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Psychology

D-Index
68
Citations
18928
World Ranking
2464
National Ranking
120

Overview

Philip D. Parker is affiliated with the Australian Catholic University in Australia. Their research spans the fields of Psychology and Social Sciences, with a particular focus on subfields such as Education, Social Psychology, Experimental and Cognitive Psychology, Clinical Psychology, and Developmental and Educational Psychology.

Their research topics cover a range of areas including Motivation and Self-Concept in Sports, Education, Achievement, and Giftedness, Physical Activity and Health, Obesity, Physical Activity, Diet, School Choice and Performance, Early Childhood Education and Development, and Behavioral Health and Interventions.

Frequent co-authors in their publications include Herbert W. Marsh, Theresa Dicke, Jiesi Guo, Geetanjali Basarkod, and Taren Sanders.

Philip D. Parker has contributed to several publication venues, often publishing findings in:

  • Journal of Educational Psychology
  • Educational Psychology Review
  • Journal of Personality and Social Psychology
  • Learning and Instruction
  • Review of Educational Research

Among their recent papers are:

  • Effect of exercise for depression: systematic review and network meta-analysis of randomised controlled trials, 2024, BMJ
  • A classification system for teachers' motivational behaviors recommended in self-determination theory interventions, 2023, Journal of Educational Psychology
  • Video Improves Learning in Higher Education: A Systematic Review, 2021, Review of Educational Research
  • Psychological Comparison Processes and Self-Concept in Relation to Five Distinct Frame-Of-Reference Effects: Pan-Human Cross-Cultural Generalizability over 68 Countries, 2020, European Journal of Personality
  • Combinations of Physical Activity, Sedentary Behavior, and Sleep Duration and Their Associations With Physical, Psychological, and Educational Outcomes in Children and Adolescents: A Systematic Review, 2022, American Journal of Epidemiology

Best Publications

  • Exploratory Structural Equation Modeling: An Integration of the Best Features of Exploratory and Confirmatory Factor Analysis

    Herbert Warren Marsh;Alexandre J. S. Morin;Phillip David Parker;Gurvinder Kaur

  • Domain-Specific Physical Activity and Mental Health: A Meta-analysis.

    Rhiannon Lee White;Mark J. Babic;Philip D. Parker;David R. Lubans

  • Self-determination theory applied to physical education: A systematic review and meta-analysis.

    Diego Vasconcellos;Philip D. Parker;Toni Hilland;Renata Cinelli

  • Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes.

    W.L. Quint Oga-Baldwin;Yoshiyuki Nakata;Philip Parker;Richard M. Ryan

  • The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies

    Herbert W. Marsh;Reinhard Pekrun;Philip D. Parker;Kou Murayama

  • Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

    Theresa Dicke;Phillip David Parker;Herbert Warren Marsh;Mareike Kunter

  • Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

    Philip David Parker;Herbert W. Marsh;Joseph Ciarrochi;Sarah Marshall

  • Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages.

    Herbert W. Marsh;Robert J. Vallerand;Marc-André K. Lafrenière;Philip D. Parker

  • Emotion regulation strategies in daily life: mindfulness, cognitive reappraisal and emotion suppression

    Robert Brockman;Joseph Ciarrochi;Philip Parker;Todd Kashdan

  • Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

    Philip D Parker;Philip D Parker;Andrew J Martin;Susan H Colmar;Gregory A Liem

  • Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation

    Christopher Sean Lonsdale;Taren Grant Sanders;Kristen E. Cohen;Philip Parker

  • Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective

    Jiesi Guo;Philip D. Parker;Herbert W. Marsh;Alexandre J. S. Morin

  • Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal balance between goodness of fit and parsimony.

    Herbert W. Marsh;Jiesi Guo;Theresa Dicke;Philip D. Parker

  • Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study.

    Sarah L. Marshall;Phillip D. Parker;Joseph Ciarrochi;Patrick C.L. Heaven

  • What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.

    Herbert W. Marsh;Jiesi Guo;Philip D. Parker;Benjamin Nagengast

  • Self-compassion protects against the negative effects of low self-esteem : a longitudinal study in a large adolescent sample

    Sarah Marshall;Phillip D Parker;Joseph Ciarrochi;Baljinder K Sahdra

  • Video Improves Learning in Higher Education: A Systematic Review:

    Michael Noetel;Shantell Griffith;Oscar Delaney;Oscar Delaney;Taren Sanders

  • Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study

    Jiesi Guo;Herbert W. Marsh;Herbert W. Marsh;Herbert W. Marsh;Philip D. Parker;Alexandre J.S. Morin

  • Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

    Theresa Dicke;Philip D. Parker;Doris Holzberger;Olga Kunina-Habenicht

  • Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

    Theresa Dicke;Herbert W. Marsh;Philip Riley;Philip D. Parker

  • The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success

    Marjorie Seaton;Philip Parker;Herbert W. Marsh;Rhonda G. Craven

Frequent Co-Authors

Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Chris Lonsdale
Chris Lonsdale Australian Catholic University
Joseph Ciarrochi
Joseph Ciarrochi Australian Catholic University
Baljinder K. Sahdra
Baljinder K. Sahdra Australian Catholic University
Rhonda Craven
Rhonda Craven Australian Catholic University
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Andrew J. Martin
Andrew J. Martin University of New South Wales
Ulrich Trautwein
Ulrich Trautwein University of Tübingen
Richard M. Ryan
Richard M. Ryan Australian Catholic University

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