Rebecca J. Collie
Rebecca J. Collie
Senior Lecturer in Educational Psychology, University of New South Wales
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Cited by
Cited by
School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.
RJ Collie, JD Shapka, NE Perry
Journal of educational psychology 104 (4), 1189, 2012
Predicting teacher commitment: The impact of school climate and social–emotional learning
RJ Collie, JD Shapka, NE Perry
Psychology in the Schools 48 (10), 1034-1048, 2011
Locating social and emotional learning in schooled environments: A Vygotskian perspective on learning as unified
JA Vadeboncoeur, RJ Collie
Mind, Culture, and Activity 20 (3), 201-225, 2013
Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction
RJ Collie, JD Shapka, NE Perry, AJ Martin
Learning and Instruction 39, 148-157, 2015
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics.
RJ Collie, JD Shapka, NE Perry, AJ Martin
Journal of Educational Psychology 108 (6), 788, 2016
Students' interpersonal relationships, personal best (PB) goals, and academic engagement
RJ Collie, AJ Martin, B Papworth, P Ginns
Learning and Individual Differences 45, 65-76, 2016
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters
AJ Martin, B Papworth, P Ginns, LE Malmberg, RJ Collie, RA Calvo
Learning and Individual Differences 38, 26-35, 2015
Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students
RJ Collie, AJ Martin, LE Malmberg, J Hall, P Ginns
British Journal of Educational Psychology 85 (1), 113-130, 2015
Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework
AJ Martin, K Yu, B Papworth, P Ginns, RJ Collie
Journal of Psychoeducational Assessment 33 (2), 103-114, 2015
The role of adaptability in promoting control and reducing failure dynamics: A mediation model
AJ Martin, H Nejad, S Colmar, GAD Liem, RJ Collie
Learning and Individual Differences 38, 36-43, 2015
The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students
AL Tarbetsky, RJ Collie, AJ Martin
Contemporary Educational Psychology 47, 61-71, 2016
Students’ growth mindsets, goals, and academic outcomes in mathematics
KCP Bostwick, RJ Collie, AJ Martin, TL Durksen
Zeitschrift für Psychologie, 2017
Teacher well-being: Exploring its components and a practice-oriented scale
RJ Collie, JD Shapka, NE Perry, AJ Martin
Journal of Psychoeducational Assessment 33 (8), 744-756, 2015
Adaptability: An important capacity for effective teachers
RJ Collie, AJ Martin
Educational Practice and Theory 38 (1), 27-39, 2016
Adaptability, engagement and academic achievement at university
RJ Collie, AJ Holliman, AJ Martin
Educational Psychology 37 (5), 632-647, 2017
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement
RJ Collie, AJ Martin
Learning and Individual Differences 55, 29-39, 2017
Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of C hinese‐and E nglish‐speaking background students in A ustralian schools
AJ Martin, RJ Collie, MMC Mok, DM McInerney
British Journal of Educational Psychology 86 (1), 75-91, 2016
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
AJ Martin, RJ Collie
Journal of Educational Psychology 111 (5), 861, 2019
ADHD, personal and interpersonal agency, and achievement: Exploring links from a social cognitive theory perspective
AJ Martin, EC Burns, RJ Collie
Contemporary Educational Psychology 50, 13-22, 2017
Multidimensional motivation and engagement for writing: Construct validation with a sample of boys
RJ Collie, AJ Martin, JS Curwood
Educational Psychology 36 (4), 771-791, 2016
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