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Psychology

D-Index
44
Citations
8415
World Ranking
6945
National Ranking
412

Overview

Rebecca J. Collie is affiliated with the University of New South Wales in Australia. Their research spans across psychology and social sciences, with a focus on several interdisciplinary subfields including social psychology, education, experimental and cognitive psychology, clinical psychology, and safety research.

The main topics covered in their work include:

  • Motivation and self-concept in sports
  • Early childhood education and development
  • Education, achievement, and giftedness
  • Grit, self-efficacy, and motivation
  • Parental involvement in education
  • Psychological well-being and life satisfaction
  • Job satisfaction and organizational behavior

Frequent publication venues for Collie's research include:

  • Learning and Instruction
  • Teaching and Teacher Education
  • Social Psychology of Education
  • Frontiers in Psychology
  • Educational Psychology

Notable recent papers authored by Collie are:

  • COVID-19 and Teachers' Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy, 2021, published in AERA Open
  • Teacher and school stress profiles: A multilevel examination and associations with work-related outcomes, 2022, published in Teaching and Teacher Education

Rebecca J. Collie's collaborative work includes frequent co-authors such as:

  • Andrew J. Martin
  • Helena Granziera
  • Emma Burns
  • Keiko C. P. Bostwick
  • Anaïd Flesken

Their scholarly output reflects a strong emphasis on psychological well-being, educational contexts, and organizational behavior. This is demonstrated by their engagement with research focusing on teacher stress, student engagement, and the impact of leadership in educational settings.

Best Publications

  • School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy.

    Rebecca J. Collie;Jennifer D. Shapka;Nancy E. Perry

  • Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?

    Andrew J. Martin;Rebecca J. Collie

  • Predicting teacher commitment: The impact of school climate and social–emotional learning

    Rebecca J. Collie;Jennifer D. Shapka;Nancy E. Perry

  • Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics

    Rebecca J. Collie;Jennifer D. Shapka;Nancy E. Perry;Andrew J. Martin

  • Teacher Well-Being Exploring Its Components and a Practice-Oriented Scale

    Rebecca J. Collie;Jennifer D. Shapka;Nancy E. Perry;Andrew J. Martin

  • Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement

    Rebecca J. Collie;Andrew J. Martin

  • Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment

    Rebecca J. Collie;Helena Granziera;Andrew J. Martin

  • Adaptability: An Important Capacity for Effective Teachers.

    Rebecca J. Collie;Andrew J. Martin

  • Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

    Rebecca J. Collie;Jennifer D. Shapka;Nancy E. Perry;Andrew J. Martin

  • COVID-19 and Teachers' Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy

    Rebecca J. Collie

  • Students' interpersonal relationships, personal best (PB) goals, and academic engagement

    Rebecca J. Collie;Andrew J. Martin;Brad Papworth;Paul Ginns

  • Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students

    Rebecca J. Collie;Andrew J. Martin;Lars Erik Malmberg;James Hall

  • Adaptability, engagement and academic achievement at university

    Rebecca J. Collie;Andrew J. Holliman;Andrew J. Martin

  • Locating Social and Emotional Learning in Schooled Environments: A Vygotskian Perspective on Learning as Unified

    Jennifer A. Vadeboncoeur;Rebecca J. Collie

  • Real-time motivation and engagement during a month at school: Every moment of every day for every student matters

    Andrew J. Martin;Brad Papworth;Paul Ginns;Lars-Erik Malmberg

  • Understanding Teacher Wellbeing Through Job Demands-Resources Theory

    Helena Granziera;Rebecca Collie;Andrew Martin

  • Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective

    Emma C. Burns;Andrew J. Martin;Rebecca J. Collie

  • The Development of Social and Emotional Competence at School: An Integrated Model.

    Rebecca J. Collie

  • Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics

    Keiko C. P. Bostwick;Rebecca J. Collie;Andrew J. Martin;Tracy L. Durksen

  • Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches

    Erica Frydenberg;Andrew J. Martin;Rebecca J. Collie

  • Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students.

    Andrew J Holliman;Daniel Waldeck;Bethany Jay;Summayah Murphy

Frequent Co-Authors

Andrew J. Martin
Andrew J. Martin University of New South Wales
Paul Ginns
Paul Ginns University of Sydney
Erica Frydenberg
Erica Frydenberg University of Melbourne
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Michael Ungar
Michael Ungar Dalhousie University
Andrea Reupert
Andrea Reupert Monash University
Frédéric Guay
Frédéric Guay Université Laval
Gregory Arief D. Liem
Gregory Arief D. Liem Nanyang Technological University
Bruno D. Zumbo
Bruno D. Zumbo University of British Columbia
Dennis M. McInerney
Dennis M. McInerney Education University of Hong Kong

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