Select Publications
Journal articles
2014, 'Academic buoyancy, resilience, and adaptability in students with ADHD', The ADHD Report, 22, pp. 1 - 9, http://dx.doi.org/10.1521/adhd.2014.22.6.1
,2014, 'Motivation and engagement in the ‘Asian Century’: A comparison of Chinese students in Australia, Hong Kong, and Mainland China', Educational Psychology: an international journal of experimental educational psychology, 34, pp. 417 - 439, http://dx.doi.org/10.1080/01443410.2013.814199
,2014, 'Student Learning Theory goes (back) to (high) school', Instructional Science, 42, pp. 485 - 504, http://dx.doi.org/10.1007/s11251-013-9291-4
,2014, 'The role of arts-related information and communication technology use in problem solving and achievement: Findings from the programme for international student assessment.', Journal of Educational Psychology, 106, pp. 348 - 363, http://dx.doi.org/10.1037/a0034398
,2013, 'Designing Instructional Text in a Conversational Style: A Meta-analysis', Educational Psychology Review, 25, pp. 445 - 472, http://dx.doi.org/10.1007/s10648-013-9228-0
,2013, 'The role of academic buoyancy in aboriginal/indigenous students' educational intentions: Sowing the early seeds of success for post-school education and training', Diversity in Higher Education, 14, pp. 57 - 79, http://dx.doi.org/10.1108/S1479-3644(2013)0000014003
,2013, 'Academic buoyancy and academic resilience: Exploring 'everyday' and 'classic' resilience in the face of academic adversity', School Psychology International, 34, pp. 488 - 500, http://dx.doi.org/10.1177/0143034312472759
,2013, 'Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes', Journal of Educational Psychology, 105, pp. 728 - 746, http://dx.doi.org/10.1037/a0032794
,2013, 'The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors', Journal of Educational Psychology, 105, pp. 709 - 727, http://dx.doi.org/10.1037/a0032795
,2013, 'Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches', Australian Journal of Guidance and Counselling, 23, pp. 143 - 155, http://dx.doi.org/10.1017/jgc.2013.4
,2013, 'Overview of perceptions of German wine tourism from the winery perspective', International Journal of Wine Business Research, 25, pp. 50 - 74, http://dx.doi.org/10.1108/17511061311317309
,2013, 'Academic buoyancy and psychological risk: Exploring reciprocal relationships', Learning and Individual Differences, 27, pp. 128 - 133, http://dx.doi.org/10.1016/j.lindif.2013.06.006
,2013, 'Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education', Learning and Individual Differences, 23, pp. 262 - 266, http://dx.doi.org/10.1016/j.lindif.2012.07.014
,2013, 'Academic momentum at university/college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time', Journal of Higher Education, 84, pp. 640 - 674, http://dx.doi.org/10.1353/jhe.2013.0029
,2013, 'Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models', Learning and Individual Differences, 28, pp. 54 - 65, http://dx.doi.org/10.1016/j.lindif.2013.09.007
,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, pp. 326 - 370, http://dx.doi.org/10.3102/0002831212464511
,2013, 'Quality of measurement of the learning experience questionnaire for personal digital assistants', International Journal of Quantitative Research in Education, 1, pp. 275 - 275, http://dx.doi.org/10.1504/IJQRE.2013.057689
,2012, 'Problem solving and immigrant student mathematics and science achievement: Multination findings from the programme for international student assessment (PISA)', Journal of Educational Psychology, 104, pp. 1054 - 1073, http://dx.doi.org/10.1037/a0029152
,2012, 'Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective', Journal of Adolescence, 35, pp. 1111 - 1122, http://dx.doi.org/10.1016/j.adolescence.2012.02.016
,2012, 'The study design and methodology for the ARCHER study - adolescent rural cohort study of hormones, health, education, environments and relationships', BMC Pediatrics, 12, http://dx.doi.org/10.1186/1471-2431-12-143
,2012, 'A longitudinal analysis of physical and psychological wellbeing amongst late adolescents: Exploring the transition from school to postschool life', Australian Educational and Developmental Psychologist, 29, pp. 17 - 43, http://dx.doi.org/10.1017/edp.2012.1
,2012, 'What Determines Young People's Engagement with Performing Arts Events?', Leisure Sciences, 34, pp. 314 - 331, http://dx.doi.org/10.1080/01490400.2012.687631
,2012, 'Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty', Australian Journal of Guidance and Counselling, 22, pp. 58 - 81, http://dx.doi.org/10.1017/jgc.2012.8
,2012, 'Personal best goals and academic and social functioning: A longitudinal perspective', Learning and Instruction, 22, pp. 222 - 230, http://dx.doi.org/10.1016/j.learninstruc.2011.11.003
,2012, 'Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout', Teaching and Teacher Education, 28, pp. 503 - 513, http://dx.doi.org/10.1016/j.tate.2012.01.001
