ORCID Profile
0000-0001-8868-2242
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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.
Education Assessment and Evaluation | Psychology | Education Systems not elsewhere classified | Educational Psychology
Management and Leadership of Schools/Institutions | Education and Training Systems Policies and Development | School/Institution Policies and Development |
Publisher: American Educational Research Association (AERA)
Date: 08-01-2021
Abstract: Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fish-Little-Pond Effects (the negative effect of school average achievement on academic self-concept). We used four cycles of the Trends in International Math and Science Study to test the hypothesis that more country-level ability stratification is associated with larger country-level Big-Fish-Little-Pond Effects for math self-concept. Findings strongly support this hypothesis. Our findings have implications for school system design and policy.
Publisher: American Psychological Association (APA)
Date: 04-2022
DOI: 10.1037/EDU0000667
Publisher: American Psychological Association (APA)
Date: 08-2020
DOI: 10.1037/DEV0000992
Publisher: Center for Open Science
Date: 04-03-2021
Abstract: Low school belonging and Not (being) in Employment, Education, or Training (NEET) are both signs of social exclusion. Yet little research has considered whether school belonging is a risk factor for NEET. Using two longitudinal cohorts from Australia (*N* = 17,692 51% Boys), we explore this relationship. Controlling for a range of in idual and school level covariates, we find that school belonging at age 15 is a consistent and practically significant predictor of NEET status at ages 16-20. We found that this relationship is not the product of school belonging lowering the chances of students graduating high-school. Rather, school belonging had a unique impact beyond graduation. Given the costs of NEET, school belonging is of significant policy concern.
Publisher: Center for Open Science
Date: 04-02-2022
Abstract: Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and ex les using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed. Educational impact and implications statementThe things teachers do in class have an important influence on their students’ motivation, engagement, and learning. This study uses an international expert panel to identify the teacher behaviours most likely to influence motivation—specifically, teacher behaviours that increase the more healthy, autonomous motivation that comes from within students. This list of behaviours, agreed upon by the experts, could be used by teachers trying to improve their practice, policymakers trying to scale interventions, and researchers trying to assess which behaviours best predict student outcomes.
Publisher: American Psychological Association (APA)
Date: 11-2021
DOI: 10.1037/EDU0000664
Publisher: Elsevier BV
Date: 06-2023
Publisher: Elsevier BV
Date: 12-2018
Publisher: American Psychological Association (APA)
Date: 04-2017
DOI: 10.1037/EDU0000144
Publisher: American Psychological Association (APA)
Date: 18-05-2023
DOI: 10.1037/EDU0000783
Publisher: American Psychological Association (APA)
Date: 02-2022
DOI: 10.1037/EDU0000582
Publisher: Informa UK Limited
Date: 17-06-2019
DOI: 10.1080/00273171.2019.1602503
Abstract: CFAs of multidimensional constructs often fail to meet standards of good measurement (e.g., goodness-of-fit, measurement invariance, and well-differentiated factors). Exploratory structural equation modeling (ESEM) represents a compromise between exploratory factor analysis' (EFA) flexibility, and CFA/SEM's rigor and parsimony, but lacks parsimony (particularly in large models) and might confound constructs that need to be kept separate. In Set-ESEM, two or more a priori sets of constructs are modeled within a single model such that cross-loadings are permissible within the same set of factors (as in Full-ESEM) but are constrained to be zero for factors in different sets (as in CFA). The different sets can reflect the same set of constructs on multiple occasions, and/or different constructs measured within the same wave. Hence, Set-ESEM that represents a middle-ground between the flexibility of traditional-ESEM (hereafter referred to as Full-ESEM) and the rigor and parsimony of CFA/SEM. Thus, the purposes of this article are to provide an overview tutorial on Set-ESEM, juxtapose it with Full-ESEM, and to illustrate its application with simulated data and erse "real" data applications with accessible, heuristic explanations of best practice.
