By Associate Professor Rebecca Collie

Book Chapters

Holliman AJ; Connolly C; Martin AJ; Collie RJ, 2022, 'Adaptability and educational transitions', in Overcoming Adversity in Education, Routledge, pp. 54 - 65, http://dx.doi.org/10.4324/9781003180029-6

Martin AJ; Tynan L; Collie RJ; Bishop M; Lowe K, 2022, 'Indigenous (Aboriginal, First Nations) students overcoming academic adversity', in Overcoming Adversity in Education, Routledge, pp. 211 - 222, http://dx.doi.org/10.4324/9781003180029-19

Martin AJ; Collie RJ, 2022, 'The Academic and Cultural Demands-Resources (ACD-R) framework', in Overcoming Adversity in Education, Routledge, pp. 249 - 261, http://dx.doi.org/10.4324/9781003180029-22

Gotlieb R; Hickey-Moody A; Güroğlu B; Burnard P; Horn C; Willcox M; Saadatmand M; Linzarini A; Vandenbroucke A; Albanese D; Bayley A; Blaise M; Blanchet P-A; Campos AL; Cavioni V; Cefai C; Collie R; Dumontheil I; Emery H; Fuligni A; Glaveanu V; Gibson J; Glozah FN; Kuo H-C; Lagi R; Lammes S; Macfarlane AH; Martinsone B; Mclellan R; Pekrun R; Poulou M; Rey J; Rieffe C; Rodriguez V; Rojas N; Rosenbaum G; Sinha P; Stirling S; Wu J-J; Zhou J, 2022, 'The social and emotional foundations of learning', in Education and the learning experience in reimagining education: The international science and evidence based education assessment, UNESCO MGIEP, https://mgiep.unesco.org/iseeareport

Bostwick KCP; Martin AJ; Collie RJ; Durksen TL, 2022, 'Students' growth orientation: Implications for their academic flourishing', in Handbook of Positive Psychology in Schools: Supporting Process and Practice, pp. 309 - 318, http://dx.doi.org/10.4324/9781003013778-25

Bostwick KCP; Martin AJ; Collie RJ; Durksen TL, 2022, 'Students' Growth Orientation', in Handbook of Positive Psychology in Schools, Routledge, pp. 309 - 318, http://dx.doi.org/10.4324/9781003013778-24

Collie RJ, 2021, 'Teacher wellbeing', in Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders, Routledge, pp. 169 - 175, http://dx.doi.org/10.4324/9781003025955-23

Collie RJ, 2021, 'Motivation theory and its yields for promoting students’ social and emotional competence', in Motivating the SEL Field Forward Through Equity, pp. 43 - 59, http://dx.doi.org/10.1108/S0749-742320210000021004

Granziera H; Collie R; Martin A, 2020, 'Understanding Teacher Wellbeing Through Job Demands-Resources Theory', in Cultivating Teacher Resilience International Approaches, Applications and Impact, Springer

Holliman A; Martin A; Collie R, 2020, 'Adaptability and academic development', in Hupp S; Jewell JD (ed.), The Encyclopedia of Child and Adolescent Development, Wiley-Blackwell, London, pp. 1 - 11, http://dx.doi.org/10.1002/9781119171492.wecad420

Martin AJ; Bostwick K; Collie RJ; Tarbetsky AL, 2020, 'Implicit Theories of Intelligence', in Encyclopedia of Personality and Individual Differences, Springer International Publishing, pp. 2184 - 2190, http://dx.doi.org/10.1007/978-3-319-24612-3_980

Holliman A; Collie R; Martin A, 2019, 'Adaptability and academic development', in Jewell J (ed.), The Encyclopedia of Child and Adolescent Development, Wiley, London, http://dx.doi.org/10.1002/9781119171492

Collie R; Martin A, 2019, 'Motivation and engagement in learning', in Zhang L (ed.), Oxford Research Encyclopedia of Education, Oxford University Press, New York, http://dx.doi.org/10.1093/acrefore/9780190264093.013.891

Collie R; Perry NE; Martin AJ, 2017, 'School context and educational system factors impacting educator stress', in McIntyre TM; McIntyre SE; Francis DJ (ed.), Educator Stress An Occupational Health Perspective, Springer, Cham, Switzerland, pp. 3 - 22, http://dx.doi.org/10.1007/978-3-319-53053-6_1

Collie R; Martin AJ; Frydenberg E, 2017, 'Social and emotional learning: A brief overview and issues relevant to Australia and the Asia-Pacific', in Frydenberg E; Martin A; Collie R (ed.), Social and emotional learning in Australia and the Asia-Pacific, Springer, New York, pp. 1 - 13, http://dx.doi.org/10.1007/978-981-10-3394-0_1

