinder K., Parker, Philip D., Craven, Rhonda G., Brockman, Robert, Devine, E. K., Conigrave, J. and Chang, D. F.. (2019). Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth. Cultural Diversity and Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000247

Job satisfaction of teachers and their principals in relation to climate and student achievement

Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip and Waldeyer, Julia. (2019). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology. 111(7), pp. 1 - 13. https://doi.org/10.1037/edu0000409

A systematic evaluation and comparison between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling

Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Dicke, Theresa, Lüdtke, Oliver and Diallo, Thierno M. O.. (2019). A systematic evaluation and comparison between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal. 26(4), pp. 529-556. https://doi.org/10.1080/10705511.2018.1554999

Compulsive internet use and the development of self-esteem and hope: A four-year longitudinal study

Donald, James N., Ciarrochi, Joseph, Parker, Philip D. and Sahdra, Baljinder K.. (2019). Compulsive internet use and the development of self-esteem and hope: A four-year longitudinal study. Journal of Personality. 87(5), pp. 981 - 995. https://doi.org/10.1111/jopy.12450

Countries, parental occupation, and girls' interest in science

Guo, Jiesi, Marsh, Herb, Parker, Philip D., Dicke, Theresa and Zanden, Brooke Van. (2019). Countries, parental occupation, and girls' interest in science. The Lancet. 393, pp. 6 - 8. https://doi.org/10.1016/S0140-6736(19)30210-7

Negative year in school effect: extending scope and strengthening causal claims

Parker, Philip D., Marsh, Herbert W., Thoemmes, Felix and Biddle, Nicholas. (2019). Negative year in school effect: extending scope and strengthening causal claims. Journal of Educational Psychology. 111(1), p. 118–130. https://doi.org/10.1037/edu0000270

School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia

Hanly, Mark, Edwards, Ben, Goldfeld, Sharon, Craven, Rhonda G., Mooney, Janet, Jorm, Louisa and Falster, Kathleen. (2019). School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia. Early Childhood Research Quarterly. 48, pp. 325 - 340. https://doi.org/10.1016/j.ecresq.2019.01.008

Trends in indigenous and non-indigenous multidomain wellbeing : Decomposing persistent, maturation, and period effects in emerging adulthood

Parker, Philip D., Bodkin-Andrews, Gawaian, Parker, Rhiannon B. and Biddle, Nicholas. (2019). Trends in indigenous and non-indigenous multidomain wellbeing : Decomposing persistent, maturation, and period effects in emerging adulthood. Emerging Adulthood. 7(6), pp. 391-410. https://doi.org/10.1177/2167696818782018

The intersection of gender, social class, and cultural context: a meta-analysis

Parker, Philip D., Van Zanden, Brooke, Marsh, Herbert W., Owen, Katherine, Duineveld, Jasper J. and Noetel, Michael. (2019). The intersection of gender, social class, and cultural context: a meta-analysis. Educational Psychology Review. 31(3), pp. 1 - 32. https://doi.org/10.1007/s10648-019-09493-1

Young women face disadvantage to enrollment in university STEM coursework regardless of prior achievement and attitudes

Marsh, Herbert W., Van Zanden, Brooke, Parker, Philip D., Guo, Jiesi, Conigrave, James and Seaton, Marjorie. (2019). Young women face disadvantage to enrollment in university STEM coursework regardless of prior achievement and attitudes. American Educational Research Journal. 56(5), pp. 1 - 52. https://doi.org/10.3102/0002831218824111

Type of screen time moderates effects on outcomes in 4013 children: Evidence from the Longitudinal Study of Australian Children

Sanders, Taren, Parker, Philip D., del Pozo-Cruz, Borja, Noetel, Michael and Lonsdale, Chris. (2019). Type of screen time moderates effects on outcomes in 4013 children: Evidence from the Longitudinal Study of Australian Children. International Journal of Behavioral Nutrition and Physical Activity. 16(1), pp. 1 - 10. https://doi.org/10.1186/s12966-019-0881-7

The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies

Marsh, Herbert W., Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Dicke, Theresa and Arens, A. Katrin. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology. 111(2), pp. 331 - 353. https://doi.org/10.1037/edu0000281

A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?

Goodwin, A. Lin, Low, Ee Ling, Cai, Li and Yeung, Alexander Seeshing. (2019). A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference? Teaching and Teacher Education. 83, pp. 148 - 155. https://doi.org/10.1016/j.tate.2019.03.015

Positive education : Theory, practice, and challenges

Pennington, Rose, Yeung, Alexander Seeshing, Dillon, Anthony and Noble, Toni. (2018). Positive education : Theory, practice, and challenges. In In Caudle, Lori A. (Ed.). Teachers and teaching : Global practices, challenges and prospects pp. 139-156 Nova Science Publishers.

Managing element interactivity in equation solving

Ngu, Bing Hiong, Phan, Huy P., Yeung, Alexander Seeshing and Chung, Siu Fung. (2018). Managing element interactivity in equation solving. Educational Psychology Review. 30(1), pp. 255-272. https://doi.org/10.1007/s10648-016-9397-8

How robust are cross-country comparisons of PISA scores to the scaling model used?

Jerrim, John, Parker, Philip, Choi, Alvaro, Chmielewski, Anna Katyn, Sälzer, Christine and Shure, Nikki. (2018). How robust are cross-country comparisons of PISA scores to the scaling model used? Educational Measurement: Issues and Practice. 37(4), pp. 28 - 39. https://doi.org/10.1111/emip.12211

Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

Guo, Jiesi, Marsh, Herbert W., Parker, Philip D. and Dicke, Theresa. (2018). Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction. 58, pp. 210 - 219. https://doi.org/10.1016/j.learninstruc.2018.07.007

A qualitative investigation of the perceived influence of adolescents’ motivation on relationships between domain-specific physical activity and positive and negative affect

White, Rhiannon Lee, Olson, Rebecca, Parker, Philip D., Astell-Burt, Thomas and Lonsdale, Chris. (2018). A qualitative investigation of the perceived influence of adolescents’ motivation on relationships between domain-specific physical activity and positive and negative affect. Mental Health and Physical Activity. 14, pp. 113 - 120. https://doi.org/10.1016/j.mhpa.2018.03.002

An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years

Marsh, Herbert W., Pekrun, Reinhard, Murayama, Kou, Arens, A. Katrin, Parker, Philip D., Guo, Jiesi and Dicke, Theresa. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology. 54(2), pp. 263 - 280. https://doi.org/10.1037/dev0000393

Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective

Ngu, Bing Hiong, Yeung, Alexander Seeshing, Phan, Huy P., Hong, Kian Sam and Usop, Hasbee. (2018). Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective. Journal of Experimental Education. 86(3), pp. 362 - 385. https://doi.org/10.1080/00220973.2017.1347774

What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups

Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Nagengast, Benjamin, Asparouhov, T., Muthen, Bengt and Dicke, Theresa. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods. 23(3), pp. 524 - 545. https://doi.org/10.1037/met0000113

Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement

Parker, Philip D., Van Zanden, Brooke and Parker, Rhiannon B.. (2018). Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement. Learning and Instruction. 54, pp. 125 - 137. https://doi.org/10.1016/j.learninstruc.2017.09.002

Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation

Kadir Binte, Munirah Shaik, Yeung, Alex, Ryan, Richard, Forbes, Anne and Diallo, Thierno M. O.. (2018). Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9449-3

Inequity and excellence in academic performance: evidence from 27 countries

Parker, Philip D., Marsh, Herbert W., Jerrim, John P., Guo, Jiesi and Dicke, Theresa. (2018). Inequity and excellence in academic performance: evidence from 27 countries. American Educational Research Journal. 55(4), pp. 836 - 858. https://doi.org/10.3102/0002831218760213

Regular physical activity and educational outcomes in youth: A longitudinal study

Owen, Katherine B., Parker, Philip D., Astell-Burt, Thomas and Lonsdale, Chris. (2018). Regular physical activity and educational outcomes in youth: A longitudinal study. Journal of Adolescent Health. 62(3), pp. 334 - 340. https://doi.org/10.1016/j.jadohealth.2017.09.014

A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents

Donald, James N., Ciarrochi, Joseph, Parker, Philip D., Sahdra, Baljinder K., Marshall, Sarah L. and Guo, Jiesi. (2018). A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. Journal of Personality. 86(4), pp. 619 - 630. https://doi.org/10.1111/jopy.12340

Development of friendship and task values in a new school: Friend selection for the arts and physical education but socialization for academic subjects

Chow, Angela, Kiuru, Noona, Parker, Philip D., Eccles, Jacquelynne S. and Salmela-Aro, Katariina. (2018). Development of friendship and task values in a new school: Friend selection for the arts and physical education but socialization for academic subjects. Journal of Youth and Adolescence. 47(9), pp. 1966 - 1977. https://doi.org/10.1007/s10964-018-0894-6

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals

Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584

Predicting university entry using machine-based models and solutions

Parker, Philip D., Jerrim, John, Chmielewski, Anna K. and Marsh, Herbert W.. (2018). Predicting university entry using machine-based models and solutions. In In I. Schoon and R. K. Silbereisen (Ed.). Pathways to adulthood: Educational opportunities, motivation and attainment in times of social change pp. 92 - 110 UCL Institute of Education Press, University College.

Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects

Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259

University English language learners' readiness to use computer technology for self-directed learning

Lee, Cynthia, Yeung, Alex and Ip, Tiffany. (2017). University English language learners' readiness to use computer technology for self-directed learning. System. 67, pp. 99 - 110. https://doi.org/10.1016/j.system.2017.05.001

Data Resource Profile: Seeding Success: A crosssectoral data resource for early childhood health and development research in Australian Aboriginal and non-Aboriginal children

Falster, Kathleen, Jorgensen, Mikaela, Hanly, Mark, Banks, Emily, Brownell, Marni, Eades, Sandra, Craven, Rhonda, Goldfeld, Sharon, Randall, Deborah and Jorm, Louisa. (2017). Data Resource Profile: Seeding Success: A crosssectoral data resource for early childhood health and development research in Australian Aboriginal and non-Aboriginal children. International Journal of Epidemiology. 46(5), pp. 1365 - 1366j. https://doi.org/10.1093/ije/dyx051

Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions

Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Dicke, Theresa. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, pp. 81-91. https://doi.org/10.1016/j.learninstruc.2016.12.007

Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities

Morin, Alexandre J.S., Arens, A. Katrin, Maïano, Christophe, Ciarrochi, Joseph, Tracey, Danielle, Parker, Philip D. and Craven, Rhonda G.. (2017). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence. 46(4), pp. 801-825. https://doi.org/10.1007/s10964-016-0574-3

Changes in young Europeans’ values during the Global Financial Crisis

Sortheix, Florencia M., Parker, Philip D., Lechner, Clemens M. and Schwartz, Shalom H.. (2017). Changes in young Europeans’ values during the Global Financial Crisis. Social Psychological and Personality Science. https://doi.org/10.1177/1948550617732610

Competence self-perceptions

Marsh, Herbert W., Martin, Andrew J., Yeung, Alexander Seeshing and Craven, Rhonda G.. (2017). Competence self-perceptions. In In Elliot, Andrew J., Dweck, Carol S. and Yeager, David S. (Ed.). Handbook of competence and motivation : Theory and application pp. 85-115 Guilford Press.

Are people mindful in different ways? Disentangling the quantity and quality of mindfulness in latent profiles and exploring their links to mental health and life effectiveness

Sahdra, Baljinder K., Ciarrochi, Joseph, Parker, Philip D., Basarkod, Geetanjali, Bradshaw, Emma L. and Baer, Ruth. (2017). Are people mindful in different ways? Disentangling the quantity and quality of mindfulness in latent profiles and exploring their links to mental health and life effectiveness. European Journal of Personality. 31(4), pp. 347-365. https://doi.org/10.1002/per.2108

Communication skills training for practitioners to increase patient adherence to home-based rehabilitation for chronic low back pain : Results of a cluster randomized controlled trial

Lonsdale, Chris, Hall, Amanda M., Murray, Aileen, Williams, Geoffrey C., McDonough, Suzanne M., Ntoumanis, Nikos, Owen, Katherine, Schwarzer, Ralf, Parker, Philip, Kolt, Gregory S. and Hurley, Deirdre A.. (2017). Communication skills training for practitioners to increase patient adherence to home-based rehabilitation for chronic low back pain : Results of a cluster randomized controlled trial. Archives of Physical Medicine and Rehabilitation. 98(9), pp. 1732-1743. https://doi.org/10.1016/j.apmr.2017.02.025

Domain-specific physical activity and mental health : A meta-analysis

White, Rhiannon Lee, Babic, Mark J., Parker, Philip D., Lubans, David R., Astell-Burt, Thomas and Lonsdale, Chris. (2017). Domain-specific physical activity and mental health : A meta-analysis. American Journal of Preventive Medicine. 52(5), pp. 653-666. https://doi.org/10.1016/j.amepre.2016.12.008

How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes

Van Zanden, Brooke, Marsh, Herbert W., Seaton, Marjorie, Parker, Philip D., Guo, Jiesi and Duineveld, Jasper J.. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction. 47, pp. 25-32. https://doi.org/10.1016/j.learninstruc.2016.09.002

Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores

Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144

Simultaneous testing of four decades of academic self-concept models

Kadir, Munirah Shaik, Yeung, Alexander Seeshing and Diallo, Thierno M. O.. (2017). Simultaneous testing of four decades of academic self-concept models. Contemporary Educational Psychology. 51, pp. 429 - 446. https://doi.org/10.1016/j.cedpsych.2017.09.008

Attitude to non-violence scale: validity and practical use

Craven, Rhonda, Seaton, Marjorie and Yeung, Alex. (2017). Attitude to non-violence scale: validity and practical use. Journal of Interpersonal Violence: concerned with the study and treatment of victims and perpetrators of physical and sexual violence. 32(13), pp. 2018 - 2045. https://doi.org/10.1177/0886260515590785

Advancing primary teachers' awareness of the nature of science through communities of science practice

Forbes, Anne, Kadir, Munirah Shaik and Yeung, Alexander Seeshing. (2017). Advancing primary teachers' awareness of the nature of science through communities of science practice. In In R. V. Nata (Ed.). Progress in Education pp. 55 - 81 Nova Science Publishers.

Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations

Bodkin-Andrews, Gawaian, Whittaker, Alison, Harrison, Neil, Craven, Rhonda, Parker, Phil, Trudgett, Michelle and Page, Susan. (2017). Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations. Australian Journal of Education. 61(3), pp. 225 - 249. https://doi.org/10.1177/0004944117731360

When empathy matters : The role of sex and empathy in close friendships

Ciarrochi, Joseph, Parker, Philip D., Sahdra, Baljinder K., Kashdan, Todd B., Kiuru, Noona and Conigrave, James. (2017). When empathy matters : The role of sex and empathy in close friendships. Journal of Personality. 85(4), pp. 494-504. https://doi.org/10.1111/jopy.12255

The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions

Duineveld, Jasper J., Parker, Philip D., Ryan, Richard M., Ciarrochi, Joseph and Salmela-Aro, Katariina. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology. 53(10), pp. 1978-1994. https://doi.org/10.1037/dev0000364

Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability

Morin, Alexandre J. S., Arens, A. Katrin, Tracey, Danielle, Parker, Philip D., Ciarrochi, Joseph, Craven, Rhonda and Maïano, Christophe. (2017). Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability. American Journal on Intellectual and Developmental Disabilities. 122(6), pp. 539-560. https://doi.org/10.1352/1944-7558-122.6.539

A longitudinal person-centered perspective on youth social support : Relations with psychological wellbeing

Ciarrochi, Joseph, Morin, Alexandre J. S., Sahdra, Baljinder K., Litalien, David and Parker, Philip D.. (2017). A longitudinal person-centered perspective on youth social support : Relations with psychological wellbeing. Developmental Psychology. 53(6), pp. 1154-1169. https://doi.org/10.1037/dev0000315

Toward a positive psychology of indigenous thriving and reciprocal research partnership model

Craven, Rhonda Gai, Ryan, Richard Michael, Mooney, Janet, Vallerand, Robert J., Dillon, Anthony William Oswald, Blacklock, Fabri and Magson, Natasha R.. (2016). Toward a positive psychology of indigenous thriving and reciprocal research partnership model. Contemporary Educational Psychology. 43, pp. 32-43. https://doi.org/10.1016/j.cedpsych.2016.04.003

Measurement Invariance of the Self-Description Questionnaire II in a Chinese sample

Leung, Kim Chau, Marsh, Herbert Warren, Craven, Rhonda Gai and Abduljabbar, Adel S.. (2016). Measurement Invariance of the Self-Description Questionnaire II in a Chinese sample. European Journal of Psychological Assessment. 32(2), pp. 128 - 139. https://doi.org/10.1027/1015-5759/a000242

Is belief in God related to differences in adolescents' psychological functioning?

Huuskes, Lee M., Heaven, Patrick C. L., Ciarrochi, Joseph, Parker, Philip and Caltabiano, Nerina. (2016). Is belief in God related to differences in adolescents' psychological functioning? Journal for the Scientific Study of Religion. 55(1), pp. 40-53. https://doi.org/10.1111/jssr.12249

Reciprocal relations between Chinese students beliefs of competence, effort goal, and academic achievement

Yeung, Alexander Seeshing, Han, FeiFei and Lee, Frances Lai Mui. (2016). Reciprocal relations between Chinese students beliefs of competence, effort goal, and academic achievement. In In R. B.King and A. B. I.Bernardo (Ed.). The Psychology of Asian Learners pp. 319 - 355 Springer. https://doi.org/10.1007/978-981-287-576-1

Does Living closer to a university increase educational attainment? A longitudinal study of aspirations, university entry, and elite university enrolment of Australian youth

Parker, Philip D., Jerrim, John, Anders, Jake and Astell-Burt, Thomas. (2016). Does Living closer to a university increase educational attainment? A longitudinal study of aspirations, university entry, and elite university enrolment of Australian youth. Journal of Youth and Adolescence. 45(6), pp. 1156-1175. https://doi.org/10.1007/s10964-015-0386-x

Achieving optimal best: instructional efficiency and the use of cognitive load theory in mathematical problem solving

Phan, Huy P., Ngu, B. H. and Yeung, Alex. (2016). Achieving optimal best: instructional efficiency and the use of cognitive load theory in mathematical problem solving. Educational Psychology Review. 29(4), pp. 667 - 692. https://doi.org/10.1007/s10648-016-9373-3

It is risky business : Can social capital reduce risk-taking behaviours among disadvantaged youth?

Magson, Natasha R., Craven, Rhonda G., Munns, Geoff and Yeung, Alexander S.. (2016). It is risky business : Can social capital reduce risk-taking behaviours among disadvantaged youth? Journal of Youth Studies. 19(5), pp. 569-592. https://doi.org/10.1080/13676261.2015.1098776

Self-construal, incremental beliefs of ability, and learning preferences of singapore students

Luo, Wenshu and Yeung, Alexander Seeshing. (2016). Self-construal, incremental beliefs of ability, and learning preferences of singapore students. In In R. B.King and A. B. I.Bernardo (Ed.). The Psychology of Asian Learners pp. 593 - 606 Springer.

Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models

Marsh, Herbert Warren, Craven, Rhonda G., Parker, Phil D., Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241

What effect did the global financial crisis have upon youth wellbeing? Evidence from four Australian cohorts

Parker, Philip D., Jerrim, John and Anders, Jake. (2016). What effect did the global financial crisis have upon youth wellbeing? Evidence from four Australian cohorts. Developmental Psychology. 52(4), pp. 640-651. https://doi.org/10.1037/dev0000092

The development of compulsive internet use and mental health : A four-year study of adolescence

Ciarrochi, Joseph, Parker, Philip, Sahdra, Baljinder, Marshall, Sarah L., Jackon, Chris, Gloster, Andrew and Heaven, Patrick C.L.. (2016). The development of compulsive internet use and mental health : A four-year study of adolescence. Developmental Psychology. 52(2), pp. 272-283. https://doi.org/10.1037/dev0000070

Physical activity and school engagement in youth: A systematic review and meta-analysis

Owen, Katherine B., Parker, Philip D., Van Zanden, Brooke, MacMillan, Freya, Astell-Burt, T. and Lonsdale, Christopher Sean. (2016). Physical activity and school engagement in youth: A systematic review and meta-analysis. Educational Psychologist. https://doi.org/10.1080/00461520.2016.1151793

A psychometric evaluation of the gender bias in medical education cale

Parker, Rhiannon B., Parker, Philip D., Larkin, Theresa and Cockburn, Jon. (2016). A psychometric evaluation of the gender bias in medical education cale. BMC Medical Education. 16(251), pp. 1 - 9. https://doi.org/10.1186/s12909-016-0774-2

Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models

Marsh, Herbert W., Craven, Rhonda, Parker, Phil, Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241

Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement

Mooney, Janet, Seaton, Marjorie, Kaur, Gurvinder, Marsh, Herb and Yeung, Alex. (2016). Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2016.04.006

Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender

Arens, A. Katrin, Marsh, Herbert Warren, Craven, Rhonda Gai, Yeung, Alexander Seeshing, Randhawa, Eva and Hasselhorn, Marcus. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly. 36(3), pp. 391 - 403. https://doi.org/10.1016/j.ecresq.2015.12.024

Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation

Lonsdale, Christopher S., Sanders, Taren G., Cohen, Kristen E., Parker, Philip, Noetel, Michael, Hartwig, Timothy Bryan, Vasconcellos, Diego, Kirwan, Morwenna, Morgan, Philip, Salmon, Jo, Moodie, Marj, McKay, Heather A., Bennie, Andrew, Plotnikoff, Ron C., Cinelli, Renata, Greene, David Anthony, Peralta, Louisa R., Cliff, Dylan, Kolt, Gregory S., ... Lubans, David. (2016). Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation. BMC Public Health. 16(873), pp. 1 - 16. https://doi.org/10.1186/s12889-016-3243-2

Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition

Marsh, Herbert W., Parker, Philip D. and Morin, Alexandre J.S.. (2016). Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition. In In N. Ntoumanis and N. D. Myers (Ed.). An introduction to intermediate and advanced statistical analyses for sport and exercise scientists pp. 101-130 Wiley-Blackwell Publishing, Inc..

Use of computer technology for English language learning: Do learning styles, gender, and age matter?

Lee, Cynthia, Yeung, Alexander Seeshing and Ip, Tiffany. (2016). Use of computer technology for English language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning. 29(5), pp. 1035 - 1049. https://doi.org/10.1080/09588221.2016.1140655

A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians

Tracey, Danielle, Craven, Rhonda Gai, Yeung, Alexander Seeshing, Tregeagle, Susan, Burnstein, Jodi and Stanley, Helena. (2016). A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians. International Journal of Inclusive Education. 20(6), pp. 641 - 658. https://doi.org/10.1080/13603116.2015.1102341

Positive behavior interventions : The issue of sustainability of positive effects

Yeung, Alexander S., Craven, Rhonda G., Mooney, Mary, Tracey, Danielle, Barker, Katrina, Power, Anne, Dobia, Brenda, Chen, Zhu, Schofield, Jill and Lewis, Timothy J.. (2016). Positive behavior interventions : The issue of sustainability of positive effects. Educational Psychology Review. 28(1), pp. 145-170. https://doi.org/10.1007/s10648-015-9305-7

A multination study of socioeconomic inequality in expectations for progression to higher education

Parker, Philip D., Jerrim, John, Schoon, Ingrid and Marsh, Herbert W.. (2016). A multination study of socioeconomic inequality in expectations for progression to higher education. American Educational Research Journal. 53(1), pp. 6-32. https://doi.org/10.3102/0002831215621786

The internal/external frame of reference model of self-concept and achievement relations : Age-cohort and cross-cultural differences

Marsh, Herbert W., Abduljabbar, Adel Salah, Parker, Philip D., Morin, Alexandre J. S., Abdelfattah, Faisal, Nagengast, Benjamin, Möller, Jens and Abu-Hilal, Maher M.. (2015). The internal/external frame of reference model of self-concept and achievement relations : Age-cohort and cross-cultural differences. American Educational Research Journal. 52(1), pp. 168-202. https://doi.org/10.3102/0002831214549453

Dorian Gray without his portrait: Psychological, social, and physical health costs associated with the Dark Triad

Jonason, Peter, Baughman, Holly, Carter, Gregory and Parker, Philip. (2015). Dorian Gray without his portrait: Psychological, social, and physical health costs associated with the Dark Triad. Personality and Individual Differences. 78, pp. 5 - 13. https://doi.org/10.1016/j.paid.2015.01.008

Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry

Parker, Philip D., Bodkin-Andrews, Gawaian, Marsh, Herbert W., Jerrim, John and Schoon, Ingrid. (2015). Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry. Journal of Sociology. 51(4), pp. 1085-1102. https://doi.org/10.1177/1440783313498946

I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways

Parker, Philip D., Thoemmes, Felix, Duineveld, Jasper J. and Salmena-Aro, Katariina. (2015). I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways. Developmental Psychology. 51(3), pp. 323-333. https://doi.org/10.1037/a0038667

Mediators effecting moderate-to-vigorous physical activity and inactivity for girls from an intervention program delivered in an organised youth sports setting

Guagliano, Justin, Lonsdale, Christopher, Rosenkranz, Richard, Parker, Philip D., Agho, Kingsley and Kolt, Gregory. (2015). Mediators effecting moderate-to-vigorous physical activity and inactivity for girls from an intervention program delivered in an organised youth sports setting. Journal of Science and Medicine in Sport. 18(6), pp. 678 - 683. https://doi.org/10.1016/j.jsams.2015.05.005

Teacher perceptions of factors for successful inclusive early childhood education in Hong Kong

Lee, Frances Lai Mui, Yeung, Alexander Seeshing, Barker, Katrina, Tracey, Danielle and Fan, Jesmond. (2015). Teacher perceptions of factors for successful inclusive early childhood education in Hong Kong. Australasian Journal of Special Education. 39(2), pp. 97 - 112. https://doi.org/10.1017/jse.2015.3

The reciprocal effects model revisited: Extending its reach to gifted students attending academically selective schools

Seaton, Marjorie, Marsh, Herbert W., Parker, Philip D., Craven, Rhonda G. and Yeung, Alexander S.. (2015). The reciprocal effects model revisited: Extending its reach to gifted students attending academically selective schools. Gifted Child Quarterly. 59(3), pp. 143 - 156. https://doi.org/10.1177/0016986215583870

Enhancing playful teachers' perception of the importance of ICT use in the classroom: The role of risk taking as a mediator

Goodwin, A. Lin, Low, Ee Ling, Ng, Pak Tee, Yeung, Alexander S. and Cai, Li. (2015). Enhancing playful teachers' perception of the importance of ICT use in the classroom: The role of risk taking as a mediator. Australian Journal of Teacher Education. 40(4), pp. 133 - 150. https://doi.org/10.14221/ajte.2015v40n4.8

The Big-Fish-Little-Pond Effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries

Marsh, Herbert W., Abduljabbar, Adel Salah, Morin, Alexandre, Parker, Philip, Abdelfattah, Faisal, Nagengast, Benjamin and Abu-Hilal, Maher. (2015). The Big-Fish-Little-Pond Effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. Journal of Educational Psychology. 107(1), pp. 258 - 271. https://doi.org/10.1037/a0037485

Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective

Guo, Jiesi, Parker, Philip D., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology. 51(8), pp. 1163-1176. https://doi.org/10.1037/a0039440

Self-compassion protects against the negative effects of low self-esteem : A longitudinal study in a large adolescent sample

Marshall, Sarah, Parker, Philip D., Ciarrochi, Joseph, Sahdra, Baljinder, Jackson, Chris and Heaven, Patrick. (2015). Self-compassion protects against the negative effects of low self-esteem : A longitudinal study in a large adolescent sample. Personality and Individual Differences. 74, pp. 116 - 121. https://doi.org/10.1016/j.paid.2014.09.013

Inclusion of children with special needs in early childhood education : What teacher characteristics matter

Lee, Frances Lai Mui, Yeung, Alexander, Tracey, Danielle and Barker, Katrina. (2015). Inclusion of children with special needs in early childhood education : What teacher characteristics matter. Topics in Early Childhood Special Education. 35(2), pp. 79 - 88. https://doi.org/10.1177/0271121414566014

The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organization

Nie, Youyan, Chua, Bee Leng, Yeung, Alexander Seeshing, Ryan, Richard M. and Chan, Wai Yen. (2015). The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organization. International Journal of Psychology. 50(4), pp. 245 - 255. https://doi.org/10.1002/ijop.12110

Maximizing the benefit of technology for language learning

Yeung, Alexander Seeshing, Chen, Zhu and Li, Bingyi. (2015). Maximizing the benefit of technology for language learning. In In C. Koh (Ed.). Motivation, leadership and curriculum design: Engaging the Net Generation and 21st century learners pp. 185 - 199 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-287-230-2_15

High-frequency heart rate variability linked to affiliation with a new group

Sahdra, Baljinder, Ciarrochi, Joseph and Parker, Philip D.. (2015). High-frequency heart rate variability linked to affiliation with a new group. PLoS One (online). 10(6), pp. 1 - 14. https://doi.org/10.1371/journal.pone.0129583

Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study

Guo, Jiesi, Marsh, Herbert W., Morin, Alexandre J. S., Parker, Philip D. and Kaur, Gurvinder. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study. American Educational Research Journal. 52(2), pp. 371-402. https://doi.org/10.3102/0002831214565786

Longitudinal associations between employees' beliefs about the quality of the change management process, affective commitment to change and psychological empowerment

Morin, Alexandre J. S., Meyer, John P., Bélanger, Émilie, Boudrias, Jean-Sébastien, Gagné, Marylène and Parker, Philip D.. (2015). Longitudinal associations between employees' beliefs about the quality of the change management process, affective commitment to change and psychological empowerment. Human Relations. 69(3), pp. 839-867. https://doi.org/10.1177/0018726715602046

Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context

Ngu, Bing Hiong, Yeung, Alexander Seeshing and Phan, Huy P.. (2015). Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context. International Journal of Mathematical Education in Science and Technology. 46(3), pp. 388 - 403. https://doi.org/10.1080/0020739X.2014.979899

Physical self-concept changes in a selective sport high school : A longitudinal cohort-sequence analysis of the big-fish-little-pond effect

Marsh, Herbert W., Morin, Alexandre J. S. and Parker, Philip D.. (2015). Physical self-concept changes in a selective sport high school : A longitudinal cohort-sequence analysis of the big-fish-little-pond effect. Journal of Sport and Exercise Psychology. 37(2), pp. 150-163. https://doi.org/10.1123/jsep.2014-0224

Developmental investigation of the domain-specific nature of the life satisfaction construct across the post-school transition

Chen, Xidan, Morin, Alexandre J. S., Parker, Philip D. and Marsh, Herbert W.. (2015). Developmental investigation of the domain-specific nature of the life satisfaction construct across the post-school transition. Developmental Psychology. 51(8), pp. 1074-1085. https://doi.org/10.1037/a0039477

Learning to teach in a research-oriented school-based language teaching programme

Chen, Zhu and Yeung, Alexander S.. (2015). Learning to teach in a research-oriented school-based language teaching programme. Electronic Journal of Foreign Language Teaching. 12(2), pp. 183 - 199.

