Philip D Parker

Citée par

	Toutes	Depuis 2019
Citations	20703	16372
indice h	71	66
indice i10	167	158

3500

1750

875

2625

201220132014201520162017201820192020202120222023202460 115 222 420 750 1043 1378 1774 2285 2721 3042 3489 3011

Accès public

Tout afficher

87 articles

2 articles*

disponibles

non disponibles

Sur la base des exigences liées au financement

Coauteurs

Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityAdresse e-mail validée de acu.edu.au
Jiesi GuoPhD, Australian Catholics UniversityAdresse e-mail validée de acu.edu.au
Theresa DickeInstitute for Positive Psuchology and Education, Australian Catholic UniversityAdresse e-mail validée de acu.edu.au
Chris LonsdaleOffice of the Provost & Inst for Positive Psychology and Education, Australian Catholic UniversityAdresse e-mail validée de acu.edu.au
Joseph CiarrochiProfessor, Institute of Positive Psychology and Education, Australian Catholic UniversityAdresse e-mail validée de acu.edu.au
Alexandre J.S. MorinDepartement of Psychology, Concordia UniversityAdresse e-mail validée de concordia.ca
Baljinder K. SahdraAssociate Professor, Institute for Positive Psychology and Education, ACUAdresse e-mail validée de acu.edu.au
Taren SandersInstitute for Positive Psychology and Education, Australian Catholic UniversityAdresse e-mail validée de acu.edu.au
Michael NoetelUniversity of QueenslandAdresse e-mail validée de uq.edu.au
Rhonda G. CravenAustralian Catholic UniversityAdresse e-mail validée de acu.edu.au
Borja del Pozo CruzUniversidad Europea de Madrid & Southern Denmark UniversityAdresse e-mail validée de universidadeuropea.es
Richard M RyanInstitute for Positive Psychology & Education, Australian Catholic UniversityAdresse e-mail validée de acu.edu.au
Reinhard PekrunUniversity of Essex; Australian Catholic University; University of MunichAdresse e-mail validée de essex.ac.uk
Andrew J MartinUniversity of New South Wales (UNSW)Adresse e-mail validée de unsw.edu.au
John JerrimInstitute of EducationAdresse e-mail validée de ioe.ac.uk
Marjorie SeatonAustralian Catholic UniversityAdresse e-mail validée de acu.edu.au
Professor Thomas Astell-BurtProfessor of Cities and Planetary Health, ARC Future Fellow, PowerLab Co-DirectorAdresse e-mail validée de sydney.edu.au
Brooke Van ZandenUniversity of Technology, SydneyAdresse e-mail validée de uts.edu.au
Oliver LüdtkeIPN - Leibniz Institute for Science and Mathematics EducationAdresse e-mail validée de ipn.uni-kiel.de
Katariina Salmela-AroUniversity of HelsinkiAdresse e-mail validée de helsinki.fi

Suivre

Philip D Parker

Institute of Positive Psychology and Education - Australian Catholic University

Adresse e-mail validée de acu.edu.au

Developmental Psychology Longitudinal Analysis Educational Psychology


Titre Trier par citations Trier par année Trier par titre	Citée par Citée par	Année
Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis HW Marsh, AJS Morin, PD Parker, G Kaur Annual review of clinical psychology 10 (1), 85-110, 2014	1822	2014
Domain-specific physical activity and mental health: a meta-analysis RL White, MJ Babic, PD Parker, DR Lubans, T Astell-Burt, C Lonsdale American journal of preventive medicine 52 (5), 653-666, 2017	704	2017
Self-determination theory applied to physical education: A systematic review and meta-analysis. D Vasconcellos, PD Parker, T Hilland, R Cinelli, KB Owen, N Kapsal, ... Journal of educational psychology 112 (7), 1444, 2020	703	2020
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. T Dicke, PD Parker, HW Marsh, M Kunter, A Schmeck, D Leutner Journal of educational psychology 106 (2), 569, 2014	625	2014
Emotion regulation strategies in daily life: Mindfulness, cognitive reappraisal and emotion suppression R Brockman, J Ciarrochi, P Parker, T Kashdan Cognitive behaviour therapy 46 (2), 91-113, 2017	523	2017
Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. HW Marsh, RJ Vallerand, MAK Lafrenière, P Parker, AJS Morin, ... Psychological assessment 25 (3), 796, 2013	520	2013
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout PD Parker, AJ Martin, S Colmar, GA Liem Teaching and teacher education 28 (4), 503-513, 2012	517	2012
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes PD Parker, HW Marsh, J Ciarrochi, S Marshall, AS Abduljabbar Noncognitive psychological processes and academic achievement, 39-58, 2017	480	2017
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, AK Arens Journal of educational psychology 111 (2), 331, 2019	478	2019
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. J Guo, PD Parker, HW Marsh, AJS Morin Developmental psychology 51 (8), 1163, 2015	413	2015
Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample SL Marshall, PD Parker, J Ciarrochi, B Sahdra, CJ Jackson, PCL Heaven Personality and individual differences 74, 116-121, 2015	375	2015
Is self‐esteem a cause or consequence of social support? A 4‐year longitudinal study SL Marshall, PD Parker, J Ciarrochi, PCL Heaven Child development 85 (3), 1275-1291, 2014	337	2014
Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony HW Marsh, J Guo, T Dicke, PD Parker, RG Craven Multivariate behavioral research 55 (1), 102-119, 2020	333	2020
Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement PD Parker, AJ Martin Teaching and Teacher Education 25 (1), 68-75, 2009	325	2009
Video improves learning in higher education: A systematic review M Noetel, S Griffith, O Delaney, T Sanders, P Parker, B del Pozo Cruz, ... Review of educational research 91 (2), 204-236, 2021	320	2021
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge T Dicke, PD Parker, D Holzberger, O Kunina-Habenicht, M Kunter, ... Contemporary educational psychology 41, 62-72, 2015	317	2015
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes WLQ Oga-Baldwin, Y Nakata, P Parker, RM Ryan Contemporary educational psychology 49, 140-150, 2017	312	2017
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. HW Marsh, J Guo, PD Parker, B Nagengast, T Asparouhov, B Muthén, ... Psychological Methods 23 (3), 524, 2018	286	2018
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study J Guo, HW Marsh, PD Parker, AJS Morin, AS Yeung Learning and individual differences 37, 161-168, 2015	286	2015
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. HW Marsh, R Pekrun, K Murayama, AK Arens, PD Parker, J Guo, T Dicke Developmental psychology 54 (2), 263, 2018	282	2018

Le système ne peut pas réaliser cette opération maintenant. Veuillez réessayer plus tard.

Articles 1–20

Nombre de citations par an

Citations en double

Citations fusionnées

Ajouter les coauteursCoauteurs

Suivre

Citée par

Coauteurs