Philip D Parker

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Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityVerificeret mail på acu.edu.au
Jiesi GuoPhD, Australian Catholics UniversityVerificeret mail på acu.edu.au
Theresa DickeInstitute for Positive Psuchology and Education, Australian Catholic UniversityVerificeret mail på acu.edu.au
Joseph CiarrochiProfessor, Institute of Positive Psychology and Education, Australian Catholic UniversityVerificeret mail på acu.edu.au
Chris LonsdaleOffice of the Provost & Inst for Positive Psychology and Education, Australian Catholic UniversityVerificeret mail på acu.edu.au
Alexandre J.S. MorinDepartement of Psychology, Concordia UniversityVerificeret mail på concordia.ca
Baljinder K. SahdraAssociate Professor, Institute for Positive Psychology and Education, ACUVerificeret mail på acu.edu.au
Taren SandersInstitute for Positive Psychology and Education, Australian Catholic UniversityVerificeret mail på acu.edu.au
Michael NoetelUniversity of QueenslandVerificeret mail på uq.edu.au
Borja del Pozo CruzUniversidad Europea de MadridVerificeret mail på universidadeuropea.es
Richard M RyanInstitute for Positive Psychology & Education, Australian Catholic UniversityVerificeret mail på acu.edu.au
Rhonda G. CravenAustralian Catholic UniversityVerificeret mail på acu.edu.au
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichVerificeret mail på essex.ac.uk
Andrew J MartinUniversity of New South Wales (UNSW)Verificeret mail på unsw.edu.au
John JerrimInstitute of EducationVerificeret mail på ioe.ac.uk
Marjorie SeatonAustralian Catholic UniversityVerificeret mail på acu.edu.au
Professor Thomas Astell-BurtProfessor of Cities and Planetary Health, ARC Future Fellow, PowerLab Co-DirectorVerificeret mail på sydney.edu.au
Brooke Van ZandenUniversity of Technology, SydneyVerificeret mail på uts.edu.au
Oliver LüdtkeIPN - Leibniz Institute for Science and Mathematics EducationVerificeret mail på ipn.uni-kiel.de
Katariina Salmela-AroUniversity of HelsinkiVerificeret mail på helsinki.fi

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Philip D Parker

Institute of Positive Psychology and Education - Australian Catholic University

Verificeret mail på acu.edu.au

Developmental Psychology Longitudinal Analysis Educational Psychology


Titel Sortér efter henvisninger Sortér efter årstal Sortér efter titel	Citeret af Citeret af	År
Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis HW Marsh, AJS Morin, PD Parker, G Kaur Annual review of clinical psychology 10 (1), 85-110, 2014	1875	2014
Self-determination theory applied to physical education: A systematic review and meta-analysis. D Vasconcellos, PD Parker, T Hilland, R Cinelli, KB Owen, N Kapsal, ... Journal of educational psychology 112 (7), 1444, 2020	737	2020
Domain-specific physical activity and mental health: a meta-analysis RL White, MJ Babic, PD Parker, DR Lubans, T Astell-Burt, C Lonsdale American journal of preventive medicine 52 (5), 653-666, 2017	722	2017
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. T Dicke, PD Parker, HW Marsh, M Kunter, A Schmeck, D Leutner Journal of educational psychology 106 (2), 569, 2014	637	2014
Emotion regulation strategies in daily life: Mindfulness, cognitive reappraisal and emotion suppression R Brockman, J Ciarrochi, P Parker, T Kashdan Cognitive behaviour therapy 46 (2), 91-113, 2017	537	2017
Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. HW Marsh, RJ Vallerand, MAK Lafrenière, P Parker, AJS Morin, ... Psychological assessment 25 (3), 796, 2013	532	2013
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout PD Parker, AJ Martin, S Colmar, GA Liem Teaching and teacher education 28 (4), 503-513, 2012	529	2012
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, AK Arens Journal of educational psychology 111 (2), 331, 2019	503	2019
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes PD Parker, HW Marsh, J Ciarrochi, S Marshall, AS Abduljabbar Noncognitive psychological processes and academic achievement, 39-58, 2017	487	2017
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. J Guo, PD Parker, HW Marsh, AJS Morin Developmental psychology 51 (8), 1163, 2015	420	2015
Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample SL Marshall, PD Parker, J Ciarrochi, B Sahdra, CJ Jackson, PCL Heaven Personality and individual differences 74, 116-121, 2015	388	2015
Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony HW Marsh, J Guo, T Dicke, PD Parker, RG Craven Multivariate behavioral research 55 (1), 102-119, 2020	356	2020
Is self‐esteem a cause or consequence of social support? A 4‐year longitudinal study SL Marshall, PD Parker, J Ciarrochi, PCL Heaven Child development 85 (3), 1275-1291, 2014	344	2014
Video improves learning in higher education: A systematic review M Noetel, S Griffith, O Delaney, T Sanders, P Parker, B del Pozo Cruz, ... Review of educational research 91 (2), 204-236, 2021	333	2021
Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement PD Parker, AJ Martin Teaching and Teacher Education 25 (1), 68-75, 2009	331	2009
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes WLQ Oga-Baldwin, Y Nakata, P Parker, RM Ryan Contemporary educational psychology 49, 140-150, 2017	325	2017
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge T Dicke, PD Parker, D Holzberger, O Kunina-Habenicht, M Kunter, ... Contemporary educational psychology 41, 62-72, 2015	321	2015
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study J Guo, HW Marsh, PD Parker, AJS Morin, AS Yeung Learning and individual differences 37, 161-168, 2015	294	2015
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. HW Marsh, J Guo, PD Parker, B Nagengast, T Asparouhov, B Muthén, ... Psychological Methods 23 (3), 524, 2018	293	2018
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. HW Marsh, R Pekrun, K Murayama, AK Arens, PD Parker, J Guo, T Dicke Developmental psychology 54 (2), 263, 2018	287	2018

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