Publisher: Center for Open Science
Date: 17-03-2022
Abstract: Mastery-approach (MAP) goals, focusing on developing competence and acquiring task mastery, is posited to be the most optimal, beneficial type of achievement goal for academic and life outcomes. Although there is meta-analytic evidence supporting this finding, such evidence does not allow us to conclude that the extant MAP goal findings generalize across cultures. Meta-analyses have often suffered from over-representation of Western, educated, industrialized, rich, and democratic (WEIRD) s les, reliance on bivariate correlations, and lack the ability to directly control in idual-level background variables. To address these limitations, this study used nationally representative data from 80 societies (N= 612,004 adolescents) to examine the relations of MAP goals to four personality antecedents (workmastery, competitiveness, fear of failure, and mindset) and 16 consequences (i.e., task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive (workmastery, competitiveness) but not negative achievement motives (fear of failure, fixed mindset) (b) most strongly predictive of well-being outcomes (e.g., life satisfaction, resilience), followed by adaptative motivational (e.g., enjoyment, perceived competent) and achievement-related (e.g., test performance, educational aspirations) outcomes (c) weakly negatively associated with maladaptive outcomes (perceived task difficulty) and (d) uniquely predictive of various consequences, controlling for the personality antecedents and covariates. Further, the results of four different approaches provide consistent, strong support for cross-cultural generalizability of these relations, which has practical implications regarding the benefits of MAP goal pursuit in daily life and directions for educational intervention in a global context.
Publisher: Center for Open Science
Date: 10-06-2019
Abstract: Governments rarely aim at altering the way children view themselves. Yet, governments, culture, and social norms shape the social settings children find themselves in (i.e., the amount of ability stratification in the education system). Reviewing sociological, economic, and psychological literature we construct a theory that states that any macro influence which leads children to be schooled with peers of similar ability levels (ability stratification) will bias children’s academic self-concepts via larger Big-Fish-Little-Pond effects (the negative effect of school average achievement on academic self-concept). Applying meta-analysis to estimates derived from four cycles of the Trends in International Math and Science Study we test the hypothesis that the relationship between achievement stratification and the effect of school average achievement on academic self-concept will be large and negative. Findings strongly support our hypothesis (r & -.50).
Publisher: American Psychological Association (APA)
Date: 02-2019
DOI: 10.1037/EDU0000281
Publisher: American Psychological Association (APA)
Date: 02-2018
DOI: 10.1037/DEV0000393
Abstract: Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative s le of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period the interconnectedness and complementarity of 3 ASC models their counterbalancing strengths and weaknesses and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record
Publisher: Frontiers Media SA
Date: 30-04-2018
Publisher: American Psychological Association (APA)
Date: 09-2018
DOI: 10.1037/MET0000113
Abstract: Scalar invariance is an unachievable ideal that in practice can only be approximated often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), for which scalar invariance is typically not supported in the traditional confirmatory factor analysis approach to measurement invariance (CFA-MI). Importantly, we introduce an alignment-within-CFA (AwC) approach, transforming alignment from a largely exploratory tool into a confirmatory tool, and enabling analyses that previously have not been possible with alignment (testing the invariance of uniquenesses and factor variances/covariances multiple-group MIMIC models contrasts on latent means) and structural equation models more generally. Specifically, it also allowed a comparison of gender differences in a 30-country MIMIC AwC (i.e., a SEM with gender as a covariate) and a 60-group AwC CFA (i.e., 30 countries × 2 genders) analysis. Study 2, a simulation study following up issues raised in Study 1, showed that latent means were more accurately estimated with alignment than with the scalar CFA-MI, and particularly with partial invariance scalar models based on the heavily criticized stepwise selection strategy. In summary, alignment augmented by AwC provides applied researchers from erse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data. (PsycINFO Database Record
Publisher: Center for Open Science
Date: 18-11-2021
Abstract: We explore whether decentralization of decision-making influences school principals’ subjective experience of autonomy, job demands, burnout, and job satisfaction. Using six-years of longitudinal data, we used two Australian education reforms as a natural experiment of the effect of decentralization. Exploiting state-to-state variation in the policies, we used difference-in-differences models, finding that the decentralization policies had a small influence on increasing self-perceptions of autonomy without increasing job demands. We also found that the policies had a small positive effect on job satisfaction.
Publisher: Center for Open Science
Date: 03-11-2022
Abstract: Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best- practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement: the thoughts, attitudes, and behaviours that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students (N = 1,324 all from Year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held- out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (! = 0.046), taking interest in students’ lives outside of class (! = 0.033), and allowing students to make choices (! = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about.
Publisher: American Psychological Association (APA)
Date: 02-2023
DOI: 10.1037/EDU0000737
Publisher: Center for Open Science
Date: 27-11-2020
Abstract: Past research shows the Big-Fish-Little-Pond Effect (BFLPE negative effect of school-average achievement on student-level self-concept) to generalize across countries. However, evidence is largely limited to math and science, limiting conclusions of universality to these subjects. Using data from Program for International Students Assessment 2018 (533,165 students, 72 countries), the present study is the first to examine and provide robust evidence for the cross-national generalizability of the BFLPE for the reading self-concept of high school students (perceived competence and difficulty subscales). Consistent with our social-comparison perspective, we also show that the BFLPE is strong when the frame-of-reference for comparison is relative rather than absolute the effect of school-average achievement was robust for difficulty experienced with reading in general (self-concept of perceived difficulty), but very weak for difficulty experienced specifically during the PISA reading test (PISA test difficulty). Our findings extend support for the generalizability of the BFLPE to reading self-concept.