Academic self-concepts in ability streams: considering domain specificity and same-stream peers

Liem, Gregory Arief, McInerney, Dennis and Yeung, Alexander S.. (2015). Academic self-concepts in ability streams: considering domain specificity and same-stream peers. The journal of experimental education. 83(1), pp. 83 - 109. https://doi.org/10.1080/00220973.2013.876227

Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences

Ciarrochi, Joseph, Parker, Philip, Kashdan, Todd B., Heaven, Patrick C. L. and Barkus, Emma. (2015). Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences. The Journal of Positive Psychology. 10(6), pp. 520 - 532. https://doi.org/10.1080/17439760.2015.1015154

What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study)

Falster, Kathleen, Jorm, Louisa, Eades, Sandra, Lynch, John, Banks, Emily, Brownell, Marni, Craven, Rhonda, Einarsdottir, Kristjana and Randall, Deborah. (2015). What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study). BMJ Open. 5(5), pp. 1 - 14. https://doi.org/10.1136/bmjopen-2015-007898

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study

Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Yeung, Alexander Seeshing. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study. Learning and Individual Differences. 37, pp. 161-168. https://doi.org/10.1016/j.lindif.2015.01.008

Validity of social, moral and emotional facets of Self-Description Questionnaire II

Leung, Kim, Marsh, Herbert, Yeung, Alexander and Abduljabbar, Adel. (2015). Validity of social, moral and emotional facets of Self-Description Questionnaire II. Journal of Experimental Education. 83(1), pp. 1 - 23. https://doi.org/10.1080/00220973.2013.876229

If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school

Parker, Philip D., Marsh, Herbert W., Morin, Alexandre J. S., Seaton, Marjorie and Van Zanden, Brooke. (2015). If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school. British Journal of Educational Psychology. 85(2), pp. 172-191. https://doi.org/10.1111/bjep.12050

Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge

Dicke, Theresa, Parker, Philip D., Holzberger, Doris, Kunina-Habenicht, Olga, Kunter, Mareike and Leutner, Detlev. (2015). Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology. 41, pp. 62 - 72. https://doi.org/10.1016/j.cedpsych.2014.11.003

Self-concept: From unidimensional to multidimensional and beyond

Van Zanden, Brooke, Marsh, Herbert Warren, Seaton, Marjorie and Parker, Philip. (2015). Self-concept: From unidimensional to multidimensional and beyond. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 460 - 468 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.25089-7

The next frontier - advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities

Tracey, Danielle, Craven, Rhonda G. and Marsh, Herb. (2015). The next frontier - advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities. In In R. G. Craven, A. J. S. Morin and D. Tracey, P. D. Parker and H. F. Zhong (Ed.). Inclusive education for students with intellectual disabilities pp. 211 - 227 Information Age Publishing, Inc..

Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools

Chen, Zhu and Yeung, Alexander S.. (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools. Australian Journal of Teacher Education. 40(8), pp. 24 - 42. https://doi.org/10.14221/ajte.2015v40n8.2

Hope, friends, and subjective well-being : A social network approach to peer group contextual effects

Parker, Philip D., Ciarrochi, Joseph, Heaven, Patrick, Marshall, Sarah, Sahdra, Baljinder and Kiuru, Noona. (2015). Hope, friends, and subjective well-being : A social network approach to peer group contextual effects. Child Development. 86(2), pp. 642-650. https://doi.org/10.1111/cdev.12308

Internal/external frame of reference model

Marsh, Herbert W., Möller, Jens, Parker, Philip, Xu, Man K., Nagengast, Benjamin and Pekrun, Reinhard. (2015). Internal/external frame of reference model. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 425 - 432 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26084-4

Dimensional comparison theory : An extension of the internal/external frame of reference effect on academic self-concept formation

Marsh, Herbert W., Kuyper, Hans, Seaton, Marjorie, Parker, Philip D., Morin, Alexandre J. S., Möller, Jens and Abduljabbar, Adel S.. (2014). Dimensional comparison theory : An extension of the internal/external frame of reference effect on academic self-concept formation. Contemporary Educational Psychology. 39(4), pp. 326-341. https://doi.org/10.1016/j.cedpsych.2014.08.003

Cognitive load in percentage change problems : Unitary, pictorial, and equation approaches to instruction

Ngu, Bing Hiong, Yeung, Alexander Seeshing and Tobias, Steve. (2014). Cognitive load in percentage change problems : Unitary, pictorial, and equation approaches to instruction. Instructional Science. 42(5), pp. 685 - 713. https://doi.org/10.1007/s11251-014-9309-6

Indigenous and non-Indigenous medical students' perspectives on willingness to serve in underserviced communities

Craven, Rhonda G., Yeung, Alexander Seeshing, Li, Bingyi and Wilson, Ian. (2014). Indigenous and non-Indigenous medical students' perspectives on willingness to serve in underserviced communities. In In F. Dervin and H. Regnarsdottir (Ed.). Origins: A sustainable concept in education pp. 51 - 69 Sense Publishers. https://doi.org/10.1007/978-94-6209-854-1_4

Pre-service teachers' motivation in using digital technology

Yeung, Alexander S, Tay, E, Hui, C, Lin, Jane and Low, E. (2014). Pre-service teachers' motivation in using digital technology. Australian Journal of Teacher Education. 39(3), pp. 135 - 153. https://doi.org/10.14221/ajte.2014v39n3.1

Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis

Marsh, Herbert Warren, Morin, Alexandre J. S., Parker, Phillip David and Kaur, Gurvinder. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology. 10, pp. 85 - 110. https://doi.org/10.1146/annurev-clinpsy-032813-153700

The Big-Fish-Little-Pond Effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses

Marsh, Herbert, Abduljabbar, Adel, Parker, Philip D., Morin, Alexandre, Abdelfattah, F and Nagengast, Benjamin. (2014). The Big-Fish-Little-Pond Effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses. Journal of Cross-Cultural Psychology. 45(5), pp. 777 - 804. https://doi.org/10.1177/0022022113519858

Predicting career aspirations and university majors from academic ability and self-concept : A longitudinal applications of the internal-external frame of reference model

Parker, Philip, Nagy, Gabriel, Trautwein, Ulrich and Lüdtke, Oliver. (2014). Predicting career aspirations and university majors from academic ability and self-concept : A longitudinal applications of the internal-external frame of reference model. In In Schoon, Ingrid and Eccles, Jacquelynne S. (Ed.). Gender differences in aspirations and attainment : A life course perspective pp. 224-246 Cambridge University Press. https://doi.org/10.1017/CBO9781139128933.015

Statistical power of latent growth curve models to detect quadratic growth

Diallo, Thierno M. O., Morin, Alexandre J. S. and Parker, Philip D.. (2014). Statistical power of latent growth curve models to detect quadratic growth. Behavior Research Methods. 46(2), pp. 357-371. https://doi.org/10.3758/s13428-013-0395-1

Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains

Vasalampi, K., Parker, Philip, Tolvanen, A., Ludtke, Oliver, Salmela-Aro, K. and Trautwein, Ulrich. (2014). Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains. Journal of Research in Personality. 48, pp. 98 - 106. https://doi.org/10.1016/j.jrp.2013.11.004

Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention

Hornery, Samantha, Seaton, Marjorie, Tracey, Danielle, Craven, Rhonda and Yeung, See. (2014). Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 131 - 143.

Big-fish-little-pond social comparison and local dominance effects : Integrating new statistical models, methodology, design, theory and substantive implications

Marsh, Herbert, Kuyper, Hans, Morin, Alexandre, Parker, Philip D. and Seaton, Marjorie. (2014). Big-fish-little-pond social comparison and local dominance effects : Integrating new statistical models, methodology, design, theory and substantive implications. Learning and Instruction. 33, pp. 50 - 60. https://doi.org/10.1016/j.learninstruc.2014.04.002

The impact of professional development and indigenous education officers on Australian teachers' indigenous teaching and learning

Craven, Rhonda, Yeung, Alexander S and Han, FeiFei. (2014). The impact of professional development and indigenous education officers on Australian teachers' indigenous teaching and learning. Australian Journal of Teacher Education. 39(8), pp. 85 - 108. https://doi.org/10.14221/ajte.2014v39n8.6

Volunteers supporting children with reading difficulties in schools: motives and rewards

Tracey, Danielle, Hornery, Samantha, Seaton, Marjorie, Craven, Rhonda G. and Yeung, Alexander S.. (2014). Volunteers supporting children with reading difficulties in schools: motives and rewards. School Community Journal. 24(1), pp. 49 - 68.

Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals

Magson, Natasha, Craven, Rhonda, Nelson, Genevieve, Yeung, See, Bodkin-Andrews, Gawaian and McInerney, Dennis. (2014). Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals. Australian Journal of Indigenous Education. 43(2), pp. 96 - 112.