,2012, 'The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD', Contemporary Educational Psychology, 37, pp. 91 - 105, http://dx.doi.org/10.1016/j.cedpsych.2012.01.002
,2012, 'Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance', Asian Journal of Social Psychology, 15, pp. 1 - 13, http://dx.doi.org/10.1111/j.1467-839X.2011.01351.x
,2012, 'The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields', Australian Psychologist, 47, pp. 3 - 13, http://dx.doi.org/10.1111/j.1742-9544.2011.00049.x
,2012, 'Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students', Journal of Educational Psychology, 104, pp. 1 - 18, http://dx.doi.org/10.1037/a0025988
,2012, 'Winning and losing: What do they mean and how do they shape our lives and society?', Australian Review of Public Affairs
,2011, 'Risk, protection, and resilience in Chinese adolescents: A psycho-social study', Asian Journal of Social Psychology, 14, pp. 269 - 282, http://dx.doi.org/10.1111/j.1467-839X.2011.01356.x
,2011, 'Erratum to: Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement (Journal of Psychoeducational Assessment, (2011), 29, (322-346), 10.1177/0734282911406657)', Journal of Psychoeducational Assessment, 29, pp. 497, http://dx.doi.org/10.1177/0734282911423093
,2011, 'Holding back and holding behind: Grade retention and students' non-academic and academic outcomes', British Educational Research Journal, 37, pp. 739 - 763, http://dx.doi.org/10.1080/01411926.2010.490874
,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, pp. 656 - 674, http://dx.doi.org/10.1007/s10943-009-9303-5
,2011, 'Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian course experience questionnaire (CEQ)', Journal of Educational Psychology, 103, pp. 733 - 748, http://dx.doi.org/10.1037/a0024221
,2011, 'Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement', School Psychology Quarterly, 26, pp. 145 - 160, http://dx.doi.org/10.1037/a0023020
,2011, 'Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement', British Journal of Educational Psychology, 81, pp. 183 - 206, http://dx.doi.org/10.1111/j.2044-8279.2010.02013.x
,2011, 'Prescriptive Statements and Educational Practice: What Can Structural Equation Modeling (SEM) Offer?', Educational Psychology Review, 23, pp. 235 - 244, http://dx.doi.org/10.1007/s10648-011-9160-0
,2011, 'Patterns of multilevel variance in psycho-educational phenomena: Comparing motivation, engagement, climate, teaching, and achievement factors', Zeitschrift fur Padagogische Psychologie, 25, pp. 49 - 61, http://dx.doi.org/10.1024/1010-0652/a000029
,2011, 'Academic self-concept and academic achievement: Relations and causal ordering', British Journal of Educational Psychology, 81, pp. 59 - 77, http://dx.doi.org/10.1348/000709910X503501
,2011, 'Content and structure of values in middle adolescence: Evidence from Singapore, the Philippines, Indonesia, and Australia', Journal of Cross-Cultural Psychology, 42, pp. 146 - 154, http://dx.doi.org/10.1177/0022022110383309
,2011, 'Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement', Journal of Psychoeducational Assessment, 29, pp. 322 - 346, http://dx.doi.org/10.1177/0734282911406657
,2011, 'Personal Best (PB) Approaches to Academic Development: Implications for Motivation and Assessment', Educational Practice and Theory, 33, pp. 93 - 99, http://dx.doi.org/10.7459/ept/33.1.06
,2010, 'What happens to physical activity behavior, motivation, self-concept, and flow after completing school? a longitudinal study', Journal of Applied Sport Psychology, 22, pp. 437 - 457, http://dx.doi.org/10.1080/10413200.2010.495699
,2010, 'Fathers and Male Teachers: Effects on Boys Academic and Non-Academic Development', Childhood Education, 86, pp. 404 - 408, http://dx.doi.org/10.1080/00094056.2010.10523178
,2010, 'Longitudinal modelling of academic buoyancy and motivation: Do the '5Cs' hold up over time?', British Journal of Educational Psychology, 80, pp. 473 - 496, http://dx.doi.org/10.1348/000709910X486376
,2010, 'Physical activity motivation in late adolescence: Refinement of a recent multidimensional model', Research Quarterly for Exercise and Sport, 81, pp. 278 - 289, http://dx.doi.org/10.1080/02701367.2010.10599676
,2010, 'Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree', International Journal of Testing, 10, pp. 274 - 294, http://dx.doi.org/10.1080/15305058.2010.482220
,2010, 'Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors', Measurement and Evaluation in Counseling and Development, 43, pp. 108 - 120, http://dx.doi.org/10.1177/0748175610374582
,2010, 'Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis', Learning and Individual Differences, 20, pp. 265 - 270, http://dx.doi.org/10.1016/j.lindif.2010.01.001
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