Publisher: Elsevier BV
Date: 07-2019
Publisher: American Educational Research Association (AERA)
Date: 03-04-2018
Abstract: Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) database, the current research explores within-country trajectories in achievement and inequality measures to test the hypothesis of an excellence/equity tradeoff in academic performance. We found negative relations between performance and inequality that are robust and of statistical and practical significance. Follow-up analysis suggests a focus on low and average performers may be critical to successful policy interventions.
Publisher: American Psychological Association (APA)
Date: 11-2022
DOI: 10.1037/EDU0000733
Publisher: American Psychological Association (APA)
Date: 11-2018
DOI: 10.1037/EDU0000259
Publisher: American Psychological Association (APA)
Date: 04-2018
DOI: 10.1037/EDU0000215
Publisher: Elsevier BV
Date: 04-2015
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/EDU0000554
Publisher: Center for Open Science
Date: 05-07-2021
Abstract: Many psychological treatments have been shown to be cost-effective and efficacious, as long as they are implemented faithfully. Assessing fidelity and providing feedback is expensive and time-consuming. Machine learning has been used to assess treatment fidelity, but the reliability and generalisability is unclear. We collated and critiqued all implementations of machine learning to assess the verbal behaviour of all helping professionals, with particular emphasis on treatment fidelity for therapists. We conducted searches using nine electronic databases for automated approaches of coding verbal behaviour in therapy and similar contexts. We completed screening, extraction, and quality assessment in duplicate. Fifty-two studies met our inclusion criteria (65.3% in psychotherapy). Automated coding methods performed better than chance, and some methods showed near human-level performance performance tended to be better with larger data sets, a smaller number of codes, conceptually simple codes, and when predicting session-level ratings than utterance-level ones. Few studies adhered to best-practice machine learning guidelines. Machine learning demonstrated promising results, particularly where there are large, annotated datasets and a modest number of concrete features to code. These methods are novel, cost-effective, scalable ways of assessing fidelity and providing therapists with in idualised, prompt, and objective feedback.
Publisher: American Psychological Association (APA)
Date: 05-2014
DOI: 10.1037/A0035504
Publisher: No publisher found
Date: 2022
DOI: 10.1177/17456916221112919
Abstract: Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and in idual student interventions only after improving social norms and the school climate.
Publisher: Informa UK Limited
Date: 05-02-2023
Publisher: American Psychological Association (APA)
Date: 12-2016
DOI: 10.1037/DEV0000241
Abstract: The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative s le of high school students (Grades 7-10 N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victimization led to subsequent aggression. After controlling for prior depression, aggression, and victimization, depression had a positive effect on subsequent victimization, but victimization had no effect on subsequent depression. Aggression neither affected nor was affected by depression. The results suggest that depression is a selection factor that leads to victimization, but that victimization has little or no effect on subsequent depression beyond what can be explained by the preexisting depression. In support of developmental equilibrium, the results were consistent across the 6 waves. (PsycINFO Database Record
Publisher: Center for Open Science
Date: 23-11-2021
Abstract: Current victimization studies and meta-analyses are based mainly on a unidimensional perspective in a few developed OECD countries. This provides a weak basis for generalizability over multiple victimization (relational, verbal, physical) components and different countries. We test the cross-national generalizability (594,196 fifteen-year-olds 77 countries) of competing victimization models. In support of our three-component model, differentiating the multiple components of victimization facilitated understanding: gender differences (girls experience less physical and verbal victimization and stronger anti-bullying attitudes, but relational differences are small) paradoxical anti-bullying attitudes (physical victims have less –not more--anti-bullying attitudes) and well-being (policy ractice focuses primarily on physical victimization, but verbal and relational victimization effects are larger). These key findings provide theoretical advances with implications for policy, practice, and intervention.