Teachers' self-concept and valuing of learning: Relations with teaching approaches and beliefs about students

Yeung, Alexander Seeshing, Craven, Rhonda G. and Kaur, Gurvinder. (2014). Teachers' self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education. 42(3), pp. 305 - 320. https://doi.org/10.1080/1359866X.2014.905670

Examining the genetic contribution to ADHD

Dillon, Anthony William Oswald and Craven, Rhonda G.. (2014). Examining the genetic contribution to ADHD. Ethical Human Psychology and Psychiatry. 16(1), pp. 20 - 28. https://doi.org/10.1891/1559-4343.16.1.20

Volunteers Supporting Children with Reading Difficulties in Schools : Motives and Rewards

Tracey, Danielle, Hornery, Samantha, Seaton, Marjorie, Craven, Rhonda and Yeung, Alexander Seeshing. (2014). Volunteers Supporting Children with Reading Difficulties in Schools : Motives and Rewards. School Community Journal. 24(1), pp. 49 - 68.

What predicts teachers' acceptance of students with special educational needs in kindergarten?

Lai-Mui-Lee, Frances, Tracey, Danielle, Barker, Katrina, Fan, Jesmond and Yeung, Alexander S.. (2014). What predicts teachers' acceptance of students with special educational needs in kindergarten? Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 60 - 70.

Asian students in Australia: sources of the academic self

Yeung, Alexander S., McInerney, Dennis M. and Ali, Jinnat. (2014). Asian students in Australia: sources of the academic self. Educational Psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928

Seeding Science Success : Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations

Chandrasena, Wanasinghe, Craven, Rhonda G., Tracey, Danielle and Dillon, Anthony. (2014). Seeding Science Success : Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 186 - 201.

Psychological flexibility is not a single dimension: The distinctive flexibility profiles of underweight, overweight, and obese people

Ciarrochi, Joseph, Sahdra, Baljinder, Marshall, Sarah, Parker, Philip and Horwath, Caroline. (2014). Psychological flexibility is not a single dimension: The distinctive flexibility profiles of underweight, overweight, and obese people. Journal of Contextual Behavioural Science. 3(4), pp. 236 - 247. https://doi.org/10.1016/j.jcbs.2014.07.002

Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement

Arens, A. Katrin, Bodkin-Andrews, Gawaian, Craven, Rhonda G. and Yeung, Alexander S.. (2014). Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences: journal of psychology and education. 32, pp. 93 - 103. https://doi.org/10.1016/j.lindif.2014.03.019

Bubalamai Bawa Gumada (Healing the Wounds of the Heart): The search for resiliency against racism for Aboriginal Australian students

Bodkin-Andrews, Gawaian and Craven, Rhonda G.. (2014). Bubalamai Bawa Gumada (Healing the Wounds of the Heart): The search for resiliency against racism for Aboriginal Australian students. ACER Research Conference 2014 : Quality and Equity : What does research tell us?. Australia: ACER Press. pp. 49 - 58

Influences of mastery goal and perceived competence on educational outcomes

Yeung, Alexander Seeshing, Craven, Rhonda and Kaur, Gurvinder. (2014). Influences of mastery goal and perceived competence on educational outcomes. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 117 - 130.

Is Self-Esteem a Cause or Consequence of Social Support? : A 4-Year Longitudinal Study

Marshall, Sarah, Parker, Philip D., Heaven, Patrick and Ciarrochi, Joseph. (2014). Is Self-Esteem a Cause or Consequence of Social Support? : A 4-Year Longitudinal Study. Child Development. 85(3), pp. 1275 - 1291. https://doi.org/10.1111/cdev.12176

Saudi female students learning English: Motivation, effort, and anxiety

Al Shaye, Rasha, Yeung, Alexander S. and Suliman, Rosemary. (2014). Saudi female students learning English: Motivation, effort, and anxiety. International Journal of Learner Diversity and Identities. 20(4), pp. 1 - 13.

Young second language learners' competence and affective self-concept

Tracey, Danielle, Yeung, Alexander Seeshing, Arens, A. Katrin and Ng, Christina. (2014). Young second language learners' competence and affective self-concept. Asian EFL Journal. 16(4), pp. 76 - 95.

Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

Parker, Philip David, Marsh, Herbert W., Ciarrochi, Joseph, Marshall, Sarah and Abduljabbar, Adel Salah. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology. 34(1), pp. 29-48. https://doi.org/10.1080/01443410.2013.797339

Asian students in Australia : Sources of the academic self

Yeung, Alexander Seeshing, McInerney, Dennis and Ali, Jinnat. (2014). Asian students in Australia : Sources of the academic self. Educational Psychology : An international journal of experimental educational psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928

Measuring social capital : The development of the Social Capital and Cohesion Scale and the associations between social capital and mental health

Magson, Natasha R., Craven, Rhonda G. and Bodkin-Andrews, Gawaian. (2014). Measuring social capital : The development of the Social Capital and Cohesion Scale and the associations between social capital and mental health. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 202 - 216.

Native Language Self-Concept and Reading Self-Concept : Same or Different?

Arens, A, Yeung, Alexander Seeshing and Hasselhorn, Marcus. (2014). Native Language Self-Concept and Reading Self-Concept : Same or Different? Journal of Experimental Education. 82(2), pp. 229 - 252. https://doi.org/10.1080/00220973.2013.813362

A short German version of the Self Description Questionnaire I: theoretical and empirical comparability

Arens, A. Katrin, Yeung, Alexander Seeshing, Craven, Rhonda G. and Hasselhorn, Marcus. (2013). A short German version of the Self Description Questionnaire I: theoretical and empirical comparability. International Journal of Research and Method in Education. 36(4), pp. 415 - 438. https://doi.org/10.1080/1743727X.2012.710503

Relationship between self-esteem and academic self-concept for German elementary and secondary school students

Arens, A. Katrin, Yeung, Alexander Seeshing, Nagengast, Benjamin and Hasselhorn, Marcus. (2013). Relationship between self-esteem and academic self-concept for German elementary and secondary school students. Educational Psychology. 33(4), pp. 443 - 464. https://doi.org/10.1080/01443410.2013.772772

Identifying the fairy dust effect for indigenous Australian students: is positive psychology truly a [Peter] Pan theory?

Bodkin-Andrews, Gawaian, Denson, Nida, Finger, Linda and Craven, Rhonda. (2013). Identifying the fairy dust effect for indigenous Australian students: is positive psychology truly a [Peter] Pan theory? In In R. Cravem, G. Bodkin-Andrews and J. Mooney (Ed.). Indigenous Peoples pp. 183 - 210 Information Age Publishing.

Seeding success in indigenous Australian higher education : Indigenous Australian students' participation in higher education and potential ways forward

Craven, Rhonda and Dillon, Anthony. (2013). Seeding success in indigenous Australian higher education : Indigenous Australian students' participation in higher education and potential ways forward. Diversity in Higher Education. https://doi.org/10.1108/S1479-3644(2013)0000014001

Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages

Marsh, Herbert W., Vallerand, Robert, Lafreniere, M., Parker, Philip, Morin, Alexandre, Carbonneau, N., Jowett, S., Bureau, J., Fernet, Claude and Guay, Frederic. (2013). Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. Psychological Assessment. 25(3), pp. 796 - 809. https://doi.org/10.1037/a0032573

The role of self-concept in medical education

Yeung, Alexander Seeshing, Li, Bingyi, Wilson, Ian and Craven, Rhonda G.. (2013). The role of self-concept in medical education. Journal of Further and Higher Education. 38(6). https://doi.org/10.1080/0309877X.2013.765944

Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school

Arens, A. Katrin, Yeung, Alexander Seeshing, Craven, Rhonda G., Watermann, Rainer and Hasselhorn, Marcus. (2013). Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school. International Journal of Educational Research. 57, pp. 1 - 11. https://doi.org/10.1016/j.ijer.2012.11.001

School-wide positive behavior for learning: Effects of dual focus on boys' and girls' behavior and motivation for learning

Yeung, Alexander Seeshing, Barker, Katrina, Tracey, Danielle and Mooney, Mitchell. (2013). School-wide positive behavior for learning: Effects of dual focus on boys' and girls' behavior and motivation for learning. International Journal of Educational Research. 62, pp. 1 - 10. https://doi.org/10.1016/j.ijer.2013.06.002

Negotiating racism: The voices of Aboriginal Australian post-graduate students

Bodkin-Andrews, Gawaian and Craven, Rhonda G.. (2013). Negotiating racism: The voices of Aboriginal Australian post-graduate students. Diversityin Higher Education (14), pp. 157 - 185. https://doi.org/10.1108/S1479-3644(2013)0000014007

Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition

Litalien, David, Ludtke, Oliver, Parker, Philip and Trautwein, Ulrich. (2013). Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition. Motivation and Emotion. https://doi.org/10.1007/s11031-012-9328-z

Questioning new directions in understanding student motivation : An investigation into the domain specificity of motivational goals

Magson, Natasha, Bodkin-Andrews, Gawaian, Craven, Rhonda, Nelson, Genevieve and Yeung, See. (2013). Questioning new directions in understanding student motivation : An investigation into the domain specificity of motivational goals. Australian Educational and Developmental Psychologist. https://doi.org/10.1017/edp.2013.11

Differential school contextual effects for math and English: integrating the big-fish-little-pond effect and the internal/external frame of reference

Parker, Philip D., Marsh, Herbert, Ludtke, Oliver and Trautwein, Ulrich. (2013). Differential school contextual effects for math and English: integrating the big-fish-little-pond effect and the internal/external frame of reference. Learning and Instruction. 23(1), pp. 78 - 89. https://doi.org/10.1016/j.learninstruc.2012.07.001

The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference

Liem, Gregory Arief D., Marsh, Herbert W., Martin, Andrew J., McInerney, Dennis M. and Yeung, Alexander S.. (2013). The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference. American Educational Research Journal. 50(2), pp. 326 - 370. https://doi.org/10.3102/0002831212464511

Potent ways forward: New multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs

Craven, Rhonda G., Marsh, Herbert W. and Parada, Roberto H.. (2013). Potent ways forward: New multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs. In In S. Bauman, D. Cross and J. Walker (Ed.). Principles of cyberbullying research: Definitions, measures and methodology pp. 68 - 85 Routledge.

