Peter Parker
Biographic Data
| ID | 101700 |
|---|---|
| NAME | Peter Parker |
| GIVEN NAMES | Peter |
| FAMILY NAME | Parker |
| SIGNATURE | PARKER P |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0002-4604-8566 |
| VERIFIED | Yes |
| TOTAL WORKS | 106 |
| TOTAL CITATIONS | 450 |
| AUTHOR COUNT | 106 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
Investigating the effects of class average achievement
We test the effects of class-average achievement and teaching quality on students. • Controlling for pre-selection effects strengthened the Big-Fish-little-pond-effect. • Controlling for pre-selection effects weakened the peer spillover effect. • Teacher enthusiasm and classroom management had little added value for achievement. • High class-average achievement does not benefit students’ achievement or self-concept. Research has shown positive ef…
Bounded Rationality in Career Choices
Adolescents face high-stakes career decisions under uncertainty. Yet, while bounded rationality research has established that cognitive biases can systematically distort human judgement and decision-making, we know little about how these biases appear in adolescent career exploration. This pragmatic, mixed-methods study investigated how cognitive biases appear in career decision-making among 21 Australian high school students aged 15–18. Students…
Systematic review and meta-analysis of educational approaches to reduce cognitive biases among students
Electronic screen use and children’s socioemotional problems
The Equality Paradox
Individuals’ subjective well-being (SWB) is an important marker of development and social progress. As psychological health issues often begin during adolescence, understanding the factors that enhance SWB among adolescents is critical to devising preventive interventions. However, little is known about how institutional contexts contribute to adolescent SWB. Using Programme for International Student Assessment (PISA) 2015 and 2018 data from 78 c…
Does the apple fall far from the tree? A meta-analysis linking parental factors to children's intrinsic and extrinsic goals
Self-determination theory (Ryan & Deci, 2017) has highlighted the differential roles that intrinsic life goals (for personal growth, close relationships, community connections, and physical health) and extrinsic life goals (i.e., for wealth, image, and status) play in supporting well-being. Less is known about how orientations toward these two types of aspirations develop. It is likely that early environmental influences, namely one's parents, im…
Disentangling autonomy-supportive and psychologically controlling parenting
Self-determination theory's (SDT) dual process model claims that parental autonomy support relates positively to child well-being, while psychologically controlling parenting is linked positively to child ill-being. We tested these claims using a combination of one-stage and univariate meta-analytic structural equation modeling with moderation ( k = 238; n = 1,040, N = 126,423). In the univariate models, parental autonomy support was linked posit…
Sense of belonging in higher education students
Student sense of belonging is a current challenge to higher education providers, with consistently declining ratings in national surveys. For universities globally, this is a concern linked to student attrition, student satisfaction, and student success. Importantly, low sense of belonging is typically associated with non-traditional learners, and building strategies to solve this challenge is essential for institutions to build equitable learnin…
Cultivating inclusive public space with urban gardens
A promise of urban gardening (UG) is allowing individuals to shape and engage with the built environment, bringing people together in public space. Municipalities may promote UG in public space for a wide variety of reasons such as enabling integration, reducing crime, or promoting area attractivity. While there is a general sense that UG can contribute to inclusive public space in these efforts, previous research provides ambiguous findings. UG …
The big-fish-little-pond effect and overclaiming
Using the OECD's Programme for International Student Assessment (PISA) study, we investigate whether students’ relative ability in mathematics (in comparison to their school peers) is linked to their tendency to overclaim. Although the estimated effect size is modest (around 0.1 standard deviations) we find empirical support that being a big fish in a small pond is linked to overclaiming, with this robust to different analytic approaches and mode…
Needs and Well-Being Across Europe
In the quest to identify the key sources of subjective well-being, self-determination theory (SDT) has proposed that three basic psychological needs—autonomy, competence, and relatedness—are fundamental to well-being across cultures. To understand their influence on well-being, we analyzed data from European Social Survey on 27 European countries ( n = 48,550) using structural equation modeling with alignment invariance that allowed us to get com…
An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens
Behaving versus thinking positively
School socioeconomic status context and social adjustment in children
Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds ( N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covar…
The roles of social–emotional skills in students’ academic and life success
41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet level rather than at the domain level, we identified the key skills for different outcomes and found significant variation in facets' predictive utility even within the same domain; and (d) although the ol…
A meta-analysis of the dark side of the American dream
Mastery-approach goals
595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (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 but not negative achievement motives/beliefs; (b) most strongly predictive…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior 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 behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
School autonomy policies lead to increases in principal autonomy and job satisfaction
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 smal…
Multimedia Design for Learning
Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. W…
Ubiquitous emotional exhaustion in school principals
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests
Academic self-concept formation and peer-group contagion
How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative whe…
Relative age effects on academic achievement in the first ten years of formal schooling
