Rebecca J. Collie
Rebecca J. Collie
DECRA Fellow and Scientia Associate Professor of Educational Psychology, University of New South
Verified email at unsw.edu.au - Homepage
Title
Cited by
Cited by
Year
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
9162012
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
2332011
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
922013
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
812016
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
802015
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
662015
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
652016
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
642015
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
492017
Adaptability: An important capacity for effective teachers
RJ Collie, AJ Martin
Educational Practice and Theory 38 (1), 27-39, 2016
402016
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
402015
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
392016
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
382019
Students’ growth mindsets, goals, and academic outcomes in mathematics
KCP Bostwick, RJ Collie, AJ Martin, TL Durksen
Zeitschrift für Psychologie, 2017
382017
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
382015
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
372015
Adaptability, engagement and academic achievement at university
RJ Collie, AJ Holliman, AJ Martin
Educational Psychology 37 (5), 632-647, 2017
352017
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
292016
Thriving on challenge: Examining one teacher’s view on sources of support for motivation and well-being
NE Perry, C Brenner, RJ Collie, G Hofer
Exceptionality Education International 25 (1), 6-34, 2015
292015
Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment
RJ Collie, H Granziera, AJ Martin
Teaching and Teacher Education 74, 125-136, 2018
282018
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