Different pathways, same effects : Autonomous goal regulation is associated with subjective well-being during the post-school transition

Litalien, David, Ludtke, Oliver, Parker, Philip and Trautwein, Ulrich. (2013). Different pathways, same effects : Autonomous goal regulation is associated with subjective well-being during the post-school transition. Motivation and Emotion. https://doi.org/10.1007/s11031-012-9328-z

Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing

Ngu, Bing H. and Yeung, Alexander S.. (2013). Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing. The Journal of Mathematical Behavior. 32(2), pp. 197 - 208. https://doi.org/10.1016/j.jmathb.2013.02.003

Motivation for achieving high marks: Are Anglo and Asian children different in Australian schools similar or different?

Yeung, Alexander Seeshing. (2013). Motivation for achieving high marks: Are Anglo and Asian children different in Australian schools similar or different? In In G. A. D. Liem and A. B. I. Bernardo (Ed.). Advancing cross-cultural perspectives on educational psychology pp. 253 - 271 Information Age Publishing.

The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success

Seaton, Marjorie, Parker, Philip, Marsh, Herbert W., Craven, Rhonda G. and Yeung, Alexander S.. (2013). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology : An international journal of experimental educational psychology. 34(1), pp. 49 - 72. https://doi.org/10.1080/01443410.2013.825232

Indigenous students in medical education: Seeding success in motivating doctors to serve underserved indigenous communities

Yeung, Alexander Seeshing, Craven, Rhonda G., Wilson, Ian, Ali, Jinnat and Li, Bingyi. (2013). Indigenous students in medical education: Seeding success in motivating doctors to serve underserved indigenous communities. In In Craven, Rhonda G. and Mooney, Janet (Ed.). Seeding success in Indigenous Australian higher education pp. 277-300 https://doi.org/10.1108/S1479-3644(2013)0000014012

A critical analysis of core Aboriginal Studies subjects

Mooney, Janet and Craven, Rhonda G.. (2013). A critical analysis of core Aboriginal Studies subjects. In In RG Craven and J Mooney (Ed.). Seeding success in indigenous Australian higher education pp. 319 - 342 Emerald. https://doi.org/10.1108/S1479-3644(2013)0000014014

Domain Specificity Between Peer Support and Self-Concept

Leung, Kim, Marsh, Herbert, Craven, Rhonda, Yeung, See and Abduljabbar, Adel. (2013). Domain Specificity Between Peer Support and Self-Concept. Journal of Early Adolescence. https://doi.org/10.1177/0272431611436130

Self-concepts and educational outcomes of indigenous Australian students in urban and rural school settings

Yeung, Alexander Seeshing, Craven, Rhonda G. and Ali, Jinnat. (2013). Self-concepts and educational outcomes of indigenous Australian students in urban and rural school settings. School Psychology International. 34(4), pp. 405 - 427. https://doi.org/10.1177/0143034312446890

Inventory of pedagogy and practice: Confirmatory factor analysis of multiple facets of teaching

Yeung, Alexander S., Taylor, Peter G. and McWilliam, Erica L.. (2013). Inventory of pedagogy and practice: Confirmatory factor analysis of multiple facets of teaching. International Journal of Research and Method in Education. 36(2), pp. 162 - 178. https://doi.org/10.1080/1743727X.2012.696243

Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: a comparison of arab and anglo-saxon countries

Marsh, Herbert W., Abduljabbar, Adel, Abu-Hilal, Maher, Morin, Alexandre, Abdelfattah, Faisal, Leung, Kim Chau, Xu, Man, Nagengast, Benjamin and Parker, Philip. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: a comparison of arab and anglo-saxon countries. Journal of Educational Psychology. 105(1), pp. 108 - 128. https://doi.org/10.1037/a0029907

The nurses self-concept instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses

Angel, Elizabeth, Craven, Rhonda and Denson, Nida. (2012). The nurses self-concept instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. International Journal of Nursing Studies. 49(7), pp. 880 - 886. https://doi.org/10.1016/j.ijnurstu.2012.01.016

Mastery goal, value and self-concept: what do they predict?

Yeung, Alexander S., Craven, Rhonda G. and Kaur, Gurvinder. (2012). Mastery goal, value and self-concept: what do they predict? Educational Research. 54(4), pp. 469 - 482. https://doi.org/10.1080/00131881.2012.734728

Personality and Relationship Quality During the Transition From High School to Early Adulthood

Parker, Philip D., Ludtke, Oliver, Trautwein, Ulrich and Roberts, Brent. (2012). Personality and Relationship Quality During the Transition From High School to Early Adulthood. Journal of Personality. 80(4), pp. 1061 - 1089. https://doi.org/10.1111/j.1467-6494.2012.00766.x

Phase-adequate engagement at the post-school transition

Dietrich, Julia, Parker, Philip and Salmela-Aro, Katariina. (2012). Phase-adequate engagement at the post-school transition. Developmental Psychology. 48(6), pp. 1575 - 1593. https://doi.org/10.1037/a0030188

Phase-adequate engagement at the post-school transition

Personality and Relationship Quality During the Transition From High School to Early Adulthood

Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students' Academic Self-Concept and Disengagement

Bodkin-Andrews, Gawaian, O'Rourke, Virginia, Dillon, Anthony, Craven, Rhonda and Yeung, See. (2012). Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students' Academic Self-Concept and Disengagement. Journal of Cognitive Education and Psychology. 11(2), pp. 179 - 195. https://doi.org/10.1891/1945-8959.11.2.179

Relating use of digital technology by pre-service teachers to confidence: A Singapore survey

Yeung, Alexander Seeshing, Lim, Kam Ming, Tay, Eng Guan, Lam-Chiang, Audrey Cheausim and Hui, Chenri. (2012). Relating use of digital technology by pre-service teachers to confidence: A Singapore survey. Australasian Journal of Educational Technology. 28(8), pp. 1317 - 1332.

Achievement, agency, gender, and socioeconomic background as predictors of postschool choices : A multicontext study

Parker, Philip D., Schoon, Ingrid, Tsai, YiMiau, Nagy, Gabriel, Trautwein, Ulrich and Eccles, Jacquelynne. (2012). Achievement, agency, gender, and socioeconomic background as predictors of postschool choices : A multicontext study. Developmental Psychology. 48(6), pp. 1629 - 1642. https://doi.org/10.1037/a0029167

Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context

Ngu, Bing and Yeung, Alexander Seeshing. (2012). Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context. Contemporary Educational Psychology. 37(1), pp. 14 - 32. https://doi.org/10.1016/j.cedpsych.2011.09.001

Self-concepts of English-speaking and non-English-speaking students in an English-speaking country

Yeung, Alexander See. (2012). Self-concepts of English-speaking and non-English-speaking students in an English-speaking country. In In A. S. Yeung, E. L. Brown and C. Fong King Lee (Ed.). Communication and language: Surmounting barriers to cross-cultural understanding, educational equity, and social justice pp. 343 - 393 Information Age Publishing, Inc..

Teachers' workplace well-being: exploring a process model of goal orientation, coping behavior, engagement, and burnout

Parker, Philip D., Martin, Andrew, Colmar, Susan and Liem, Gregory. (2012). Teachers' workplace well-being: exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education. 28(4), pp. 503 - 513. https://doi.org/10.1016/j.tate.2012.01.001

The nurses' self-concept instrument (NSCI) : A comparison of domestic and international student nurses' professional self-concepts from a large Australian University

Angel, Elizabeth, Craven, Rhonda and Denson, Nida. (2012). The nurses' self-concept instrument (NSCI) : A comparison of domestic and international student nurses' professional self-concepts from a large Australian University. Nurse Education Today. 32(6), pp. 636 - 640. https://doi.org/10.1016/j.nedt.2011.09.006

Achievement, agency, gender, and socioeconomic background as predictors of postschool choices : A multicontext study

Parker, Philip, Schoon, Ingrid, Tsai, YiMiau, Nagy, Gabriel, Trautwein, Ulrich and Eccles, Jacquelynne. (2012). Achievement, agency, gender, and socioeconomic background as predictors of postschool choices : A multicontext study. Developmental Psychology. 48(6), pp. 1629 - 1642. https://doi.org/10.1037/a0029167

Misconceptions, stereotypes and racism : Let's face the facts

Craven, Rhonda and Price, Kaye. (2011). Misconceptions, stereotypes and racism : Let's face the facts. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 42-67 Allen & Unwin. https://doi.org/10.4324/9781003117674-3

Developing teaching activities

Craven, Rhonda, d’Arbon, Mark and Wilson-Miller, James. (2011). Developing teaching activities. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 289-314 Allen & Unwin. https://doi.org/10.4324/9781003117674-15

Together we can't lose

Craven, Rhonda. (2011). Together we can't lose. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 315-329 Allen & Unwin.

Why teach Aboriginal studies?

Craven, Rhonda. (2011). Why teach Aboriginal studies? In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 1-21 Allen & Unwin. https://doi.org/10.4324/9781003117674-1

Educating for the future

Craven, Rhonda. (2011). Educating for the future. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 172-193 Allen & Unwin. https://doi.org/10.4324/9781003117674-9

What research can tell us

Craven, Rhonda and Bodkin-Andrews, Gawaian. (2011). What research can tell us. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 210-228 Allen & Unwin. https://doi.org/10.4324/9781003117674-11

Teaching resources

Craven, Rhonda, d’Arbon, Mark and Galleguillos, Sharon. (2011). Teaching resources. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 273-288 Allen & Unwin. https://doi.org/10.4324/9781003117674-14

Construct validity of the multidimensional structure of bullying and victimization :an application of exploratory structural equation modeling

Marsh, Herbert, Nagengast, Benjamin, Morin, Alexandre, Parada, Roberto, Craven, Rhonda and Hamilton, Linda. (2011). Construct validity of the multidimensional structure of bullying and victimization :an application of exploratory structural equation modeling. Journal of Educational Psychology. 103(3), pp. 701 - 732. https://doi.org/10.1037/a0024122

The Big Fish down under :Examining moderators of the 'big-fish-little-pond' effect for Australia's high achievers

Seaton, Marjorie, Marsh, Herbert, Yeung, See and Craven, Rhonda. (2011). The Big Fish down under :Examining moderators of the 'big-fish-little-pond' effect for Australia's high achievers. Australian Journal of Education. 55(2), pp. 93 - 114. https://doi.org/10.1177/000494411105500202