Collie R, 2017, 'Teachers’ social and emotional competence: Links with social and emotional learning and positive workplace outcomes', in Social and emotional learning in Australia and the Asia-Pacific, Springer, New York, pp. 167 - 184, http://dx.doi.org/10.1007/978-981-10-3394-0_9

Tarbetsky AL; Martin AJ; Collie RJ, 2017, 'Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 17 - 37, http://dx.doi.org/10.1007/978-981-10-3394-0_2

Martin AJ; Collie RJ; Frydenberg E, 2017, 'Social and emotional learning: Lessons learned and opportunities going forward', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 459 - 471, http://dx.doi.org/10.1007/978-981-10-3394-0_24

Martin AJ; Collie R, 2016, 'The role of teacher-student relationships in unlocking students’ academic potential: Exploring motivation, engagement, resilience, adaptability, goals, and instruction', in Wentzel KR; Ramani GB (ed.), Handbook of Social Influences in School Contexts Social-Emotional, Motivation, and Cognitive Outcomes, Routledge, New York, pp. 158 - 177, http://dx.doi.org/10.4324/9781315769929

Martin AJ; Bostwick K; Collie RJ; Tarbetsky A, 2016, 'Implicit Theories of Intelligence', in Zeigler-Hill V; Shackelford T (ed.), Encyclopedia of Personality and Individual Differences, Springer, New York, pp. 1 - 7, http://dx.doi.org/10.1007/978-3-319-28099-8_980-1

Martin AJ; Collie RJ; Evans P, 2015, 'Motivation and engagement in music: Theory, research, practice, and future directions', in Fleming J; Gibson R; Anderson, M. (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, London, pp. 169 - 185, http://dx.doi.org/10.4324/9781315727943

Collie R; Martin AJ, 2015, 'Teachers’ Psychological Needs, Motivation, and Autonomy-Support: Impacts on Students’ Growth Goals and Achievement Outcomes', in Goal Setting and Personal Development: Teachers' Perspectives, Behavioral Strategies and Impact on Performance, Nova, New York, NY, pp. 1 - 14, https://www.novapublishers.com/catalog/product_info.php?products_id=54706&osCsid=6d5a2c66ff1bf292323ed7a01cf61f09

Collie R; Zumbo BD, 2014, 'Validity evidence in the Journal of Educational Psychology: Documenting current practice and a comparison with earlier practice', in Zumbo BD; Chan EKH (ed.), Validity and Validation in Social, Behavioral, and Health Sciences, edn. Social Indicators Research Series, Springer, New York, NY, pp. 113 - 135, http://dx.doi.org/10.1007/978-3-319-07794-9_7

Edited Books

Frydenberg E; Martin AJ; Collie RJ, (eds.), 2017, Social and emotional learning in Australia and the Asia-Pacific, Springer, Singapore, http://dx.doi.org/10.1007/978-981-10-3394-0

Journal articles

Collie RJ; Carroll A, 2023, 'Autonomy-pressure profiles among teachers: Changes over a school term, leadership predictors, and workplace outcomes', Teaching and Teacher Education, 124, pp. 103998 - 103998, http://dx.doi.org/10.1016/j.tate.2022.103998

Martin AJ; Ginns P; Collie RJ, 2023, 'University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement', Learning and Instruction, 83, pp. 101712, http://dx.doi.org/10.1016/j.learninstruc.2022.101712

Martin AJ; Ginns P; Nagy RP; Collie RJ; Bostwick KCP, 2023, 'Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports', Contemporary Educational Psychology, 72, pp. 102147 - 102147, http://dx.doi.org/10.1016/j.cedpsych.2023.102147

Collie RJ, 2023, 'Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands', British Journal of Educational Psychology, http://dx.doi.org/10.1111/bjep.12587

Nagy RP; Martin AJ; Collie RJ, 2022, 'Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity', Frontiers in Psychology, 13, pp. 1045717, http://dx.doi.org/10.3389/fpsyg.2022.1045717

Collie RJ, 2022, 'Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors', Learning and Instruction, 82, pp. 101656 - 101656, http://dx.doi.org/10.1016/j.learninstruc.2022.101656

Martin AJ; Burns EC; Collie RJ; Cutmore M; MacLeod S; Donlevy V, 2022, 'The role of engagement in immigrant students’ academic resilience', Learning and Instruction, 82, http://dx.doi.org/10.1016/j.learninstruc.2022.101650

Granziera H; Collie RJ; Martin AJ, 2022, 'Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory', Contemporary Educational Psychology, 71, pp. 102121 - 102121, http://dx.doi.org/10.1016/j.cedpsych.2022.102121

