Rebecca J Collie

Rebecca J Collie
UNSW Sydney | UNSW · School of Education

BEd (Hons), MA, PhD

About

130
Publications
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Introduction
I am a DECRA Fellow and Scientia Associate Professor of Educational Psychology in the School of Education at UNSW Australia. My research interests focus on motivation, well-being, social-emotional development, and quantitative research methods.

Publications

Publications (130)
Article
Full-text available
The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence li...
Article
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Teachers’ healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers’ experiences of two job demands (barriers to professional development and disruptive...
Article
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The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of CO...
Article
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This study examined perceived social-emotional competence (perceived-SEC) and its links with students' social-emotional motivation (i.e., autonomous and controlled motivation) and behavior (parent-reported prosocial behavior and conduct problems). Five types of perceived-SEC were examined: perceived competence for assertiveness, tolerance, social r...
Article
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We examined three common sources of teacher stress (workload, student behavior, expectation stress) to identify teacher and school profiles. Data from the Teaching and Learning International Survey (TALIS) 2018 were used (n = 3117 teachers from 255 Australian schools). Latent profile analysis (LPA) revealed five teacher profiles: Low-Burden (17%),...
Article
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Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant stud...
Article
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In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental su...
Article
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The current study examined the associations between growth orientation and mathematics outcomes across 1 year of school using a multilevel model with cross-level interactions. With 851 adolescent students (Mage = 14.3 years, age range 12–17; 47.8% male; 81.8% English language background; 1.8% of Aboriginal or Torres Strait Islander descent) in 71 d...
Technical Report
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Academic motivation is well-established as a critical factor in helping students to be engaged and to succeed at school. Now, recognition of the importance of social-emotional motivation is also growing. In particular, researchers are interested in learning how social-emotional motivation is linked with students’ wellbeing and healthy adjustment in...
Article
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The present longitudinal study examined the reciprocal relationships among students' academic buoyancy , their perceptions of school support (learning support, teacher relational support, school belonging, and classroom management), and their motivation and engagement (perseverance, perceived competence , valuing of school) across 1 year of school....
Technical Report
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Stress is common among teachers, and recent reports suggest it's getting worse. We need to understand the sources of this stress to improve support for teachers. Growing teacher shortages in Australia underscore the need for this support. It is also important to identify whether there are patterns of stress experienced by individuals and groups of...
Article
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This study investigated the extent to which students' social-emotional basic psychological need satisfaction (of social-emotional autonomy, social competence, relatedness with students, and relatedness with teachers) is associated with their prosocial motivation and, in turn, behavioral and emotional well-being outcomes. For motivation, autonomous...
Technical Report
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This resource is a practical guide for school leaders and teachers on how to support students’ everyday resilience – or ‘academic buoyancy’. It synthesises the research on everyday resilience. It explains why this type of resilience is important, and provides strategies on how it can be supported by implementing What Works Best classroom practices.
Chapter
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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy p...
Presentation
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This interview features a recent study on social-emotional instructional support, students’ social-emotional competence and links with prosocial behaviour and emotional well-being.
Chapter
A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competen...
Technical Report
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How do students deal with academic setback? How do they bounce back from academic adversity? How do students navigate academic challenge? Academic buoyancy is an important part of the answer to these questions. Academic buoyancy is students’ capacity to effectively respond to academic setback, adversity, and challenge.
Presentation
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How do students learn to interact with others? How do teachers cope with stress? In this episode, we join psychologist Rebecca Collie (UNSW) for an overview of her work on social and emotional development in schools. We talk about how students’ disruptive behaviours impact teachers, the concept of workplace buoyancy, and the challenges of doing r...
Technical Report
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The speed and scale of the shift to remote online learning during the COVID-19 pandemic has really tested students’ adaptability. This study of more than 1,500 students at nine Australian high schools during 2020 found strong links between their level of adaptability and how they fared with online learning. Students with higher adaptability were mo...
Article
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The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources (JD-R) theory and data from a sample of 1,548 Australian high school students in 9 schools, we examined the role...
Article
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In a replication and extension of an earlier study, we relied on person-centered analyses to identify teacher (Level 1) and school (Level 2) profiles based on teachers' experiences of job demands (barriers to professional development, disruptive student behavior), job resources (teacher collaboration, input in decision-making), and personal resourc...
Technical Report
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Students who set and pursue growth (personal best) goals are much more engaged in school than those who do not. The benefits are even more positive for students in lower socioeconomic groups and students who have low levels of prior achievement.
Article
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To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool—the Load Reduction Instruction Scale-Short (LR...