Big Fish in a Big Pond :A study of academic self concept in first year medical students

Jackman, Kirsty, Wilson, Ian, Seaton, Marjorie and Craven, Rhonda. (2011). Big Fish in a Big Pond :A study of academic self concept in first year medical students. BMC Medical Education. 11(1), pp. 1 - 9. https://doi.org/10.1186/1472-6920-11-48

The Twofold Multidimensionality of Academic Self-Concept :Domain Specificity and Separation Between Competence and Affect Components

Arens, A, Yeung, See, Craven, Rhonda and Hasselhorn, Marcus. (2011). The Twofold Multidimensionality of Academic Self-Concept :Domain Specificity and Separation Between Competence and Affect Components. Journal of Educational Psychology. 103(4), pp. 970 - 981. https://doi.org/10.1037/a0025047

Primary and secondary students' motivation in learning English :Grade and gender differences

Yeung, Alexander Seeshing, Lau, Shun and Nie, Youyan. (2011). Primary and secondary students' motivation in learning English :Grade and gender differences. Contemporary Educational Psychology. 36(3), pp. 246 - 256. https://doi.org/10.1016/j.cedpsych.2011.03.001

Use of Rasch analysis in the evaluation of the oropharyngeal mucositis quality of life scale

Cheng, K., Lee, J., Leung, S., Liang, R., Tai, J., Yeung, R. and Thompson, David R.. (2011). Use of Rasch analysis in the evaluation of the oropharyngeal mucositis quality of life scale. Nursing Research (print version). 60(4), pp. 256 - 263. https://doi.org/10.1097/NNR.0b013e318221f731

Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and its Role in Predicting Burnout and Engagement

Parker, Philip D. and Martin, Andrew. (2011). Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and its Role in Predicting Burnout and Engagement. Journal of Religion and Health. 50(3), pp. 656 - 674. https://doi.org/10.1007/s10943-009-9303-5

Student self-concept and effort: Gender and grade differences

Yeung, Alexander Seeshing. (2011). Student self-concept and effort: Gender and grade differences. Educational Psychology : An international journal of experimental educational psychology. 31(6), pp. 749 - 772. https://doi.org/10.1080/01443410.2011.608487

Developmental processes in school burnout :A comparison of major developmental models

Parker, Philip D. and Salmela-Aro, K. (2011). Developmental processes in school burnout :A comparison of major developmental models. Learning and Individual Differences: journal of psychology and education. 21(2), pp. 244 - 248. https://doi.org/10.1016/j.lindif.2011.01.005

What happens to physical activity behavior, motivation, self-concept, and flow after completing school? : a longitudinal study

Martin, Andrew, Liem, Gregory, Coffey, Leandra, Martinez, Cintia, Parker, Philip D., Marsh, Herbert W. and Jackson, Susan. (2010). What happens to physical activity behavior, motivation, self-concept, and flow after completing school? : a longitudinal study. Journal of Applied Sport Psychology. 22(4), pp. 437 - 457. https://doi.org/10.1080/10413200.2010.495699

Looking past positivity for indigenous Australian students :A preliminary investigation of racial discrimination and the illusion of resiliency in academia

Bodkin-Andrews, Gawaian, Denson, Nida and Craven, Rhonda. (2010). Looking past positivity for indigenous Australian students :A preliminary investigation of racial discrimination and the illusion of resiliency in academia. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 11

Boys' and girls' self-beliefs, engagement, and aspirations in physics

Yeung, Alexander S., Kuppan, Loganantham, Kadir, Munirah and Foong, See. (2010). Boys' and girls' self-beliefs, engagement, and aspirations in physics. The International Journal of Learning. 17(10), pp. 397 - 418.

The utility of general self-esteem and domain-specific self-concepts: Their influence on indigenous and non-indigenous students' educational outcomes

Bodkin-Andrews, Gawaian, O'Rourke, Virginia and Craven, Rhonda G.. (2010). The utility of general self-esteem and domain-specific self-concepts: Their influence on indigenous and non-indigenous students' educational outcomes. Australian Journal of Education. 54(3), pp. 277 - 306. https://doi.org/10.1177/000494411005400305

Bangawarra'gumada - Strengthening the spirit: Causal modelling of academic self-concept and patterns of disengagement for Indigenous and Non-Indigenous Australian students

Bodkin-Andrews, Gawaian, Dillon, Anthony and Craven, Rhonda G.. (2010). Bangawarra'gumada - Strengthening the spirit: Causal modelling of academic self-concept and patterns of disengagement for Indigenous and Non-Indigenous Australian students. Australian Journal of Indigenous Education. 39(1), pp. 24 - 39. https://doi.org/10.1375/S1326011100000892

Factorial invariance testing and latent mean differences for the self-description questionnaire II (short version) with indigenous and non-indigenous Australian secondary school students

Bodkin-Andrews, Gawaian, Ha, My, Craven, Rhonda G. and Yeung, Alexander S.. (2010). Factorial invariance testing and latent mean differences for the self-description questionnaire II (short version) with indigenous and non-indigenous Australian secondary school students. International Journal of Testing. 10(1), pp. 47 - 79. https://doi.org/10.1080/15305050903352065

Stages of change in physical activity: A validation study in late adolescence

Parker, Philip D., Martin, Andrew, Martinez, Cintia, Marsh, Herbert and Jackson, Susan. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education & Behavior. 37(3), pp. 318 - 329. https://doi.org/10.1177/1090198109333281

Big-fish-little-pond effect: Generalizability and moderation - two sides of the same coin

Seaton, Marjorie, Marsh, Herbert W. and Craven, Rhonda G.. (2010). Big-fish-little-pond effect: Generalizability and moderation - two sides of the same coin. American Educational Research Journal. 47(2), pp. 390 - 433. https://doi.org/10.3102/0002831209350493

Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors

Parker, Philip D., Martin, Andrew, Martinez, Cintia, Marsh, Herbert W. and Jackson, Susan. (2010). Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors. Measurement and Evaluation in Counseling and Development. 43(2), pp. 108 - 120. https://doi.org/10.1177/0748175610374582

Questioning the general self-esteem vaccine : General self-esteem, racial discrimination, and standardised achievement across indigenous and non-indigenous students

Bodkin-Andrews, Gawaian, Seaton, Marjorie, Nelson, Genevieve, Craven, Rhonda and Yeung, See. (2010). Questioning the general self-esteem vaccine : General self-esteem, racial discrimination, and standardised achievement across indigenous and non-indigenous students. Australian Journal of Guidance and Counselling. 20(1), pp. 1 - 21. https://doi.org/10.1375/ajgc.20.1.1

Stages of change in physical activity: A validation study in late adolescence

Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students

Bodkin-Andrews, Gawaian, O'Rourke, Virginia, Grant, Renee, Denson, Nida and Craven, Rhonda G.. (2010). Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students. Educational Research and Evaluation: an international journal on theory and practice. 16(6), pp. 471 - 493. https://doi.org/10.1080/13803611.2010.550497

Domain-specificity of self-concept and parent expectation influences on short-term and long-term learning of physics

Yeung, Alexander S., Kuppan, Loganantham, Foong, See, Wong, Darren, Kadir, Munirah, Lee, Paul and Yau, Che. (2010). Domain-specificity of self-concept and parent expectation influences on short-term and long-term learning of physics. New Horizons in Education. 58(2), pp. 54 - 72.

Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement

Parker, Philip D. and Martin, Andrew J.. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education. 25(1), pp. 68 - 75. https://doi.org/10.1016/j.tate.2008.06.009

Elucidating the effects of traditional and cyber bullying experiences on multidimensional self-concept domains

Griezel, Lucy, Craven, Rhonda G., Yeung, Alexander S. and Finger, Linda R.. (2009). Elucidating the effects of traditional and cyber bullying experiences on multidimensional self-concept domains. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 12

Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support

Ellis, Louise Anne, Marsh, Herbert Warren and Craven, Rhonda Gai. (2009). Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support. American Journal of Community Psychology. 44(1-2), pp. 54 - 75. https://doi.org/10.1007/s10464-009-9251-y

Does school-wide positive behaviour system improve learning in primary schools? Preliminary findings

Yeung, Alexander Seeshing, Mooney, Mary, Barker, Katrina L. and Dobia, Brenda. (2009). Does school-wide positive behaviour system improve learning in primary schools? Preliminary findings. New Horizons in Education. 57(1), pp. 17 - 32.

The literature

Craven, Rhonda Gai. (2009). The literature. In In K. Price and P. Hughes (Ed.). Stepping up: What works in pre-service teacher education pp. 1 - 6 Australian Curriculum Studies Association.

Earning its place as a pan-human theory: Universality of the Big-Fish-Little-Pond Effect across 41 culturally and economically diverse countries

Seaton, Marjorie, Marsh, Herbert Warren and Craven, Rhonda Gai. (2009). Earning its place as a pan-human theory: Universality of the Big-Fish-Little-Pond Effect across 41 culturally and economically diverse countries. Journal of Educational Psychology. 101(2), pp. 403 - 419. https://doi.org/10.1037/a0013838

The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools

Parada, Roberto H., Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools. In In H.W. Marsh, R.G. Craven and D.M. McInerney (Ed.). Self-Processes, learning, and enabling human potential: Dynamic new approaches pp. 373 - 400 Information Age Publishing.

The failure of general self-esteem: Self-esteem's aggravating affect on racial discrimination's relation to achievement

Bodkin-Andrews, Gawaian, Nelson, Genevieve, Craven, Rhonda G., Yeung, Alexander Seeshing and Newey, Katrina. (2008). The failure of general self-esteem: Self-esteem's aggravating affect on racial discrimination's relation to achievement. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16

Self-processes, learning, and enabling human potential

Craven, Rhonda Gai. (2008). Self-processes, learning, and enabling human potential. In In H.W. Marsh, R.G. Craven and D.M McInerney (Ed.). Self-processes, learning, and enabling human potential: Dynamic new approaches pp. 3 - 11 Information Age Publishing, Inc..

