Academic Publications

I have published over 140 book chapters and peer-reviewed journal articles on educational thriving.

Many of these outputs appear in leading international journals or publishing houses.

For a full list of academic chapters and journal articles, please visit my ResearchGate profile. Many of my publications are freely available there.

Selected Articles

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Student Thriving

Collie, R.J., Martin, A.J., Renshaw, L., & Caldecott-Davis, K. (2024). Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors. Learning and Instruction, 90, 101866. https://doi.org/10.1016/j.learninstruc.2023.101866

Collie, R.J., Martin, A.J., Flesken, A., & McCourt, B. (2024). Personal agency among students from low socio-economic backgrounds: An examination of student profiles, pedagogical predictors, and achievement gains. Social Psychology of Education, 27, 1705-1736. https://doi.org/10.1007/s11218-023-09881-0

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Teacher Thriving

Collie, R.J. (2025). Predictors and outcomes of teachers’ perceived social-emotional competence. Teaching and Teacher Education, 168, 105255. https://doi.org/10.1016/j.tate.2025.105255

Granziera, H., Collie, R. J., & Slemp, G. R. (2026). Teachers’ work motivation: An examination of predictors and outcomes through the lens of job demands-resources theory. Teaching and Teacher Education, 170, 105290. https://doi.org/10.1016/j.tate.2025.105290

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Social-Emotional Development

Collie, R.J., & Ryan, R.M. (2025). Autonomy support and students’ perceived social-emotional competence: Predicting parent-reported social-emotional skills. Social Psychology of Education, 28, 116. https://doi.org/10.1007/s11218-025-10079-9

Collie, R.J., & Martin, A.J. (2024). The academic and social-emotional flourishing framework. Learning and Individual Differences, 114, 102523. https://doi.org/10.1016/j.lindif.2024.102523

Motivation & Engagement

Martin, A.J., Liem, G.A.D., Collie, R.J., Malmberg, L.-E., & Mainhard, T. (2025). School-level academic and cultural demands and resources: Their role in immigrant students’ motivation and achievement. Journal of Educational Psychology, 117(8), 1251–1268. https://doi.org/10.1037/edu0000972

Bostwick, K.C.P., Burns, E.C., Martin, A.J., Collie, R.J., & Durksen, T.L. (2025). A bifactor exploratory structural equation model of students’ growth-focused motivation. Journal of Experimental Education, 93(2), 340-362. https://doi.org/10.1080/00220973.2024.2329105

Generative AI

Martin, A.J., Collie, R.J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L., Dewi, E., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. Learning and Individual Differences, 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723

Collie, R.J., Martin, A.J., & Gasevic, D. (2024). Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands. Computers and Education: Artificial Intelligence, 7, 100333. https://doi.org/10.1016/j.caeai.2024.100333

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Effective Teaching and Learning

Collie, R.J., Martin, A.J., Le, A., & Flesken, A. (2025). The process and prediction of school completion. A six-year longitudinal examination. Contemporary Educational Psychology, 18, 102367. https://doi.org/10.1016/j.cedpsych.2025.102367

Collie, R.J., Caldecott-Davis, K.A. & Martin, A.J. (2024). Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22. Social Psychology of Education, 27, 363-388. https://doi.org/10.1007/s11218-023-09843-6

Book

Social and Emotional Learning in Australia and the Asia-Pacific : Perspectives, Programs and Approaches

Editors: Erica Frydenberg, Andrew J. Martin, & Rebecca J. Collie

Around the globe, there is a growing awareness of the importance of addressing students’ social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers’ professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations.

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