Collie RJ; Mansfield CF, 2022, 'Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes', Teaching and Teacher Education, 116, pp. 103759 - 103759, http://dx.doi.org/10.1016/j.tate.2022.103759

Granziera H; Liem GAD; Chong WH; Martin AJ; Collie RJ; Bishop M; Tynan L, 2022, 'The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts', Learning and Instruction, 80, pp. 101619 - 101619, http://dx.doi.org/10.1016/j.learninstruc.2022.101619

Bostwick KCP; Martin AJ; Collie RJ; Durksen TL, 2022, 'Motivation in context: A multilevel examination of growth orientation across one year', Journal of Applied Developmental Psychology, 81, http://dx.doi.org/10.1016/j.appdev.2022.101435

Bostwick KCP; Martin AJ; Collie RJ; Burns EC; Hare N; Cox S; Flesken A; McCarthy I, 2022, 'Academic Buoyancy in High School: A Cross-Lagged Multilevel Modeling Approach Exploring Reciprocal Effects With Perceived School Support, Motivation, and Engagement', Journal of Educational Psychology, 114, pp. 1931 - 1949, http://dx.doi.org/10.1037/edu0000753

Collie RJ, 2022, 'Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes', Social Psychology of Education, 25, pp. 399 - 424, http://dx.doi.org/10.1007/s11218-022-09691-w

Burns EC; Collie RJ; Bergen PV; Martin AJ, 2022, 'Intrapersonal and Interpersonal Psychosocial Adjustment Resources and Achievement: A Multilevel Latent Profile Analysis of Students and Schools', Journal of Educational Psychology, 114, pp. 1912 - 1930, http://dx.doi.org/10.1037/edu0000726

Collie RJ, 2022, 'Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes', Educational Psychology, 42, pp. 4 - 22, http://dx.doi.org/10.1080/01443410.2021.1994127

Collie RJ, 2022, 'Job demands and resources, teachers’ subjective vitality, and turnover intentions: an examination during COVID-19', Educational Psychology, pp. 1 - 20, http://dx.doi.org/10.1080/01443410.2022.2036323

Burns EC; Martin AJ; Collie RJ; Mainhard T, 2021, 'Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science', Learning and Instruction, 75, pp. 101498 - 101498, http://dx.doi.org/10.1016/j.learninstruc.2021.101498

Granziera H; Collie RJ; Martin AJ; Nassar N, 2021, 'Behavioral Self-Regulation Among Children With Hyperactivity and Inattention in the First Year of School: A Population-Based Latent Profile Analysis and Links With Later ADHD Diagnosis', JOURNAL OF EDUCATIONAL PSYCHOLOGY, http://dx.doi.org/10.1037/edu0000677

Martin AJ; Collie RJ; Nagy RP, 2021, 'Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective', Frontiers in Psychology, 12, http://dx.doi.org/10.3389/fpsyg.2021.702163

Collie RJ; Martin AJ; Morin AJS; Malmberg LE; Sammons P, 2021, 'A Multilevel Person-Centered Examination of Teachers' Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement', Frontiers in Psychology, 12, http://dx.doi.org/10.3389/fpsyg.2021.711173

Martin AJ; Ginns P; Burns EC; Kennett R; Munro-Smith V; Collie RJ; Pearson J, 2021, 'Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms', Frontiers in Psychology, 12, pp. 656994, http://dx.doi.org/10.3389/fpsyg.2021.656994

Martin AJ; Burns EC; Collie RJ; Bostwick KCP; Flesken A; McCarthy I, 2021, 'Growth Goal Setting in High School: A Large-Scale Study of Perceived Instructional Support, Personal Background Attributes, and Engagement Outcomes', Journal of Educational Psychology, 114, pp. 752 - 771, http://dx.doi.org/10.1037/edu0000682

Collie RJ, 2021, 'A multilevel examination of teachers’ occupational commitment: the roles of job resources and disruptive student behavior', Social Psychology of Education, 24, pp. 387 - 411, http://dx.doi.org/10.1007/s11218-021-09617-y

Holliman AJ; Waldeck D; Jay B; Murphy S; Atkinson E; Collie RJ; Martin A, 2021, 'Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students', Frontiers in Psychology, 12, http://dx.doi.org/10.3389/fpsyg.2021.636520

Burns EC; Martin AJ; Collie RJ, 2021, 'A future time perspective of secondary school students' academic engagement and disengagement: A longitudinal investigation', Journal of School Psychology, 84, pp. 109 - 123, http://dx.doi.org/10.1016/j.jsp.2020.12.003

Collie RJ, 2021, 'COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy', AERA Open, 7, http://dx.doi.org/10.1177/2332858420986187

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