Select Publications
Journal articles
1999, 'How teachers respond to concerns about misbehavior in their classroom', Psychology in the Schools, 36, pp. 347 - 358, http://dx.doi.org/10.1002/(SICI)1520-6807(199907)36:4<347::AID-PITS7>3.0.CO;2-G
,1999, 'Preventing conduct disorder: A study of parental behaviour management and support needs with children aged 3 to 5 years', International Journal of Disability, Development and Education, 46, pp. 223 - 246, http://dx.doi.org/10.1080/103491299100641
,1999, 'Assessing the Multidimensionality of the 12-Item General Health Questionnaire', Psychological Reports, 84, pp. 927 - 935, http://dx.doi.org/10.2466/pr0.1999.84.3.927
,1999, 'Dealing with problem behaviour in young children: Teacher use and preferences for resources and support', Special Education Perspectives, 8, pp. 3 - 15
,1999, 'Depressed mood amongst adolescents: The roles of perceived control and coping style', Australian Journal of Guidance and Counselling, 9, pp. 55 - 76
,1999, 'High school students' part-time employment and its relationship to academic engagement and psychological well-being', Australian Journal of Guidance and Counselling, 9, pp. 1 - 14
,1998, 'Self-reports of mathematics self-concept and educational outcomes: The roles of ego-dimensions and self-consciousness', British Journal of Educational Psychology, 68, pp. 517 - 535, http://dx.doi.org/10.1111/j.2044-8279.1998.tb01309.x
,1997, 'Television violence: A review, suggested research design and statistical approach', Australian Journal of Social Issues, 32, pp. 407 - 430, http://dx.doi.org/10.1002/j.1839-4655.1997.tb01341.x
,1997, 'Stakeholder perceptions of the institution: To agree or not to agree', Journal of Institutional Research in Australasia, 6, pp. 53 - 67
,1995, 'Knowledge of HIV/AIDS issues amongst Vietnamese and Spanish-speakers in Sydney', Health Promotion Journal of Australia, 5, pp. 60 - 61
,1994, 'Attitudes to teaching mathematics: Further development of a measurement instrument', Mathematics Education Research Journal, 6, pp. 56 - 69, http://dx.doi.org/10.1007/BF03217262
,Other
2024, Eating an unhealthy breakfast could have a similar effect on your child’s school day as having nothing at all. In ‘The Conversation’, April, https://theconversation.com/our-research-suggests-eating-an-unhealthy-breakfast-could-have-a-similar-effect-on-your-childs-school-day-as-having-nothing-at-all-227675
,2024, How do we help students from disadvantaged backgrounds feel confident about school? In ‘The Conversation’, April, https://theconversation.com/how-do-we-help-students-from-disadvantaged-backgrounds-feel-confident-about-school-222895
,2024, How to predict if an immigrant student will succeed – and what you can do to help. In ‘EduResearch Matters’, April, AARE, https://blog.aare.edu.au/immigrant-students/
,2024, Student learning, motivation, and engagement: What can parents do? In 'Raising Parents (Parenting Science Insights)' Podcast Series, January, https://www.youtube.com/watch?v=hRH4A-Db2Xk
,2024, Student motivation, engagement, and achievement - Putting the horse before the cart to switch students on. In ‘Better Thinking’ Podcast Series, May
,2024, Supporting students from low socioeconomic backgrounds to flourish. In NSW Department of Education ‘What Works Best’ Series, March, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/supporting-students-from-low-ses-backgrounds-to-flourish
,2024, Teenagers’ motivation dips in high school—but research shows supportive teachers can really help. In ‘The Conversation’, August, https://theconversation.com/teenagers-motivation-dips-in-high-school-but-research-shows-supportive-teachers-can-really-help-236585
,2024, Transition to high school: What works best in practice? In NSW Department of Education 'What Works Best' Series, July, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/transition-to-high-school
,2024, Valuing and integrating generative AI in teaching. In ‘Teacher Magazine’, May, ACER, https://www.teachermagazine.com/au_en/articles/research-news-valuing-and-integrating-generative-ai-in-teaching
,2024, Why should teachers support students’ social-emotional confidence? There's a few good reasons. In ‘Education HQ’, March, https://educationhq.com/news/why-should-teachers-support-students-social-emotional-confidence-theres-a-few-good-reasons-167288/#
,2023, Academic adjustment problems – Is it will, skill, or both? In ‘EducationHQ’, April, https://educationhq.com/news/is-it-will-or-skill-build-students-self-belief-for-academic-success-144981/#
,2023, Adaptability is different from resilience – and here’s how to nurture it. In ‘The Times Higher Education Campus Magazine’, January, Times Higher Education, London, https://www.timeshighereducation.com/campus/adaptability-different-resilience-and-heres-how-nurture-it
,2023, An educational psychologist explains how to think about your ATAR and set post-school goals. In ‘The Conversation’, https://theconversation.com/an-educational-psychologist-explains-how-to-think-about-your-atar-and-set-post-school-goals-219711
,2023, Does age matter in student motivation and engagement? In ‘EducationHQ’, July
,2023, Educational neuroscience in practice: An investigator’s guide for including neuro and physio data alongside traditional educational and psychological measures, UNSW, Sydney, http://dx.doi.org/10.13140/RG.2.2.24441.85602
