Philip D Parker

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Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityGeverifieerd e-mailadres voor acu.edu.au
Jiesi GuoPhD, Australian Catholics UniversityGeverifieerd e-mailadres voor acu.edu.au
Theresa DickeInstitute for Positive Psuchology and Education, Australian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Chris LonsdaleOffice of the Provost & Inst for Positive Psychology and Education, Australian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Joseph CiarrochiProfessor, Institute of Positive Psychology and Education, Australian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Alexandre J.S. MorinDepartement of Psychology, Concordia UniversityGeverifieerd e-mailadres voor concordia.ca
Baljinder K. SahdraAssociate Professor, Institute for Positive Psychology and Education, ACUGeverifieerd e-mailadres voor acu.edu.au
Taren SandersInstitute for Positive Psychology and Education, Australian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Michael NoetelUniversity of QueenslandGeverifieerd e-mailadres voor uq.edu.au
Borja del Pozo Cruz (ORCID 0000-00...Universidad Europea de MadridGeverifieerd e-mailadres voor universidadeuropea.es
Rhonda G. CravenAustralian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Richard M RyanInstitute for Positive Psychology & Education, Australian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichGeverifieerd e-mailadres voor essex.ac.uk
John JerrimInstitute of EducationGeverifieerd e-mailadres voor ioe.ac.uk
Andrew J MartinUniversity of New South Wales (UNSW)Geverifieerd e-mailadres voor unsw.edu.au
Marjorie SeatonAustralian Catholic UniversityGeverifieerd e-mailadres voor acu.edu.au
Professor Thomas Astell-BurtProfessor of Cities and Planetary Health, ARC Future Fellow, PowerLab Co-DirectorGeverifieerd e-mailadres voor sydney.edu.au
Oliver LüdtkeIPN - Leibniz Institute for Science and Mathematics EducationGeverifieerd e-mailadres voor ipn.uni-kiel.de
Katariina Salmela-AroUniversity of HelsinkiGeverifieerd e-mailadres voor helsinki.fi
Brooke Van ZandenFederation University AustraliaGeverifieerd e-mailadres voor federation.edu.au

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Philip D Parker

Institute of Positive Psychology and Education - Australian Catholic University

Geverifieerd e-mailadres voor acu.edu.au

Developmental Psychology Longitudinal Analysis Educational Psychology


Titel Sorteren op citaties Sorteren op jaar Sorteren op titel	Geciteerd door Geciteerd door	Jaar
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	1960	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	828	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	763	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	678	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	584	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	544	2013
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	530	2019
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	530	2012
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	497	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	426	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	399	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	398	2020
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	370	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	342	2009
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	341	2014
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	340	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	333	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	306	2018
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	300	2015
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	296	2018

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