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Psychology

D-Index
82
Citations
64210
World Ranking
1292
National Ranking
55

Overview

John Hattie is affiliated with the University of Melbourne in Australia. Their research primarily spans the fields of social sciences and psychology, with significant contributions to the subfields of education, social psychology, developmental and educational psychology, experimental and cognitive psychology, and clinical psychology.

The main topics addressed in their work include student assessment and feedback, teacher education and leadership studies, reflective practices in education, parental involvement in education, evaluation of teaching practices, motivation and self-concept in sports, and education, achievement, and giftedness.

Frequent coauthors collaborating with John Hattie include Nancy Frey, John Almarode, Douglas Fisher, and Annemaree Carroll.

Their recent papers include the following:

  • The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research, 2020, Frontiers in Psychology
  • Theories of motivation: Integration and ways forward, 2020, Contemporary Educational Psychology
  • Adolescents' longitudinal trajectories of mental health and loneliness: The impact of COVID-19 school closures, 2022, Journal of Adolescence
  • Revisiting "The Power of Feedback" from the perspective of the learner, 2022, Learning and Instruction
  • Teachers activating learners: The effects of a student-centred feedback approach on writing achievement, 2021, Teaching and Teacher Education

John Hattie has published books with multiple publishers. Notably, Corwin eBooks has released several of their works, including:

  • The Distance Learning Playbook for College and University Instruction: Teaching for Engagement and Impact in Any Setting, 2021
  • Developing Teaching Expertise: A Guide to Adaptive Professional Learning Design, 2022
  • Building to Impact: The 5D Implementation Playbook for Educators, 2022
  • The Distance Learning Playbook for School Leaders: Leading for Engagement and Impact in Any Setting, 2021
  • The Distance Learning Playbook for Parents: How to Support Your Child's Academic, Social, and Emotional Development in Any Setting, 2021

Other book publications include Developing Curriculum for Deep Thinking published in 2025 by Springer Nature (Netherlands), and The Purposes of Education: a Conversation between John Hattie and Steen Nepper Larsen published in 2020 by King's College London.

John Hattie's work has been published frequently in journals such as Frontiers in Education, Frontiers in Psychology, Contemporary Educational Psychology, Educational Psychology Review, and the Journal of MultiDisciplinary Evaluation.

Best Publications

  • The Power of Feedback

    John Hattie;Helen Timperley

  • Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

    John A. C. Hattie

  • Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis

    John Hattie;John Biggs;Nola Purdie

  • Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference

    John Hattie;H. W. Marsh;James T. Neill;Garry E. Richards

  • Visible Learning for Teachers: Maximizing Impact on Learning

    John Hattie

  • The Relationship Between Research and Teaching: A Meta-Analysis

    John Hattie;Herb Marsh

  • Methodology review: Assessing unidimensionality of tests and items

    John A. Hattie

  • Syntheses of educational productivity research

    Barry J. Fraser;Herbert J. Walberg;Wayne W. Welch;John A. Hattie

  • What Schools Need to Know About Fostering School Belonging: a Meta-analysis

    Kelly Allen;Margaret L. Kern;Dianne Vella-Brodrick;John Hattie

  • The Relationship Between Self and Achievement/Performance Measures

    B. C. Hansford;John A. Hattie

  • The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research.

    Benedikt Wisniewski;Klaus Zierer;John Hattie

  • The Relation between Research Productivity and Teaching Effectiveness: Complementary, Antagonistic, or Independent Constructs?

    Herbert W. Marsh;John Hattie

  • Theoretical perspectives on the structure of self-concept.

    Herbert W. Marsh;John Hattie

  • Expecting the best for students: Teacher expectations and academic outcomes

    Christine Rubie-Davies;John Hattie;Richard Hamilton

  • Visible Learning and the Science of How We Learn

    John Hattie;Gregory C. R. Yates

  • The applicability of Visible Learning to higher education.

    John Hattie

  • Learning strategies: a synthesis and conceptual model

    John A C Hattie;Gregory M Donoghue

  • A Factor Structure of Wellness: Theory, Assessment, Analysis, and Practice

    John A. Hattie;Jane E. Myers;Thomas J. Sweeney

  • The relationship between marital characteristics, marital interaction processes, and marital satisfaction

    Jane R. Rosen-Grandon;Jane E. Myers;John A. Hattie

  • International Guide to Student Achievement

    John Hattie;Eric M. Anderman

  • Student conceptions of learning and their use of self-regulated learning strategies : a cross-cultural comparison.

    Nola Purdie;John Hattie;Graham Douglas

  • The Relation Between Research Productivity and Teaching Effectiveness

    Herbert W. Marsh;John Hattie

Frequent Co-Authors

Annemaree Carroll
Annemaree Carroll University of Queensland
Stephen Houghton
Stephen Houghton University of Western Australia
Kevin Durkin
Kevin Durkin University of Strathclyde
David Watkins
David Watkins University of Melbourne
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Eric M. Anderman
Eric M. Anderman The Ohio State University
Dianne Vella-Brodrick
Dianne Vella-Brodrick University of Melbourne
Christopher F. Sharpley
Christopher F. Sharpley University of New England
Damian Farrow
Damian Farrow Victoria University
Jane E. Myers
Jane E. Myers University of North Carolina at Greensboro

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