The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results from the high-stake, Australia-wide National Assessment Program-Literacy and Numeracy tests in Years…
School belonging predicts whether an emerging adult will be not in education, employment, or training (Neet) after school
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior 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 behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Achievement, motivation, and educational choices
Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitu…
Socioeconomic inequality in access to high-status colleges
This paper considers the relationship between family background, academic achievement in high school and access to high-status postsecondary institutions in three developed countries (Australia, England and the United States). We begin by estimating the unconditional association between family background and access to a high status university, before examining how this relationship changes once academic achievement in high school is controlled. O…
An integrated model of academic self-concept development
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 sample of 3,370 German stude…
Teachers’ workplace well-being
The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions
To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in 3 Finnish longitudinal studies, each with a measurement point before and after a major transition (m…
A longitudinal person-centered perspective on youth social support
Past research suggests that perceived social support from parents, teachers, and peers are all positively associated with wellbeing during adolescence. However, little longitudinal research has examined the implications of distinctive combinations of social support for developing adolescents. To address this limitation, we measured multiple dimensions of social support, psychological ill-health, and wellbeing in a sample of 2034 Australian adoles…
Achievement, agency, gender, and socioeconomic background as predictors of postschool choices
In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural cont…
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education
Persistent inequalities in educational expectations across societies are a growing concern. Recent research has explored the extent to which inequalities in education are due to primary effects (i.e., achievement differentials) versus secondary effects (i.e., choice behaviors net of achievement). We explore educational expectations in order to consider whether variations in primary and secondary effects are associated with country variation in cu…
The development of compulsive internet use and mental health
Is compulsive Internet use (CIU) an antecedent to poor mental health, a consequence, or both? Study 1 used a longitudinal design to track the development of CIU and mental health in Grade 8 (N = 1030 males, 1038 females, Mage = 13.7), 9, 10, and 11. Study 2 extended Study 1 by examining the kinds of Internet behaviors most strongly associated with CIU within males and females. Structural equation modeling revealed that CIU predicted the developme…
Coping and buoyancy in the workplace
Contextual Positive Psychology
There has been a rapid growth in positive psychology, a research and intervention approach that focuses on promoting optimal functioning and well-being. Positive psychology interventions are now making their way into classrooms all over the world. However, positive psychology has been criticized for being decontextualized and coercive, and for putting an excessive emphasis on positive states, whilst failing to adequately consider negative experie…
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment
(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally representative sample of U.S. boys N = 2,213). The results suggest that (a) self-concept and intrinsic valu…
Disentangling autonomy-supportive and psychologically controlling parenting
Self-determination theory's (SDT) dual process model claims that parental autonomy support relates positively to child well-being, while psychologically controlling parenting is linked positively to child ill-being. We tested these claims using a combination of one-stage and univariate meta-analytic structural equation modeling with moderation ( k = 238; n = 1,040, N = 126,423). In the univariate models, parental autonomy support was linked posit…
Longitudinal associations between employees’ beliefs about the quality of the change management process, affective commitment to change and psychological empowerment
Organizational changes are costly ventures that too often fail to deliver the expected outcomes. Psychological empowerment and affective commitment to change are proposed as especially important in turbulent contexts characterized by multiple and ongoing changes requiring employees’ continuing contributions. In such a context, employees’ beliefs that the changes are necessary, legitimate and will be supported, are presumed to increase psychologic…
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves
The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative sample 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 victi…
Reconciliation through Truth
The roles of social–emotional skills in students’ academic and life success
41); (b) inclusion of multi-informant ratings substantially enhanced the ability of social-emotional skills in predicting outcome variables, with parent- and self-rated skills playing important, unique roles; (c) by modeling skills at the facet level rather than at the domain level, we identified the key skills for different outcomes and found significant variation in facets' predictive utility even within the same domain; and (d) although the ol…
Phase-adequate engagement at the post-school transition
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusse…
Mastery-approach goals
595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (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 but not negative achievement motives/beliefs; (b) most strongly predictive…
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth
I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways
Existing gap-year research indicates a number of benefits of a gap-year at the end of school and before university enrollment. Life span theory of control, however, suggests that direct goal investment, rather than delay, at developmental transitions is associated with more adaptive outcomes. Comparing these perspectives, the authors undertook 2 studies: 1 in Finland (N = 384, waves = 3) and 1 in Australia (N = 2,259, waves = 5) both with an init…
What effect did the global financial crisis have upon youth wellbeing? Evidence from four Australian cohorts