Causal modeling of self-concept, job satisfaction, and retention of nurses

Cowin, Leanne S., Johnson, Maree, Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). Causal modeling of self-concept, job satisfaction, and retention of nurses. International Journal of Nursing Studies. 45(10), pp. 1449 - 1459. https://doi.org/10.1016/j.ijnurstu.2007.10.009

Ability vs. effort: Perceptions of students from the east and from the west

Yeung, Alexander Seeshing and Yeung, Anton. (2008). Ability vs. effort: Perceptions of students from the east and from the west. In In O.S. Tan, D.M. McInerney and A.D. Liem & A.G. Tan (Ed.). What the west can learn from the East: Asian perspectives on the psychology of learning and motivation pp. 77 - 99 Information Age Publishing.

East meets West: An examination of the Big-Fish-Little-Pond Effect in Western and non-Western countries

Seaton, Marjorie, Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). East meets West: An examination of the Big-Fish-Little-Pond Effect in Western and non-Western countries. In In H.W. Marsh, R.G. Craven and D.M. McInerney (Ed.). Self-Processes, learning, and enabling human potential: Dynamic new approaches pp. 353 - 372 Information Age Publishing.

A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation

Hornery, Samantha, Craven, Rhonda G. and Yeung, Alexander S.. (2008). A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 14

Domain-specific school motivation

Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Domain-specific school motivation Australia: Australian Association for Research in Education.

The development of a multi-dimensional measure of cyber bullying

Griezel, Lucy, Craven, Rhonda G. and Yeung, Alexander S.. (2008). The development of a multi-dimensional measure of cyber bullying. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 13

An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts

Craven, Rhonda G., Yeung, Alexander S. and Ali, Jinnat. (2008). An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 15

identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress

Jin, Putai, Yeung, Alexander Seeshing, Tang, Tak-On and Low, Renae. (2008). identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research. 65(4), pp. 357 - 362. https://doi.org/10.1016/j.jpsychores.2008.03.003

Personal capacity building for the human services: The roles of curriculum and individual differences in predicting self-concept in college/university students

Parker, Philip D. and Martin, Andrew J.. (2008). Personal capacity building for the human services: The roles of curriculum and individual differences in predicting self-concept in college/university students. Learning and Individual Differences: journal of psychology and education. 18(4), pp. 486 - 491. https://doi.org/10.1016/j.lindif.2008.01.001

Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students

Finger, Linda, Yeung, Alexander S., Craven, Rhonda, Parada, Roberto and Newey, Katrina. (2008). Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9

One fish fits all? The Big-Fish-Little-Pond Effect and individual differences in learning

Seaton, Marjorie, Marsh, Herbert Warren and Craven, Rhonda Gai. (2008). One fish fits all? The Big-Fish-Little-Pond Effect and individual differences in learning. Annual Conference of the Australian Association for Research in Education (AARE). Australia: Australian Association for Research in Education. pp. 1 - 19

The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research

Marsh, Herbert Warren, Seaton, Marjorie, Trautwein, Ulrich, Ludtke, Oliver, Hau, K. T., O'Mara, Alison J. and Craven, Rhonda Gai. (2008). The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review. 20(3), pp. 319 - 350. https://doi.org/10.1007/s10648-008-9075-6

Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students

Bodkin-Andrews, Gawaian, Covic, Tanya, Yeung, Alexander Seeshing, Craven, Rhonda G. and O'Rourke, Virginia. (2008). Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16

One fish fits all? The big-fish-little-pond effect and individual differences in learning

Seaton, Marjorie, Marsh, Herbert W. and Craven, Rhonda G.. (2008). One fish fits all? The big-fish-little-pond effect and individual differences in learning. Australian Association for Research in Education. Australia: Australian Association for Research in Education. pp. 1 - 19

Motivation of high and low achievers in China over time

Yeung, Alexander Seeshing, Liu, Winnie Puiling, Lai-Mui-Lee, Frances, Wu, Jun, Dai, Jing and Wu, Huixian. (2008). Motivation of high and low achievers in China over time. In In P.A. Towndrow, C. Koh and T.H. Soon (Ed.). Motivation and practice for the classroom pp. 103 - 125 Sense Publishers.

Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction

Parker, Philip D., Martin, Andrew J. and Marsh, Herbert Warren. (2008). Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction. Australian Journal of Guidance and Counselling. 18(1), pp. 15 - 29. https://doi.org/10.1375/ajgc.18.1.15

Examining the validity of motivational profiles across indigenous and non-indigenous students

Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Examining the validity of motivational profiles across indigenous and non-indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9

Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

Marsh, Herb and Craven, Rhonda. (2006). Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science. 1(2), pp. 133 - 163. https://doi.org/10.1111/j.1745-6916.2006.00010.x

Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences

Marsh, Herb, Tracey, Danielle and Craven, Rhonda. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 66(5), pp. 795 - 818. https://doi.org/10.1177/0013164405285910

Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis

O'Mara, Alison J., Marsh, Herb, Craven, Rhonda and Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist. 41(3), pp. 181 - 206. https://doi.org/10.1207/s15326985ep4103_4

A longitudinal study of student and experienced nurses' self-concept.

Cowin, Leanne S., Craven, Rhonda G., Johnson, Maree and Marsh, Herbert W.. (2006). A longitudinal study of student and experienced nurses' self-concept. Collegian. 13(3), pp. 25-31. https://doi.org/10.1016/S1322-7696(08)60529-6

Facilitating conditions for school motivation: Construct validity and applicability

McInerney, Dennis, Dowson, Martin and Yeung, Alexander Seeshing. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement. 65(6), pp. 1046 - 1066. https://doi.org/10.1177/0013164405278561

Evaluation of the Big-Two-Factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies

Marsh, Herb, Craven, Rhonda, Hinkley, John W. and Debus, R. (2003). Evaluation of the Big-Two-Factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies. Multivariate Behavioral Research. 38(2), pp. 189 - 224. https://doi.org/10.1207/S15327906MBR3802_3

Toward a Hierarchical Goal Theory Model of School Motivation

McInerney, Dennis, Marsh, Herb and Yeung, Alex. (2003). Toward a Hierarchical Goal Theory Model of School Motivation. Journal of Applied Measurement. 4(4), pp. 335 - 357.

How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.

Marsh, Herb, Ellis, Louise and Craven, Rhonda. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology. 38(3), pp. 376 - 393. https://doi.org/10.1037//0012-1649.38.3.376

Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions

Craven, Rhonda, Marsh, Herb, Debus, R. and Jayasinghe, U W.. (2001). Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions. Journal of Educational Psychology. 93(3), pp. 639 - 645. https://doi.org/10.1037//0022-0663.93.3.639

An extension of the internal/external frame of reference model: A response to Bong (1998)

Marsh, Herb and Yeung, Alex. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research. 36(3), pp. 389 - 420. https://doi.org/10.1207/S15327906389-420

Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept

Marsh, Herb, Parada, Roberto H., Yeung, Alex and Healey, Jean. (2001). Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology. 93(2), pp. 411 - 419. https://doi.org/10.1037//0022-0663.93.2.411

Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement

Craven, Rhonda, Marsh, Herb and Print, Murray. (2000). Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement. Australian Journal of Education. 44(1), pp. 51 - 75. https://doi.org/10.1177/000494410004400106

Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language

Yeung, Alex, Marsh, Herb and Suliman, Rosemary. (2000). Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal. 37(4), pp. 1001 - 1026. https://doi.org/10.3102/000283120370041001

Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations

Marsh, Herb, Byrne, Barbara M. and Yeung, Alex. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34(3), pp. 155 - 167. https://doi.org/10.1207/s15326985ep3403_2

The lability of psychological ratings: The chameleon effect in global self-esteem

Marsh, Herb and Yeung, Alex. (1999). The lability of psychological ratings: The chameleon effect in global self-esteem. Personality and Social Psychology Bulletin. 25(1), pp. 49 - 64. https://doi.org/10.1177/0146167299025001005

Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective

Marsh, Herb, Craven, Rhonda and Debus, R.. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill - Palmer Quarterly: journal of developmental psychology. 45(4), pp. 567 - 601.

Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study

Marsh, Herb, Craven, Rhonda and Debus, R.. (1998). Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study. Child Development. 69(4), pp. 1030 - 1053. https://doi.org/10.2307/1132361

Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs

Marsh, Herb and Yeung, Alex. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal. 35(4), pp. 705 - 738. https://doi.org/10.3102/00028312035004705

Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models

Marsh, Herb and Yeung, Alex. (1998). Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models. Journal of Personality and Social Psychology. 75(2), pp. 509 - 527. https://doi.org/10.1037/0022-3514.75.2.509

Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results

Marsh, Herb and Yeung, Alex. (1997). Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. Journal of Educational Psychology. 89(4), pp. 752 - 759. https://doi.org/10.1037/0022-0663.89.4.752

Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data

Marsh, Herb and Yeung, Alex. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology. 89(1), pp. 41 - 54. https://doi.org/10.1037/0022-0663.89.1.41

Coursework selection: Relations to academic self-concept and achievement

Marsh, Herb and Yeung, Alex. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal. 34(4), pp. 691 - 720. https://doi.org/10.3102/00028312034004691

The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988

Marsh, Herb and Yeung, Alex. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal. 33(3), pp. 665 - 689. https://doi.org/10.3102/00028312033003665

Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993)

Marsh, Herb, Hau, Kit Tai, Roche, Lawrence A., Craven, Rhonda, Balla, John R. and McInerney, Valentina. (1994). Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993). Journal of Educational Psychology. 86(3), pp. 457 - 462. https://doi.org/10.1037/0022-0663.86.3.457

Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance

Marsh, Herb, Byrne, Barbara M. and Craven, Rhonda. (1992). Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance. Multivariate Behavioral Research. 27(4), pp. 489 - 507. https://doi.org/10.1207/s15327906mbr2704_1

Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure

Marsh, Herb, Craven, Rhonda and Debus, R.. (1991). Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure. Journal of Educational Psychology. 83(3), pp. 377 - 392. https://doi.org/10.1037//0022-0663.83.3.377

Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept

Craven, Rhonda, Marsh, Herb and Debus, R.. (1991). Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept. Journal of Educational Psychology. 83(1), pp. 17 - 27. https://doi.org/10.1037//0022-0663.83.1.17

Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers

Marsh, Herb and Craven, Rhonda. (1991). Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers. Journal of Educational Psychology. 83(3), pp. 393 - 404. https://doi.org/10.1037/0022-0663.83.3.393