Rebecca J Collie
Biographic Data
| ID | 219081 |
|---|---|
| NAME | Rebecca J Collie |
| GIVEN NAMES | Rebecca J |
| FAMILY NAME | Collie |
| SIGNATURE | COLLIE R J |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0001-9944-2703 |
| VERIFIED | Yes |
| TOTAL WORKS | 44 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 44 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Academic well-being profiles of pre-service teachers
Recent work has highlighted well-being as a critical factor in teachers’ career development and retention. However, there is limited empirical evidence on well-being before career entry and even less on potential academic well-being profiles. Using person-centered analyses, we identified six academic well-being profiles among 2867 Austrian pre-service teachers, including two adaptive, two mixed, and two maladaptive profiles. We also tested severa…
From crisis towards recovery
We provide a snapshot in time of teachers’ workplace well-being from the start of COVID-19 to six years later among 2489 Australian teachers from six independent samples. We examined contextual factors (relatedness with colleagues and students, time pressure, disruptive student behavior) and outcomes (emotional exhaustion, organizational commitment). Results showed that mean levels of these factors shifted over time. Additionally, although the jo…
School-level academic and cultural demands and resources
Challenge and threat appraisal of tests in high school
Teachers’ work motivation
We examined work motivation among 492 Australian teachers. Job resources (e.g., autonomy-supportive leadership) and job demands (e.g., autonomy-thwarting leadership) served as predictors of work motivation and, in turn, two outcomes (organizational commitment, emotional exhaustion). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation and amotivation) were examined. Job resources an…
Personal resources among pre-service teachers
The retention of pre-service teachers presents persistent and significant challenges for education and society alike. An emerging body of research suggests that the cultivation of personal resources may serve as a means to foster PSTs wellbeing, which is integral to fostering positive experiences within teacher education. We sought to examine this potential association in a sample of 664 Australian teachers by investigating the associations betwe…
Predictors and outcomes of teachers’ perceived social-emotional competence
Prior research on teachers' beliefs has largely focused on instructional skills, overlooking social-emotional dimensions. Addressing that gap, this study examined perceived social-emotional competence (PSEC), which reflects teachers' beliefs that they are effective in their social-emotional undertakings. The study examined predictors (autonomy-supportive and autonomy-thwarting leadership) and outcomes (subjective vitality, behavioral engagement, …
Autonomy support and students’ perceived social-emotional competence
In this study, we investigated perceived social-emotional competence (PSEC) among 373 Australian secondary school students in relation to parent ratings of social-emotional skills, and perceived teacher and parental autonomy support. Using bifactor exploratory structural equation modelling, we examined five dimensions of PSEC (perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness), ident…
Teachers’ workload, turnover intentions, and mental health
Teachers’ early uptake of genAI in teaching and learning
The role of personal best goal setting and teaching styles in homework behavior
The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent
Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occ…
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school
Academic buoyancy among female secondary school students
We investigated academic buoyancy—and its predictors and outcomes—among female students attending all-girls and coeducational schools. We examined data from 1,254 female students. Structural equation modeling revealed that students’ perceptions of three instructional climate factors (teacher-student relationships, useful content, engaging content) were positively associated with their learning strategies (elaboration, memorization, control) and a…
Teacher well-being and student achievement
Personal agency among students from low socio-economic backgrounds
Personal academic agency—the thoughts, actions, and emotions that impact individual functioning at school—is central for academic success. On average, students from low socio-economic status (low-SES) backgrounds report lower levels of personal academic agency than their more advantaged peers, but there are also many who achieve academic success. Identifying different personal academic agency profiles among students from low-SES backgrounds may a…
Teachers’ work motivation
This study examined work motivation among 502 Australian teachers. Perceptions of autonomy-supportive and autonomy-thwarting leadership practices were examined as predictors of work motivation and, in turn, four outcomes (extra-role behavior, turnover intentions, positive affect, negative affect). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation, amotivation) were examined. Auto…
Autonomy-pressure profiles among teachers
