Philip D Parker
Biographic Data
| ID | 135404 |
|---|---|
| NAME | Philip D Parker |
| GIVEN NAMES | Philip D |
| FAMILY NAME | Parker |
| SIGNATURE | PARKER P D |
| AFFILIATIONS | Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Investigating the effects of class average achievement: Attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept
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…
Needs and Well-Being Across Europe: Basic Psychological Needs Are Closely Connected With Well-Being, Meaning, and Symptoms of Depression in 27 European Countries
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…
A meta-analysis of the dark side of the American dream: Evidence for the universal wellness costs of prioritizing extrinsic over intrinsic goals
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
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…
Changes in Young Europeans’ Values During the Global Financial Crisis
We investigate the impact of the global financial crisis (GFC) on the personal values of youth and young adults (age 16–35 years) from 16 European countries. Using time series cross-sectional data from seven waves (2002–2014) of the European Social Survey, we examined (1) whether the GFC led to value shifts between cohorts of young people and (2) whether welfare state provision moderate the expected value shifts. Multilevel analyses showed that, …
Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects
Cognitive Defusion Predicts More Approach and Less Avoidance Coping With Stress, Independent of Threat and Self‐Efficacy Appraisals
OBJECTIVE: Recent evidence suggests that the way in which individuals relate to their aversive thoughts predicts behavioral effectiveness more than the content of such thoughts. This article is among the first to explore whether this is true for coping with stressful events. METHOD: Three studies with emerging adults (Study 1, N = 202) and adults (Study 2, N = 201; Study 3, N = 141) tested whether changes in how individuals relate to their stress…
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses
Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth
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…
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification
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…
Private Schooling, Educational Transitions, and Early Labour Market Outcomes: Evidence from Three Anglophone Countries
This article considers the extent to which private-state school differences in post-secondary outcomes can be explained by family background, secondary school achievement, or neither of the above. We find that privately educated children’s more advantaged family backgrounds and higher levels of school achievement are the main reasons why this group is more likely to enter university and work in professional jobs. However, even after accounting fo…
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study
(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…
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school
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…
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry
Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choic…
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
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…
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…
Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification
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…
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study
(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…
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…
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
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
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school
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…
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry
Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choic…
A meta-analysis of the dark side of the American dream: Evidence for the universal wellness costs of prioritizing extrinsic over intrinsic goals
Private Schooling, Educational Transitions, and Early Labour Market Outcomes: Evidence from Three Anglophone Countries
This article considers the extent to which private-state school differences in post-secondary outcomes can be explained by family background, secondary school achievement, or neither of the above. We find that privately educated children’s more advantaged family backgrounds and higher levels of school achievement are the main reasons why this group is more likely to enter university and work in professional jobs. However, even after accounting fo…
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…
Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses
Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
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…
Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement
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…
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
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…
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment: A Longitudinal Study
(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…
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school
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…
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry
Effective intervention into educational inequalities is dependent on having an accurate understanding of the factors which predict it. Research on the educational attainment gap between Indigenous and non-Indigenous youth in Australia has typically focused on closing the academic achievement gap in the hope that this will resolve the issue. However, recent research is beginning to find that Indigenous youth also have significantly different choic…
Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses
Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth
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…
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification
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…
Private Schooling, Educational Transitions, and Early Labour Market Outcomes: Evidence from Three Anglophone Countries
This article considers the extent to which private-state school differences in post-secondary outcomes can be explained by family background, secondary school achievement, or neither of the above. We find that privately educated children’s more advantaged family backgrounds and higher levels of school achievement are the main reasons why this group is more likely to enter university and work in professional jobs. However, even after accounting fo…
Cognitive Defusion Predicts More Approach and Less Avoidance Coping With Stress, Independent of Threat and Self‐Efficacy Appraisals
OBJECTIVE: Recent evidence suggests that the way in which individuals relate to their aversive thoughts predicts behavioral effectiveness more than the content of such thoughts. This article is among the first to explore whether this is true for coping with stressful events. METHOD: Three studies with emerging adults (Study 1, N = 202) and adults (Study 2, N = 201; Study 3, N = 141) tested whether changes in how individuals relate to their stress…
Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects
Changes in Young Europeans’ Values During the Global Financial Crisis
We investigate the impact of the global financial crisis (GFC) on the personal values of youth and young adults (age 16–35 years) from 16 European countries. Using time series cross-sectional data from seven waves (2002–2014) of the European Social Survey, we examined (1) whether the GFC led to value shifts between cohorts of young people and (2) whether welfare state provision moderate the expected value shifts. Multilevel analyses showed that, …
Needs and Well-Being Across Europe: Basic Psychological Needs Are Closely Connected With Well-Being, Meaning, and Symptoms of Depression in 27 European Countries
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…
A meta-analysis of the dark side of the American dream: Evidence for the universal wellness costs of prioritizing extrinsic over intrinsic goals
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
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…
Investigating the effects of class average achievement: Attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept
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…
Psychology (18 works) · Social Psychology (14 works) · Developmental psychology (13 works) · Academic achievement (8 works) · Economics (6 works) · Political science (6 works) · School Choice and Performance (6 works) · Social Psychology (6 works) · Sociology (6 works) · Demographic economics (5 works)