ORCID Profile
0000-0001-9944-2703
Current Organisation
University of New South Wales
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Specialist Studies in Education not elsewhere classified | Psychology | Educational Psychology
Education and Training Systems Policies and Development | Mental Health | Expanding Knowledge in Psychology and Cognitive Sciences |
Publisher: Informa UK Limited
Date: 14-11-2019
Publisher: Informa UK Limited
Date: 12-10-2015
Publisher: Routledge
Date: 06-09-2022
Publisher: Springer Singapore
Date: 2017
Publisher: American Psychological Association (APA)
Date: 11-2012
DOI: 10.1037/A0029356
Publisher: American Psychological Association (APA)
Date: 2016
DOI: 10.1037/EDU0000088
Publisher: American Psychological Association (APA)
Date: 05-2022
DOI: 10.1037/EDU0000682
Publisher: Springer Singapore
Date: 2017
Publisher: Elsevier BV
Date: 10-2021
Publisher: Elsevier BV
Date: 12-2022
Publisher: Springer Science and Business Media LLC
Date: 19-04-2022
DOI: 10.1007/S11218-022-09691-W
Abstract: This study investigated the extent to which students’ social-emotional basic psychological need satisfaction (of social-emotional autonomy, social competence, relatedness with students, and relatedness with teachers) is associated with their prosocial motivation and, in turn, behavioral and emotional well-being outcomes. For motivation, autonomous prosocial motivation and controlled prosocial motivation (by way of introjected and external regulation) were examined. Behavioral outcomes comprised prosocial behavior and conduct problems reported by parents/carers, and emotional well-being were positive and negative affect reported by students. With data from 408 secondary school students (and their parents/carers), structural equation modeling showed that perceived autonomy was associated with lower negative affect. Perceived social competence was associated with greater autonomous prosocial motivation, lower external prosocial regulation, greater positive affect, and lower negative affect. Relatedness with teachers was associated with greater autonomous prosocial motivation. In turn, autonomous prosocial motivation was associated with greater prosocial behavior, whereas external prosocial regulation was associated with lower prosocial behavior. Introjected prosocial regulation was only associated with greater negative affect. The results hold implications for promoting social and emotional competence among students.
Publisher: Informa UK Limited
Date: 10-2019
Publisher: Elsevier BV
Date: 05-2017
Publisher: Informa UK Limited
Date: 18-02-2022
Publisher: Routledge
Date: 06-09-2022
Publisher: Elsevier BV
Date: 04-2017
Publisher: Springer Singapore
Date: 2017
Publisher: Elsevier BV
Date: 02-2015
Publisher: American Psychological Association (APA)
Date: 11-2022
DOI: 10.1037/EDU0000726
Publisher: Elsevier BV
Date: 08-2022
Publisher: Springer Science and Business Media LLC
Date: 23-07-2019
Publisher: SAGE Publications
Date: 06-06-2019
Abstract: The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy, competence, and relatedness), autonomous motivation, and behaviors. In the model, the three components form an iterative process of social and emotional competence development. Need satisfaction promotes social–emotional autonomous motivation and, in turn, socially and emotionally competent behaviors. The behaviors then promote need satisfaction in an ongoing cycle. The associations identified in the iterative process are impacted by need-support within the social environment, and the associations influence and are influenced by in idual differences and human development.
Publisher: Elsevier BV
Date: 02-2023
Publisher: Springer Science and Business Media LLC
Date: 06-01-2023
Publisher: Springer Singapore
Date: 2017
Publisher: Elsevier BV
Date: 02-2018
Publisher: Elsevier BV
Date: 11-2019
Publisher: Elsevier BV
Date: 10-2015
Publisher: Informa UK Limited
Date: 26-04-2020
Publisher: Elsevier BV
Date: 04-2017
Publisher: Informa UK Limited
Date: 15-01-2018
Publisher: SAGE Publications
Date: 2021
Abstract: The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.
Publisher: Routledge
Date: 06-09-2022
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Informa UK Limited
Date: 14-09-2016
Publisher: Informa UK Limited
Date: 18-05-2020
Publisher: Emerald
Date: 08-06-2020
Abstract: The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (i.e. job satisfaction and occupational commitment). Interaction effects between the job resource and job demand variables were also tested. Data were from 5,951 principals in 22 Organization for Economic Co-operation and Development (OECD) countries that participated in the Teaching and Learning International Survey (TALIS) 2013. Path analysis of direct and interaction effects was tested, along with multigroup path analysis to determine any differences in results across nations. The results showed that staff shortages and collegial climate predicted job satisfaction. All of the job resources and demands predicted occupational commitment. In addition, one interaction effect was significant showing that a participatory climate was especially important for occupational commitment under conditions of high staff shortages. The findings were similar across the 22 countries. The study yields important knowledge about the cross-national salience of four job resources and demands that are associated with principals' well-being at work.
Publisher: American Psychological Association (APA)
Date: 11-2022
DOI: 10.1037/EDU0000753
Publisher: American Psychological Association (APA)
Date: 05-2023
DOI: 10.1037/EDU0000677
Publisher: Wiley
Date: 02-11-2011
DOI: 10.1002/PITS.20611
Publisher: Elsevier BV
Date: 10-2023
Publisher: Informa UK Limited
Date: 17-09-2020
Publisher: Informa UK Limited
Date: 03-06-2019
Publisher: James Nicholas Publishers
Date: 03-2016
DOI: 10.7459/EPT/38.1.03
Publisher: Wiley
Date: 27-02-2019
DOI: 10.1002/TEA.21546
Publisher: SAGE Publications
Date: 22-08-2015
Abstract: This study explored motivation and engagement among North American (the United States and Canada n = 1,540), U.K. ( n = 1,558), Australian ( n = 2,283), and Chinese ( n = 3,753) secondary school students. Motivation and engagement were assessed via students’ responses to the Motivation and Engagement Scale–High School (MES–HS). Confirmatory factor analysis using M plus found good fit for each of the four s les. Multi-group invariance tests demonstrated comparable factor structure, reliability, distributional properties, and correlations with a set of validational factors across the four groups. Results hold implications for international assessment of motivation and engagement, research, and data analysis.
Publisher: Elsevier BV
Date: 10-2023
Publisher: Elsevier BV
Date: 08-2018
Publisher: Elsevier BV
Date: 10-2016
Publisher: Elsevier BV
Date: 08-2022
Publisher: Elsevier BV
Date: 04-2023
Publisher: Springer International Publishing
Date: 2017
Start Date: 06-2020
End Date: 06-2023
Amount: $397,639.00
Funder: Australian Research Council
View Funded Activity