Teacher well-being and sense of relatedness with students
We examined teacher well-being (subjective vitality, behavioral engagement, and professional growth) at three timepoints across a school term, along with teachers’ sense of relatedness with students. Univariate latent growth curve modeling demonstrated significant declines in the well-being factors across the school term. Bivariate latent growth curve modeling demonstrated that higher initial levels of relatedness with students predicted steeper …
Teacher wellbeing in rural, regional, and metropolitan schools
Teachers’ work conditions impact their wellbeing. However, it is currently not well-known what role school location plays in these associations. The current study used a multigroup structural equation model to identify similarities and differences in the associations between job demands/resources, self-efficacy, and teacher wellbeing in rural, regional, and metropolitan locations in Australia. Workload and student behavior stress (negatively) and…
Teacher well-being and turnover intentions
BackgroundIdentifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work.AimsThis study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being …
Intrapersonal and interpersonal psychosocial adjustment resources and achievement
Academic buoyancy in high school
Growth goal setting in high school
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes
The online version contains supplementary material available at 10.1007/s11218-022-09691-w
Teachers’ perceived autonomy support and adaptability
Teachers' motivational approach
Teacher, classroom, and student growth orientation in mathematics
Teacher wellbeing in rural, regional, and metropolitan schools
Teachers’ work conditions impact their wellbeing. However, it is currently not well-known what role school location plays in these associations. The current study used a multigroup structural equation model to identify similarities and differences in the associations between job demands/resources, self-efficacy, and teacher wellbeing in rural, regional, and metropolitan locations in Australia. Workload and student behavior stress (negatively) and…
Teacher well-being and sense of relatedness with students
We examined teacher well-being (subjective vitality, behavioral engagement, and professional growth) at three timepoints across a school term, along with teachers’ sense of relatedness with students. Univariate latent growth curve modeling demonstrated significant declines in the well-being factors across the school term. Bivariate latent growth curve modeling demonstrated that higher initial levels of relatedness with students predicted steeper …
Academic buoyancy, student's achievement, and the linking role of control
BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Aust…
Autonomy-pressure profiles among teachers
Teacher and school stress profiles
Adaptive and maladaptive work-related motivation among teachers
Teachers’ early uptake of genAI in teaching and learning
Teachers’ work motivation
This study examined work motivation among 502 Australian teachers. Perceptions of autonomy-supportive and autonomy-thwarting leadership practices were examined as predictors of work motivation and, in turn, four outcomes (extra-role behavior, turnover intentions, positive affect, negative affect). A global factor of self-determined motivation and four specific factors (identified, introjected, external regulation, amotivation) were examined. Auto…
Teacher well-being and turnover intentions
BackgroundIdentifying factors implicated in teachers' well-being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work.AimsThis study examined the role of three job resources (autonomy-supportive leadership, relatedness with colleagues and students) and three job demands (autonomy-thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well-being …
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes
The online version contains supplementary material available at 10.1007/s11218-022-09691-w
Understanding Girls’ Disengagement
Autonomy support and students’ perceived social-emotional competence
In this study, we investigated perceived social-emotional competence (PSEC) among 373 Australian secondary school students in relation to parent ratings of social-emotional skills, and perceived teacher and parental autonomy support. Using bifactor exploratory structural equation modelling, we examined five dimensions of PSEC (perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness), ident…
Teacher well-being and student achievement
Personal agency among students from low socio-economic backgrounds
Personal academic agency—the thoughts, actions, and emotions that impact individual functioning at school—is central for academic success. On average, students from low socio-economic status (low-SES) backgrounds report lower levels of personal academic agency than their more advantaged peers, but there are also many who achieve academic success. Identifying different personal academic agency profiles among students from low-SES backgrounds may a…
Adaptability among science teachers in schools
School climate and social–emotional learning
The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. …
Locating Social and Emotional Learning in Schooled Environments
