Professor Herbert Marsh - Institute for Positive Psychology & Education (Faculty of Health Sciences)
Fully accredited supervisor - Can supervise as principal supervisor
Professor Herb Marsh holds a joint appointment at the Institute for Positive Psychology and Education at the Australian Catholic University and at Emeritus Professor at Oxford University. He is an a??ISI highly cited researchera?? (http://isihighlycited.com/) with 842+ publications, 45,000+citations and an H-index = 120 in Google Scholar (Google Citations), co-edits the International Advances in Self Research monograph series, and has been recognised as the most productive educational psychologist in the world and the 11th most productive researcher across all disciplines of psychology.. He founded and Directs the SELF Research Centre that has 500+ members and satellite centres at leading Universities around the world, and co-edits the SELF monograph series. He coined the phrase substantive-methodological research synergy which underpins his research efforts. In addition to his methodological focus on structural equation models, factor analysis, and multilevel modelling, his major substantive interests include self-concept and motivational constructs; evaluations of teaching/educational effectiveness; developmental psychology; sports psychology; the peer review process; gender differences; peer support and anti-bullying interventions.
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self-concept and motivational constructs ; evaluations of teaching/educational effectiveness ; Educational Psychology ; Developmental Psychology ; sports psychology ; the peer review process ; peer support and anti-bullying interventions ; outdoor education ;
1 Marsh, H.W., Morin, A.J.S., Parker, P., & Kaur, G. (2014). Exploratory Structural Equation Modeling: An Integration of the best Features of Exploratory and Confirmatory Factor Analysis. Annual Review of Clinical Psychology, 10. Online pre-publication http://www.annualreviews.org/doi/abs/10.1146/annurev-clinpsy-032813-153700
2. Marsh, H. W., Ludtke, 0., Nagengast, B., Trautwein, U., Morin, A J.S., Abduljabbar, AS. & KOller, 0. (2012). Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-level Effects. Educational Psychologist, 47, 106-124.
3. Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701-732..
4. Marsh, H. W., Liidtke, 0., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthen, B., Nagengast, B. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764-802.
5. Marsh, H. W., & Hau, K-T. (2007). Applications oflatent-variable models in Educal Psych: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-171.
6. Marsh, H. W. & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Perspectives on Psychological Science, 1, 133-163.
7. Marsh, H. W., Trautwein, U., Liidtke, 0., KOller, 0. & Baumert, J. (2005) Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 297-416.
8 Marsh, H. W. & Hau, K. T. (2003). Big fish little pond effect on academic self-concept: A crosscultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 1-13.
9. Marsh, H. W., Balla, J, & McDonald, R P. (1988). Goodness of fit in confirmatory factor analysis.
Psychological Bulletin, 103, 391-410
10. Marsh, H. W. & Shavelson, R (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20 107-125.