ORCID Profile
0000-0003-2026-0849
Current Organisations
Harvard Medical School
,
University of Sydney
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Psychology | Educational Psychology | Specialist Studies in Education | Secondary Education | Educational Psychology | Learning Sciences | Teacher Education and Professional Development of Educators | Teacher Education: Secondary | Professional Development Of Teachers Not Elsewhere Classified | Education not elsewhere classified | Teacher Education: Primary |
ANZSRC Socio-Economic Objective (SEO)
Workforce Transition and Employment | Gender Aspects of Education | Learner Development | Preserving institutional and organisational histories | Education and Training Systems Policies and Development | The professions and professionalisation | School/Institution Policies and Development | Primary education | Secondary education | Health status (e.g. indicators of “well-being”) | Occupational health (excl. economic development aspects)
Related Links
Publications
'I've decided to become a teacher': Influences on career change
Publisher: Elsevier BV
Date: 07-2005
Teacher burnout and turnover intent
Publisher: Springer Science and Business Media LLC
Date: 30-01-2020
Correction to: ‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015
Publisher: Springer Nature Singapore
Date: 2022
Development of Adolescents' Self‐Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th‐ through 11th‐Grade Australian Students
Publisher: Wiley
Date: 09-2004
A latent growth curve modeling approach using an accelerated longitudinal design: the ontogeny of boys' and girls' talent perceptions and intrinsic values through adolescence
Publisher: Informa UK Limited
Date: 08-2008
Motivational factors influencing teaching as a career choice: Development and validation of the FIT-choice scale
Publisher: Informa UK Limited
Date: 04-2007
Current and future directions in teacher motivation research
Publisher: Emerald Group Publishing Limited
Date: 2010
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?
Publisher: Wiley
Date: 25-03-2010
An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale
Publisher: Informa UK Limited
Date: 08-2012
Student‐Perceived Mothers’ and Fathers’ Beliefs, Mathematics and English Motivations, and Career Choices
Publisher: Wiley
Date: 22-05-2017
DOI: 10.1111/JORA.12317
Abstract: According to Eccles and Jacobs' (1986) parent socialization model, parents' gendered ability and value beliefs influence girls' and boys' interpretations of those beliefs, and hence students' domain-specific valuing of tasks and competence beliefs and subsequent career plans. Studies have rarely analyzed how both student-perceived mothers' and fathers' beliefs affect girls' and boys' task values, success expectancies, and career plans across domains. This study analyzed survey data of 459 students (262 boys) assessed through Grades 9, 10, and 11 from three coeducational secondary schools in Sydney, Australia. Longitudinal structural equation models revealed gendered value transmission pathways for girls in mathematics. Although mathematics test scores did not vary statistically significantly, girls reported statistically significantly lower mothers' ability beliefs for them in mathematics than boys at Time 1, which led to their statistically significantly lower mathematics intrinsic value at Time 2 and mathematics-related career plans at Time 3. Such gendered pathways did not occur in English. Matched same-gender effects and gendered pathways in parent socialization processes were evident perceived mothers' value beliefs were more strongly related to girls' than boys' importance values in English. Student-perceived fathers' ability beliefs positively predicted boys', not girls', importance value in mathematics. Implications for educational practice emphasize the need to target girls' and boys' interest when aiming to enhance their mathematical career motivations.
Factors Influencing Teaching Choice in Turkey
Publisher: Informa UK Limited
Date: 08-2012
Preface to the special issue
Publisher: Informa UK Limited
Date: 08-2006
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
Publisher: Elsevier BV
Date: 10-2008
Understanding why apprentices consider dropping out: longitudinal prediction of apprentices’ workplace interest and anxiety
Publisher: Springer Science and Business Media LLC
Date: 03-2021
DOI: 10.1186/S40461-020-00106-8
Abstract: Although apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices ( N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale
Publisher: Elsevier BV
Date: 08-2012
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
Publisher: Wiley
Date: 26-03-2010
Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions
Publisher: Springer Science and Business Media LLC
Date: 11-01-2021
How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood?
Publisher: Elsevier BV
Date: 04-2022
Publisher Correction: Enhancers active in dopamine neurons are a primary link between genetic variation and neuropsychiatric disease
Publisher: Springer Science and Business Media LLC
Date: 17-12-2018
DOI: 10.1038/S41593-018-0277-Z
Abstract: In the version of this article initially published, the legends for Supplementary Figs. 4-8 and 10-14 contained errors. The Supplementary Figure legends have been corrected in the HTML and PDF versions of the article.
Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia
Publisher: Springer Science and Business Media LLC
Date: 12-10-2022
DOI: 10.1007/S13384-022-00575-8
Abstract: Teacher registration is increasingly utilised as a governance mechanism to audit teachers’ work and drive professional practice. There is limited and mixed empirical evidence, however, as to whether registration drives teaching quality. Our study extends this limited empirical base by critically examining the policy trajectory in Australia to bring early childhood teachers into a uniform system of registration with primary and secondary teachers. Adopting a relatively novel methodology, the study intertwined a critical social policy framing with a national quantitative survey. Results showed that respondents perceived their professional self, followed by their workplace (colleagues and employer) as key influencers of quality practice, and neither agreed nor disagreed that teacher registration was beneficial. Findings problematise the need for, and benefits of, teacher registration. That early childhood teachers’ practice and development was most driven by intrinsic motivation and, to a lesser extent, being employed in high-quality, not-for-profit, and preschool settings where other early childhood teachers are employed, suggests that more effective and progressive policy approaches to support quality early childhood education require an addressing of the contexts and conditions in which early childhood teachers work.
Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls’ motivations for science
Publisher: Springer Science and Business Media LLC
Date: 21-04-2013
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States.
Publisher: American Psychological Association (APA)
Date: 2012
DOI: 10.1037/A0027838
Abstract: In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 s les came from suburban middle to upper-middle socioeconomic backgrounds, primarily of Anglo-European descent. Multivariate analyses of variance revealed stereotypic gender differences in educational and occupational outcomes only among the Australian s le. Multigroup structural equation models identified latent mean differences where male adolescents held higher intrinsic value for math in the Australian s le and higher ability/success expectancy in both North American s les. Ability/success expectancy was a key predictor in the North American s les, in contrast to intrinsic value in the Australian s le. Attainment/utility ("importance") values were more important for female adolescents' career choices, except in the Australian s le. Findings are interpreted in relation to gender socialization practices, degree and type of early choice, and specialization across settings. Implications are discussed for long-term math engagement and career selection for female and male adolescents. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney, Australia
Publisher: Springer Science and Business Media LLC
Date: 2005
Psychometric Properties of the Frost Multidimensional Perfectionism Scale With Australian Adolescent Girls
Publisher: SAGE Publications
Date: 12-2006
Abstract: The psychometric properties of the Frost, Marten, Lahart, and Rosenblate Multidimensional Perfectionism Scale (1990) are investigated to determine its usefulness as a measurement of perfectionism with Australian secondary school girls and to find empirical support for the existence of both healthy and unhealthy types of perfectionist students. Participants were 409 female mixed-ability students from Years 7 and 10 in two private secondary schools in Sydney, Australia. Factor analyses yielded four rather than the six factors previously theorized. Cluster analysis indicated a distinct typology of healthy perfectionists, unhealthy perfectionists, and nonperfectionists. Healthy perfectionists were characterized by higher levels on Organization, whereas unhealthy perfectionists scored higher on the Parental Expectations & Criticism and Concern Over Mistakes & Doubts dimensions of perfectionism. Both types of perfectionists scored high on Personal Standards.
Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school
Publisher: Springer Science and Business Media LLC
Date: 19-01-2023
DOI: 10.1007/S11858-022-01464-1
Abstract: This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged , and Struggling Ambitious . Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of in idual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes.
‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015
Publisher: Springer Nature Singapore
Date: 2022
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions
Publisher: Elsevier BV
Date: 04-2015
Future counselors’ career motivations, perceptions, and aspirations
Publisher: Emerald
Date: 26-09-2019
DOI: 10.1108/HESWBL-02-2019-0031
Abstract: The purpose of this paper is to examine the career motivations of future counseling professionals. Students completing their Masters of Counseling ( n =174) responded to a 30 min survey about their career motivations, counseling career choice satisfaction, planned persistence in the counseling profession and perceptions of the demand and reward structure offered by counseling work. Motivational profiles were educed using hierarchical cluster analysis and compared via MANOVA. Four distinct profiles were identified: “moderately engaged with family values,” “lower engaged,” “altruistic with family values” and “multiply motivated.” Clusters differed in their perceptions of the demand and reward structure offered by a counseling career, and their level of satisfaction with, and planned persistence in the profession. Cluster composition was unrelated to age, gender or pursuit of previous careers. Implications for educators pertain to capitalizing on career motivations for different types of entrants, to tailor recruitment and professional preparation. The authors add to existing literature by drawing on the theoretical lens of expectancy-value theory in a person-centered approach, to the study of counselor motivations, professional perceptions and career choice satisfaction.
Career motivations and interest in teaching of tertiary students taking mathematics and science subjects
Publisher: Informa UK Limited
Date: 24-08-2023
The role of motivation in gendered educational and occupational trajectories related to maths
Publisher: Informa UK Limited
Date: 08-2006
Factors influencing teaching choice: Why do future teachers choose the career?
