Academic Publications

I have published over 100 book chapters and peer-reviewed journal articles on educational thriving.

These publications have included a focus on wellbeing, motivation, and social-emotional development among students and teachers. They have also covered related factors such as adaptability, interpersonal relationships, along with contextual factors that are important for promoting educational thriving in schools.

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 Wellbeing

Collie, R.J. (2022). Instructional support, perceived social and emotional competence, and students’ behavioral and emotional well-being outcomes. Educational Psychology, 42(1), 4-22.

Martin, A.J., Collie, R.J., & Nagy, R. (2021). Adaptability and high school students’ online learning during COVID-19. Frontiers in Psychology, 12, 3181.

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Teacher Wellbeing

Collie, R.J. & Carroll, A. (2023). Autonomy-pressure profiles among teachers: Changes over a school term, leadership predictors, and workplace outcomes. Teaching and Teacher Education, 124, 103998.

Collie, R.J., Malmberg, L.-E., Martin, A.J., Sammons, P., & Morin, A.J.S. (2020). A multilevel person-centered examination of teachers’ workplace demands and resources: Links with work-related well-being. Frontiers in Psychology.

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Social-Emotional Development

Collie, R.J. (2022). Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors. Learning and Instruction, 82.

Collie, R.J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87.

Motivation & Engagement

Bostwick, K.C.P., Martin, A.J., Collie, R.J., Burns, E.C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A multilevel cross-lagged modelling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931-1949.

Collie, R.J., & Martin, A.J., Bobis, J., Way, J., & Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39, 489-509.

Interpersonal Relationships

Burns, E.C., Collie, R.J., Van Bergen, P., & Martin, A.J. (2022). Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools. Journal of Educational Psychology, 114(8), 1912–1930.

Martin A.J., & Collie, R.J. (2019). Teacher-student relationships and students' engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861-876.

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Adaptability

Martin, A.J., Ginns, P., & Collie, R.J. (2022). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction, 83, 101712.

Collie, R.J., Guay, F., Martin, A.J., Caldecott-Davis, K. & Granziera, H. (2020). Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes. Teachers and Teaching: Theory and Practice, 36(3-4), 350-364.

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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