This article contributes to the emerging literature on social and emotional learning (SEL) from a Vygotskian perspective. A critical perspective on SEL in the context of schooling in the United States situates current interest in SEL programs. Vygotsky's foundational work from the 1920s and 1930s is used to clarify learning as unified, and the concept of feeling is elaborated with literature relevant to learning in school environments and across …
Teacher Well-Being
This study examined the psychometric properties of the Teacher Well-Being Scale, which assesses three factors of teachers’ work-related well-being: workload, organizational, and student interaction well-being. With a sample of Canadian teachers, results confirmed the reliability, approximate normality, and factor structure of the scale; provided support for a higher order factor of teacher well-being; showed the instrument functioned similarly ac…
Academic buoyancy, student's achievement, and the linking role of control
BACKGROUND: Previous research has indicated that although academic buoyancy and student's achievement are associated, the relationship is relatively modest. AIMS: We sought to determine whether another construct might link academic buoyancy and student's achievement. Based on prior theoretical and empirical work, we examined a sense of control as one possible linking mechanism. SAMPLE: The study analysed data from 2,971 students attending 21 Aust…
Teachers’ psychological functioning in the workplace
The purpose of the current study was to provide a greater depth of knowledge about teachers’ psychological functioning at work—including the contextual, basic psychological need satisfaction and personal factors relevant to this. We examined the extent to which perceived autonomy support predicts basic psychological need satisfaction and, in turn, whether need satisfaction predicts teachers’ perceptions of well-being, motivation, job satisfaction…
Personal best ( PB ) goal structure, individual PB goals, engagement, and achievement
BACKGROUND: Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. AIMS: This study extends this work to a multicultural context, assessing perceived PB goal structure in school and individual PB goals among Chinese- and English-speaking background Australian high school students atte…
Teachers' sense of adaptability
Adaptive and maladaptive work-related motivation among teachers
Teachers’ perceived autonomy support and adaptability
Teacher–student relationships and students’ engagement in high school
Teacher–student relationships are an important part of students’ interpersonal context at school that impacts their academic development. This study extended prior research into teacher–student relationships by exploring the relative balance of negative and positive teacher–student relationships in high school students’ academic lives (in each of English, mathematics, science, history, and geography subjects). Also examined was the role of this r…
Teachers' motivational approach
Understanding Girls’ Disengagement
Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes
We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support and time pressure) predict these personal resources and, …
Who might flourish and who might languish? Adolescent social and mental health profiles and their online experiences and behaviors
Extant research has identified associations between social media and internet use on the social and mental wellbeing of adolescents. While associations are clear, less apparent is why some adolescents respond and behave differently to the risks and benefits associated with social media use. Specifically, a paucity of work has examined how mental (i.e. anxiety and depression) and social (i.e. peer acceptance) factors work together to impact techno…
Teacher, classroom, and student growth orientation in mathematics
Adaptability among science teachers in schools
A future time perspective of secondary school students' academic engagement and disengagement
A multilevel examination of teachers’ occupational commitment
Intrapersonal and interpersonal psychosocial adjustment resources and achievement
Academic buoyancy in high school
Growth goal setting in high school
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes
The online version contains supplementary material available at 10.1007/s11218-022-09691-w
Teacher and school stress profiles
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school
Academic buoyancy among female secondary school students
We investigated academic buoyancy—and its predictors and outcomes—among female students attending all-girls and coeducational schools. We examined data from 1,254 female students. Structural equation modeling revealed that students’ perceptions of three instructional climate factors (teacher-student relationships, useful content, engaging content) were positively associated with their learning strategies (elaboration, memorization, control) and a…
Psychology (39 works) · Social Psychology (32 works) · Developmental psychology (26 works) · Motivation and Self-Concept in Sports (21 works) · Mathematics education (17 works) · Social Psychology (17 works) · Pedagogy (14 works) · Academic achievement (12 works) · Autonomy (11 works) · Structural equation modeling (11 works)