Recent research has suggested significant negative effects of the Global Financial Crisis (GFC) on mental health and wellbeing. In this article, the authors suggest that the developmental period of late adolescence may be at particular risk of economic downturns. Harmonizing 4 longitudinal cohorts of Australian youth (N = 38,017), we estimate the impact of the GFC on 1 general and 11 domain specific measures of wellbeing at age 19 and 22. Signifi…
If one goes up the other must come down
BackgroundThe Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis).AimsTo our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data.SampleWe use cohort sequential dat…
Speaking for the future
Specialist training in child clinical psychology
In the light of the recent paper by Paul Martin (1989) on specialist training in clinical psychology, this paper sets out to describe the two-year post-clinical master's paid specialist training that has developed in Victoria
A scent of cupressus
South Africa and the Common Purpose Rule in Crowd Murders
The elections in South Africa are only a start in that nation's task of purging itself of the inheritance of white minority rule. However successfully the democratic process endows organs of state with legitimacy in international forums, by and of itself the fact of black enfranchisement will not change black attitudes to a legal system which for decades willingly implicated itself in the systematic oppression of the non-white majority
The Prosecution Case
The defence received the final version of the indictment on 26 August 1985, about a month before the trial began.1 It was not a revealing document. The eight accused of murder and subversion were simply informed that they were at the least members of the crowd at Dlamini's home, that 'the mob, including the accused' was rowdy, stoned the house, set fire to it and Dlamini's car, and attacked the councillor, robbed him of his gun, stoned him, threw…
In the Shadow of Sharpeville
The authors take a scalpel to South Africa's system of criminal justice during the Apartheid era. They focus on the case of the Sharpeville Six to analyse how criminal justice was used to make convict
Reconciliation through Truth
Reconstructing Narrative
This article moves beyond simple issues of act structures and storytelling, laying the foundation for a ‘Creative Matrix’ through which to present a broader basis for understanding and creative development in the making of any work for the screen. The aims of the Matrix are to provide an understanding of how a screenwork ‘works’, in a creative sense; secondly, to provide a framework of creative questions that may be used in developing a screenwor…
Coping and buoyancy in the workplace
Longitudinal Approaches to Stages of Change Measurement
The transition from school to further education and work is one of immense change that impacts physical activity attitudes and engagement in adulthood. The Stages of Change (SOC) model, which resides under the transtheoretical framework, has been proposed as one way to measure and evaluate physical activity uptake and maintenance. The current research used a longitudinal design to test the critical postschool transition and explores the extent to…
Clergy Motivation and Occupational Well-being
Personality and Relationship Quality During the Transition From High School to Early Adulthood
The post–high school transition period is believed to be associated with considerable changes in social networks, yet longitudinal studies documenting these changes are scarce. To address this gap, the current research explored 3 relevant issues. First, changes in participants' relationship characteristics during the transition from high school were examined. Second, the roles of personality traits as antecedents of these changes were studied. Th…
Teachers’ workplace well-being
Phase-adequate engagement at the post-school transition
The transition from general education (e.g., high school) to vocational and tertiary education (e.g., college, vocational school) or to the labor market presents a number of developmental challenges. These challenges include making career choices and, more broadly, managing the transition. Coping with these challenges depends on the individual, their social network, and wider societal, cultural, and institutional conditions. This article discusse…
Achievement, agency, gender, and socioeconomic background as predictors of postschool choices
In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural cont…
Passion
The passion scale, based on the dualistic model of passion, measures 2 distinct types of passion: Harmonious and obsessive passions are predictive of adaptive and less adaptive outcomes, respectively. In a substantive-methodological synergy, we evaluate the construct validity (factor structure, reliability, convergent and discriminant validity) of Passion Scale responses (N = 3,571). The exploratory structural equation model fit to the data was s…
Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study
Considerable research has been devoted to examining the relations between self-esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self-esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (Mage = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self-esteem antecedent model (self-este…
Exploratory Structural Equation Modeling
Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), path analysis, and structural equation modeling (SEM) have long histories in clinical research. Although CFA has largely superseded EFA, CFAs of multidimensional constructs typically fail to meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors in support of discriminant validity. …
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion
While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management…
Psychological flexibility is not a single dimension
Integration of personality constructs
The Big-Fish-Little-Pond Effect in Mathematics
This substantive-methodological synergy demonstrates evolving multilevel latent-variable models for cross-cultural data. Using Trends in International Mathematics and Science Study (TIMSS) 2007 data for U.S. and Saudi Arabian eighth grade students, we evaluate the psychometric properties (measurement invariance, method effects, and gender differences) of math self-concept, positive affect, coursework aspirations, and achievement. Extending the st…
Self-Concept
Internal/External Frame of Reference Model
Beginning teachers' efficacy and emotional exhaustion
Psychology (86 works) · Social Psychology (60 works) · Developmental psychology (57 works) · Political science (23 works) · Social Psychology (23 works) · Mathematics education (22 works) · Clinical Psychology (21 works) · Medicine (21 works) · Structural equation modeling (21 works) · Sociology (20 works)