,2023, Educational psychology meets generative AI: A look at the impact of ChatGPT, Bard, and others on education and beyond. In ‘Psychology Today’, May, Sussex Publishers Inc, https://www.psychologytoday.com/us/blog/psyched/202305/educational-psychology-meets-generative-ai
,2023, It would be so much better if we taught two ways—balancing explicit and independent approaches. Here’s why. In ‘EduResearch Matters’, January, AARE, https://www.aare.edu.au/blog/?p=15792
,2023, It’s a no-brainer: Beginning teachers should learn about the brain. In ‘EduResearch Matters’, July, Australian Association for Research in Education, https://www.aare.edu.au/blog/?p=17357
,2023, It’s time to measure students’ effort at school. In ‘Education Review’, January, https://www.educationreview.com.au/2023/01/its-time-to-measure-students-effort-at-school-opinion/
,2023, Students’ growth mindsets, goals, and academic outcomes in mathematics. In ‘Maths for Humans’, November
,2023, Teacher-student relationships: A key starting point for helping disengaged kids. In ‘The Educator’, February, https://www.theeducatoronline.com/k12/news/teacherstudent-relationships-a-key-starting-point-for-helping-disengaged-kids/281996
,2023, The link between teacher wellbeing and teacher-student relationships. In ‘Teacher’, September, https://www.teachermagazine.com/au_en/articles/the-link-between-teacher-wellbeing-and-teacher-student-relationships
,2023, What helps students cope with academic setbacks? In ‘The Conversation’, September, https://theconversation.com/what-helps-students-cope-with-academic-setbacks-our-research-shows-a-sense-of-belonging-at-school-is-key-213362
,2023, What specific COVID-19 disruptions have impacted university students’ motivation and engagement? In ‘The Times Higher Education Campus Magazine’, July, The Times Higher Education, https://www.timeshighereducation.com/campus/which-specific-covid-disruptions-impacted-motivation-and-engagement
,2022, Everyday resilience. In NSW Department of Education 'What Works Best' Series, June, NSW Department of Education, Sydney, https://education.nsw.gov.au/about-us/educational-data/cese/publications/practical-guides-for-educators-/everyday-resilience
,2022, Academic self-sabotage: 5 strategies to reduce students' deliberate underachievement. In ‘EducationHQ’, July, https://educationhq.com/news/academic-self-sabotage-5-strategies-to-reduce-students-deliberate-underachievement-123065/#
,2022, Boarding and day school students: How do they compare on motivation, engagement, and learning? Podcast for ‘Faculti’, January, https://faculti.net/boarding-and-day-school-students/
,2022, Bouncing back: The 5Cs formula. In ‘Brisbane Catholic Education Partners in Learning’, June, http://www.myamazingschool.bne.catholic.edu.au/Parent-resources/Documents/Bouncing%20Back%20The%205Cs%20formula.pdf
,2022, Dennis McInerney: A reflection. In ‘Times Magazine: A Publication of AERA’s Self-Regulated Learning SIG’, Vol 5
,2022, Four ways teachers make a difference to students’ motivation and engagement. In ‘Teacher Magazine’, April, https://www.teachermagazine.com/au_en/articles/four-ways-teachers-make-a-difference-to-students-motivation-and-engagement
,2022, How to help students value school and schoolwork. In ‘Education Review’, February, https://www.educationreview.com.au/2022/02/how-to-help-students-value-school-and-schoolwork-this-year-opinion/
,2022, How to use the Motivation and Engagement Wheel to keep students on board. In ‘The Times Higher Education Campus Magazine’, May, https://www.timeshighereducation.com/campus/how-use-motivation-and-engagement-wheel-keep-students-board
,2022, What switches students on and off? A guide to the good, the bad, and the ugly of student motivation. Vodcast for ‘The Education Hub’, June, https://youtu.be/03VVEiwkgn8
,2021, Dealing with academic setback and adversity in effective ways: The role of academic buoyancy. In ‘Alliance — The Official Magazine of the Alliance of Girls’ Schools Australasia’, https://www.agsa.org.au/magazine/
,2021, Links between teachers' adaptability and self-efficacy. In 'EducationHQ', February, https://educationhq.com/news/new-research-finds-links-between-teachers-adaptability-and-self-efficacy-90081/#
,2021, Mobile technology and social inclusion of people with intellectual disabilities. Vodcast for 'UNSW Disability Innovation Institute', https://www.youtube.com/watch?v=nAPLvv5ibDU&t=10s
,2021, Online learning during COVID-19: The role of adaptability. Podcast in 'UNSW's Ask a Social Scientist Series’, September, https://soundcloud.com/unswada/ask-a-social-scientist-adapting-to-online-learning-during-covid?in=unswada/sets/ask-a-social-scientist-podcast
,2021, Setting goals to beat previous efforts improves educational outcomes – and the gains are bigger for disadvantaged students. In 'The Conversation', July, https://theconversation.com/setting-goals-to-beat-previous-efforts-improves-educational-outcomes-and-the-gains-are-bigger-for-disadvantaged-students-163073
,2021, Students who are more adaptable do best in remote learning – and it’s a skill we can teach. In ‘The Conversation’, August, https://theconversation.com/students-who-are-more-adaptable-do-best-in-remote-learning-and-its-a-skill-we-can-teach-165003
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