Dr Phillip Parker - Institute for Positive Psychology & Education (Faculty of Health Sciences)

Fully accredited supervisor - Can supervise as principal supervisor

Dr Philip Parker is currently an Australian Research Council DECRA funded research fellow at the Institute for Positive Psychology and Education (IPPE). Philipa??s research uses large longitudinal databases from the Australia, US, UK, Switzerland, Germany, and Finland where he focuses on career pathways, personality, and well-being issues related to youthsa?? transition from school to work or further education. Philip studied psychology at the SELF research centre at the University of Western Sydney where he received a first class honours degree and the Australian Psychological Society Science Prize for his thesis. He then completed his PhD at the University of Sydney on the role of motivational constructs and processes in the development of teacher burnout and subjective well-being. Philip has published in a number of international journals including the Child Development, Developmental Psychology, Journal of Educational Psychology, Learning and Instruction, Journal of Personality, and Teacher and Teacher Education. He also published a number of book chapters and peer-reviewed papers in international conferences proceedings and monographs. Philip was previously a Jacob's foundation funded post-doctoral research fellow in the PATHWAYS to Adulthood program. Philip is currently an Australian Research Council Discovery Early Career Research Award holder.

Contact

Phone :4667 (Strathfield)
Email :Philip.Parker@acu.edu.au
URIs : Staff Directory Profile

Research Interests

Developmental Psychology ; Educational Psychology ; Methodology and Statistics ;

Methods Expertise

Structural equation Modelling ; Multilevel modelling ;

Research Projects

Selected Publications

2014

Exploratory Structural Equation Modeling: An Integration of the best Features of Exploratory and Confirmatory Factor Analysis. , in Annual Review of Clinical Psychology

If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school. , in British Journal of Educational Psychology

Is self-esteem a cause or consequence of social support? A four year longitudinal study., in Child Development

Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. , in Educational Psychology

Self-efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates. , in Journal of Educational Psychology

Integration of Personality Constructs: The Role of Traits and Motivation in Willingness to Exert Effort in Academic and Social Life Domains. , in Journal of Personality

2013

Differential school contextual effects for math and English: Integrating the Big-Fish-Little-Pond Effect and the Internal/external Frame of Reference. , in Learning and Instruction

2012

Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multi-context study. , in Developmental Psychology

Phase-adequate engagement at the post-school transition. , in Developmental Psychology

Personality and relationship quality during the transition from high school to early adulthood. , in Journal of Personality