Philip D Parker
Philip D Parker
Institute of Positive Psychology and Education - Australian Catholic University
Verifisert e-postadresse på acu.edu.au
Sitert av
Sitert av
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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Artikler 1–20