Publisher: Elsevier BV
Date: 06-2017
Publisher: Elsevier BV
Date: 02-2019
Publisher: Springer Science and Business Media LLC
Date: 08-02-2021
Publisher: Center for Open Science
Date: 15-02-2022
Abstract: Achievement emotions are important educational constructs. They predict outcomes such as students’ achievement, persistence, and drop-out intentions. Thus, it is crucial to examine the factors that determine these emotions. In this study, we focus specifically on the positive emotion of enjoyment as past research has largely focused on negative emotions such as test anxiety. We explore two potential predictors of enjoyment: in idual-student achievement and class-average achievement. Past research has shown student achievement to be a positive predictor of enjoyment, with preliminary evidence suggesting class-average achievement to be a negative predictor of enjoyment (Happy-Fish-Little-Pond Effect HFLPE). However, research has largely been restricted to single-country or single-domain examinations with s les of secondary school students, limiting the generalizability of findings. To bridge this gap, we utilize combined data from the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS) 2011. This s le consisted of 180,084 4th-grade students from 37 countries, with all students responding to items in the math, science, and reading domains. Through multilevel modeling, we demonstrate that the effect of student achievement on enjoyment is positive in all three domains, while the effect of class achievement is negative—confirming the HFLPE. We also demonstrate the relative universality of these results across the 37 countries while there was variation in the size of the effects, results were largely consistent in direction. Our findings add to the literature on achievement emotions by highlighting two important predictors of enjoyment that operate across domains and cross-nationally.
Publisher: Human Kinetics
Date: 12-2019
Abstract: Background : The physical and psychosocial benefits of physical activity for typically developing youth are well established however, its impact on youth with intellectual disabilities is not as well understood. The aims of this review and meta-analysis were to synthesize the literature and quantify the effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities. Method : Studies meeting the inclusion criteria were grouped by their focus on physical health and/or psychosocial health outcomes. Meta-analyses were performed using 3-level, random effects and mixed effects models. Results : One hundred nine studies met the inclusion criteria. Physical activity had a large effect on physical health ( g = 0.773, P .001) and a moderately large effect ( g = 0.682, P .001) on psychosocial health. Participant age, intellectual disability level, other developmental disabilities, outcome type, and intervention type moderated the effects of physical activity on physical health, whereas study design, risk of bias, other developmental disabilities, outcome type, and intervention type were moderators on psychosocial health. Conclusions : Physical activity has positive effects on the physical and psychosocial health of youth with intellectual disabilities. Although resistance training shows the most physical benefits, teaching movement and sports skills appear to benefit their physical and psychosocial health.
Publisher: Elsevier BV
Date: 02-2022
Publisher: Informa UK Limited
Date: 14-01-2019
Publisher: SAGE Publications
Date: 15-01-0010
DOI: 10.1177/10731911211069675
Abstract: For results from large-scale surveys to inform policy and practice appropriately, all participants must interpret and respond to items similarly. While organizers of surveys assessing student outcomes often ensure this for achievement measures, doing so for psychological questionnaires is also critical. We demonstrate this by examining the dimensionality of reading self-concept—a crucial psychological construct for several outcomes—across reading achievement levels. We use Programme for International Student Assessment 2018 data ( N = 529,966) and local structural equation models (LSEMs) to do so. Results reveal that reading self-concept dimensions (assessed through reading competence and difficulty) vary across reading achievement levels. Students with low reading achievement show differentiated responses to the two item sets (high competence–high difficulty). In contrast, students with high reading achievement have reconciled responses (high competence–low difficulty). Our results highlight the value of LSEMs in examining factor structure generalizability of constructs in large-scale surveys and call for greater cognitive testing during item development.
Publisher: Springer Science and Business Media LLC
Date: 13-03-2020
DOI: 10.1038/S41598-020-61523-Z
Abstract: In the era of social media, every day billions of in iduals produce content in socio-technical systems resulting in a deluge of information. However, human attention is a limited resource and it is increasingly challenging to consume the most suitable content for one’s interests. In fact, the complex interplay between in idual and social activities in social systems overwhelmed by information results in bursty activity of collective attention which are still poorly understood. Here, we tackle this challenge by analyzing the online activity of millions of users in a popular microblogging platform during exceptional events, from NBA Finals to the elections of Pope Francis and the discovery of gravitational waves. We observe extreme fluctuations in collective attention that we are able to characterize and explain by considering the co-occurrence of two fundamental factors: the heterogeneity of social interactions and the preferential attention towards influential users. Our findings demonstrate how combining simple mechanisms provides a route towards understanding complex social phenomena.
Publisher: American Psychological Association (APA)
Date: 07-2020
DOI: 10.1037/EDU0000409
No related organisations have been discovered for Theresa Dicke.
Start Date: 09-2016
End Date: 12-2020
Amount: $455,000.00
Funder: Australian Research Council
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