Gregory Arief D Liem
Biographic Data
| ID | 237859 |
|---|---|
| NAME | Gregory Arief D Liem |
| GIVEN NAMES | Gregory Arief D |
| FAMILY NAME | Liem |
| SIGNATURE | LIEM G A D |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-2523-5095 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 105 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Toward an Interpersonal Theory of Academic Motivation: Rethinking Student Agency Through an Interdependent-Self Lens
Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Science epistemological beliefs, motivation, and performance: Further evidence from the UK, Singapore, Hong Kong, and Mainland China
Perceived parental expectations and their role in academic and psychosocial functioning
Parental and teacher expectations for students’ academic performance, expressed as confidence in students’ academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived pare…
Introduction to the special section on parenting across cultures: Bridging commonalities and specificities in parental control and warmth
This article provides an overview of the articles in the special section on Parenting Across Cultures: Bridging Commonalities and Specificities in Parental Control and Warmth . To advance developmental science, we recommend using the cultural commonality and specificity framework in examining how the forms and functions of parenting behaviors might manifest similarly or differently across cultural context. This special section begins with a conce…
School-level academic and cultural demands and resources: Their role in immigrant students’ motivation and achievement
Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities
BackgroundCompared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).AimsThis study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals se…
Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis
Participation in school-based co-curricular activities and developmental outcomes: A self-determination theory perspective
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study
BACKGROUND: There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. AIMS: This study sought to investigate achi…
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit
Motivational processes that support arts participation: An examination of goal orientations and aspirations
Profiles of Antisocial Behavior in School-Based and At-Risk Adolescents in Singapore: A Latent Class Analysis
Asian Education Miracles: In Search of Sociocultural and Psychological Explanations
Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning
BackgroundStudents' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings.AimsGuided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social…
Regulatory Focus as an Explanatory Variable for Cross-Cultural Differences in Achievement-Related Behavior
The main claim of the present study is that regulatory focus (i.e., promotion vs. prevention orientations) is an important explanatory variable of cross-cultural differences in actual and self-reported achievement-related behaviors and preferences, which include a component of autonomy. It adds explained variance in behavior above and beyond that of individualism/collectivism (I/C), and mediates the relations between I/C and behavior. Three studi…
Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation
Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationship…
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Building on prior measurement work demonstrating the psychometric properties of an adaptability construct, the present study investigates dispositional predictors (personality, implicit theories) of adaptability, and the role of adaptability in predicting academic (motivation, engagement, disengagement) and non-academi…
Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time
In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty
Adaptability is proposed as individuals’ capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggeste…
Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high‐school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self‐concept positively predicted attitudes toward school; (b) attitudes toward school positivel…
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields
The Motivation and Engagement Wheel is a multidimensional conceptual framework that represents salient cognitive and behavioural dimensions relevant to motivation and engagement. The Wheel and its accompanying assessment tool—the Motivation and Engagement Scale (MES)—comprise eleven first‐order factors (under four higher‐order factors): self‐efficacy, valuing, and mastery orientation (adaptive cognition); planning, task management, and persistenc…
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation
Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationship…
Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement
Background. The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. Aims. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance a…
Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation
Background The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.Ai…
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time
In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university
Regulatory Focus as an Explanatory Variable for Cross-Cultural Differences in Achievement-Related Behavior
The main claim of the present study is that regulatory focus (i.e., promotion vs. prevention orientations) is an important explanatory variable of cross-cultural differences in actual and self-reported achievement-related behaviors and preferences, which include a component of autonomy. It adds explained variance in behavior above and beyond that of individualism/collectivism (I/C), and mediates the relations between I/C and behavior. Three studi…
Content and Structure of Values in Middle Adolescence: Evidence From Singapore, the Philippines, Indonesia, and Australia
Schwartz's theory of the content and structure of human values has been validated mostly with adult (teacher and university student) samples. The present study examines the content and structure of values of middle adolescents in Singapore, the Philippines, Indonesia, and Australia. The 40-item version of the Portrait Values Questionnaire was administered to 230 adolescents in each country (total N = 920; boys and girls were equal) and smallest s…
Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities
BackgroundCompared to the role of classmates on students' academic development, less research has focused on the role of peers in students' motivation and developmental outcomes in school-organized Co-Curricular Activities (CCAs).AimsThis study examined how perceived acceptance from CCA peers early in the school year (T1) is associated with changes in CCA outcomes at the end of the school year (T2), with T1 and T2 mastery and performance goals se…
Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning
BackgroundStudents' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings.AimsGuided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social…
Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment
Preliminary Evidence for Validity of the Bahasa Indonesian Version of Study Process Questionnaire
This study provides preliminary evidence for the validity of the Bahasa Indonesian version of the Study Process Questionnaire (BI-SPQ) from a sample of 147 psychology students (22 men and 125 women; M age = 21.8 yr., SD = 1.3). The internal consistency alpha of the BI-SPQ subscales were found to range from .46 (Surface Strategy) to .77 (Deep Strategy), with a median of .67. Principal component analysis indicated a two-factor solution, where the D…
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation
Background The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved.Ai…
Multilevel Motivation and Engagement: Assessing Construct Validity Across Students and Schools
Statistical biases associated with single-level analyses underscore the importance of partitioning variance/covariance matrices into individual and group levels. From a multilevel perspective based on data from 21,579 students in 58 high schools, the present study assesses the multilevel factor structure of motivation and engagement with a particular focus on a recently developed instrument (the Motivation and Engagement Scale—High School; MES-HS…
The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields
The Motivation and Engagement Wheel is a multidimensional conceptual framework that represents salient cognitive and behavioural dimensions relevant to motivation and engagement. The Wheel and its accompanying assessment tool—the Motivation and Engagement Scale (MES)—comprise eleven first‐order factors (under four higher‐order factors): self‐efficacy, valuing, and mastery orientation (adaptive cognition); planning, task management, and persistenc…
Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement
Background. The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. Aims. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance a…
Content and Structure of Values in Middle Adolescence: Evidence From Singapore, the Philippines, Indonesia, and Australia
Schwartz's theory of the content and structure of human values has been validated mostly with adult (teacher and university student) samples. The present study examines the content and structure of values of middle adolescents in Singapore, the Philippines, Indonesia, and Australia. The 40-item version of the Portrait Values Questionnaire was administered to 230 adolescents in each country (total N = 920; boys and girls were equal) and smallest s…
Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty
Adaptability is proposed as individuals’ capacity to constructively regulate psycho-behavioral functions in response to new, changing, and/or uncertain circumstances, conditions and situations. The present investigation explored the internal and external validity of an hypothesised adaptability scale. The sample comprised 2,731 high school students. In terms of internal validity, exploratory and confirmatory factor analysis (EFA and CFA) suggeste…
Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high‐school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self‐concept positively predicted attitudes toward school; (b) attitudes toward school positivel…
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Building on prior measurement work demonstrating the psychometric properties of an adaptability construct, the present study investigates dispositional predictors (personality, implicit theories) of adaptability, and the role of adaptability in predicting academic (motivation, engagement, disengagement) and non-academi…
Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time
In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the lower-ability stream had higher ESCs and MSCs. Consistent with the local-dominance effect, the effect o…
Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation
Boarding school has been a feature of education systems for centuries. Minimal large-scale quantitative data have been collected to examine its association with important educational and other outcomes. The present study represents one of the largest studies into boarding school conducted to date. It investigates boarding school and students’ motivation, engagement, and psychological well-being (e.g., life satisfaction, interpersonal relationship…
Regulatory Focus as an Explanatory Variable for Cross-Cultural Differences in Achievement-Related Behavior
The main claim of the present study is that regulatory focus (i.e., promotion vs. prevention orientations) is an important explanatory variable of cross-cultural differences in actual and self-reported achievement-related behaviors and preferences, which include a component of autonomy. It adds explained variance in behavior above and beyond that of individualism/collectivism (I/C), and mediates the relations between I/C and behavior. Three studi…
Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning
BackgroundStudents' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings.AimsGuided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social…
Asian Education Miracles: In Search of Sociocultural and Psychological Explanations
Profiles of Antisocial Behavior in School-Based and At-Risk Adolescents in Singapore: A Latent Class Analysis
Motivational processes that support arts participation: An examination of goal orientations and aspirations
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions
Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit
Participation in school-based co-curricular activities and developmental outcomes: A self-determination theory perspective
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study
BACKGROUND: There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. AIMS: This study sought to investigate achi…
Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis
Psychology (29 works) · Social Psychology (20 works) · Developmental psychology (18 works) · Academic achievement (13 works) · Education, Achievement, and Giftedness (12 works) · Mathematics education (10 works) · Motivation and Self-Concept in Sports (9 works) · Social Psychology (7 works) · Structural equation modeling (7 works) · Youth Development and Social Support (6 works)