Publisher: Springer Singapore
Date: 2016
Person- and variable-centred quantitative analyses in educational research: insights concerning Australian students’ and teachers’ engagement and wellbeing
Publisher: Springer Science and Business Media LLC
Date: 02-04-2020
Motivation for teaching
Publisher: Elsevier BV
Date: 10-2008
How do occupational goals influence adult women’s and men’s decisions to opt out of aspired mathematics-related careers during adolescence?
Publisher: Springer Science and Business Media LLC
Date: 09-01-2023
DOI: 10.1007/S13384-022-00606-4
Abstract: An explanation for the underrepresentation of women in mathematical fields is the communal goal congruity perspective that women tend to value communal over agentic goals, perceived to not be afforded by mathematical careers. Less is known about how agentic and communal goals may interact to influence mathematical career trajectories. Analysing a longitudinal dataset, we examined gender differences and combinations of agentic and communal goals, and how goal groups associated with trajectories from adolescent aspirations until actual careers. Among 279 participants followed from secondary school until approximately 20 years later, women valued communal goals higher than men but agentic goals similarly. Despite similar mathematical achievement, the low agentic/high communal goal group was the only group to decline in their choice of a mathematics-related career. There were more women in this group than men, concordant with the communal goal congruity perspective. Implications for future research and educational practice are discussed.
Types of professional and emotional coping among beginning teachers
Publisher: Emerald Group Publishing Limited
Date: 2013
Profiles of professional engagement and career development aspirations among USA preservice teachers
Publisher: Elsevier BV
Date: 2014
How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English?
Publisher: Springer Science and Business Media LLC
Date: 31-10-2023
Prediction of cognition in Parkinson's disease with a clinical–genetic score: a longitudinal analysis of nine cohorts
Publisher: Elsevier BV
Date: 08-2017
Correction to: Attracting, Retaining and Sustaining Early Childhood Teachers: An Ecological Conceptualisation of Workforce Issues and Future Research Directions
Publisher: Springer Science and Business Media LLC
Date: 12-03-2021
Profiles of teachers’ striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement.
Publisher: American Psychological Association (APA)
Date: 04-2022
DOI: 10.1037/EDU0000702
Development of the Psychologist and Counsellor Self-Efficacy Scale
Publisher: Emerald
Date: 12-08-2019
DOI: 10.1108/HESWBL-07-2018-0069
Abstract: The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. An initial opportune s le of postgraduate psychology and counselling students ( n =199) completed a ten-minute self-report survey. A subsequent independent s le ( n =213) was recruited for cross-validation. A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention). The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.
Australian Parkinson’s Genetics Study (APGS): pilot (n=1532)
Publisher: BMJ
Date: 02-2022
DOI: 10.1136/BMJOPEN-2021-052032
Abstract: Parkinson’s disease (PD) is a neurodegenerative disorder associated with progressive disability. While the precise aetiology is unknown, there is evidence of significant genetic and environmental influences on in idual risk. The Australian Parkinson’s Genetics Study seeks to study genetic and patient-reported data from a large cohort of in iduals with PD in Australia to understand the sociodemographic, genetic and environmental basis of PD susceptibility, symptoms and progression. In the pilot phase reported here, 1819 participants were recruited through assisted mailouts facilitated by Services Australia based on having three or more prescriptions for anti-PD medications in their Pharmaceutical Benefits Scheme records. The average age at the time of the questionnaire was 64±6 years. We collected patient-reported information and sociodemographic variables via an online (93% of the cohort) or paper-based (7%) questionnaire. One thousand five hundred and thirty-two participants (84.2%) met all inclusion criteria, and 1499 provided a DNA s le via traditional post. 65% of participants were men, and 92% identified as being of European descent. A previous traumatic brain injury was reported by 16% of participants and was correlated with a younger age of symptom onset. At the time of the questionnaire, constipation (36% of participants), depression (34%), anxiety (17%), melanoma (16%) and diabetes (10%) were the most reported comorbid conditions. We plan to recruit sex-matched and age-matched unaffected controls, genotype all participants and collect non-motor symptoms and cognitive function data. Future work will explore the role of genetic and environmental factors in the aetiology of PD susceptibility, onset, symptoms, and progression, including as part of international PD research consortia.
Related Organisations
Related Funding Activities
Discovery Projects - Grant ID: DP110100472
Start Date: 2011
End Date: 11-2016
Amount: $564,539.00
Funder: Australian Research Council
View Funded ActivityARC Future Fellowships - Grant ID: FT170100153
Start Date: 11-2017
End Date: 11-2023
Amount: $948,232.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0666253
Start Date: 06-2006
End Date: 12-2009
Amount: $185,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP160100094
Start Date: 12-2016
End Date: 12-2020
Amount: $215,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0987614
Start Date: 01-2009
End Date: 04-2014
Amount: $320,000.00
Funder: Australian Research Council
View Funded Activity