Rebecca J. Collie
Rebecca J. Collie
Scientia Associate Professor of 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
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
COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy
RJ Collie
Aera Open, 2021
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
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
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
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’ 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
Adaptability: An important capacity for effective teachers
RJ Collie, AJ Martin
Educational Practice and Theory 38 (1), 27-39, 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
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
Adaptability, engagement and academic achievement at university
RJ Collie, AJ Holliman, AJ Martin
Educational Psychology 37 (5), 632-647, 2017
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
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
Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective
EC Burns, AJ Martin, RJ Collie
Contemporary Educational Psychology 53, 57-72, 2018
Understanding teacher wellbeing through job demands-resources theory
H Granziera, R Collie, A Martin
Cultivating teacher resilience, 229-244, 2021
Students’ growth mindsets, goals, and academic outcomes in mathematics
KCP Bostwick, RJ Collie, AJ Martin, TL Durksen
Zeitschrift für Psychologie, 2017
The development of social and emotional competence at school: An integrated model
RJ Collie
International Journal of Behavioral Development 44 (1), 76-87, 2020
Adaptability, engagement, and degree completion: a longitudinal investigation of university students
AJ Holliman, AJ Martin, RJ Collie
Educational Psychology 38 (6), 785-799, 2018
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