Technical Report
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Supporting teachers to feel committed to the teaching profession is important at a time where attrition rates and retention difficulties (https://www.teachermagazine.com/au_en/articles/school-leadership-attracting-and-retaining-teachers) are a reality for many schools in Australia and in many countries worldwide. Commitment to the teaching professi...
Article
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The present investigation examined the role of teachers’ instructional support (student reports of relevance, organization and clarity, feedback-feedforward) in predicting students’ growth goal setting and, in turn, the roles of instructional support and growth goal setting in predicting students’ academic engagement (perseverance, aspirations, sch...
Technical Report
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When students set growth goals, they are more likely to have plans to attend university, to persevere in schoolwork and to engage with homework. This paper provides a synthesis of research, including new research from Australian high schools using large-scale statewide data. It explains why growth goal setting is important and provides practical su...
Article
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Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, esp...
Chapter
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This chapter is freely accessible from this link: https://doi.org/10.4324/9781003025955-23.
Article
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The aim of the current study was to extend knowledge of occupational commitment by examining predictors at the teacher- and school-level. Several job resources hypothesized to be positively associated with occupational commitment were examined: helpful feedback, input in decision-making, teacher collaboration, and principal discipline support. The...
Article
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Students' conceptions of their academic futures, such as completing secondary school, have been found to play a significant role in their current behavior. Indeed, research regarding future time perspectives (FTP) indicates that students with extended FTPs are likely to be more engaged and less disengaged over time. Extended FTPs comprise two criti...
Article
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The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed tha...
Chapter
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Job demands-resources (JD-R) theory has emerged as one of the most influential conceptual frameworks for interpreting and explaining factors affecting employees’ wellbeing in the workplace. The present chapter provides a broad overview of JD-R theory, and discusses how the theory can be harnessed to further understand the factors influencing teache...
Article
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We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two cont...
Presentation
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The podcast summarizes the findings of our recent study on school‐level teacher adaptability: https://doi.org/10.1016/j.tate.2020.103148
Article
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This study examined associations between student- (N = 1414), classroom-, and teacher (N = 91) growth orientation and mathematics engagement and achievement using a multilevel model. Results demonstrated positive associations between student growth orientation and mathematics outcomes and positive associations between classroom and teacher growth o...
Article
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Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2,189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are...
Article
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Purpose: The aim of this study was to examine the extent to which several workplace factors are implicated in school principals’ wellbeing. Two job resources (i.e., participatory climate and collegial climate) and two job demands (i.e., barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (job...
Article
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Stage-environment fit theory posits that the interpersonal dynamics and structural (i.e. school-level) resources afforded by a student’s academic environment can either support or thwart student thriving (e.g. achievement). Thus, it is important to examine how these factors impact student achievement at the student- and school-level. This investiga...
Technical Report
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While COVID-19 is grinding much of society to a halt, schooling has entered uncharted territory. During this time, it is important that teachers look after themselves. Fortunately, there are evidence-backed strategies that can help support teachers’ wellbeing.
Presentation
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Podcast Teachers' Education Review (Podcast), 02-Feb-2020, Teacher-student relationships with Andrew Martin and Rebecca Collie. https://terpodcast.wordpress.com/2020/02/02/ter-145-impact-of-positive-teacher-student-relationships-with-andrew-martin-and-rebecca-collie-02-feb-2020/ Summary: Every additional positive relationship that a student has w...
Article
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We examined the role of gender in teachers’ perceived autonomy support (PAS), relatedness with students, workplace buoyancy, and organizational commitment. With 276 Australian secondary school teachers, structural equation modelling showed predominant similarities across gender in associations between PAS, relatedness, buoyancy, and commitment. For...
Article
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Extant research has identified associations between social media and internet use on the social and mental wellbeing of adolescents. While associations are clear, less apparent is why some adolescents respond and behave differently to the risks and benefits associated with social media use. Specifically, a paucity of work has examined how mental (i...
Article
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We examined students' perceptions of their teachers' motivational approach by way of autonomy-supportive and controlling practices. Among 771 Australian secondary school students, structural equation modeling showed that controlling practices predicted greater basic psychological need frustration and, in turn, greater self-handicapping and disengag...
Article
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We propose the Framework for Cultivating Teacher Thriving, which identifies the important role that teachers’ social–emotional competence (SEC) plays in helping them to thrive at work (and beyond). The framework operationalises SEC by way of teachers’ basic psychological need satisfaction (a sense of autonomy, competence, and relatedness), autonomo...
Article
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Previous work has established a significant increase in disengagement as students progress through secondary school. This work has also established that rates of disengagement appear to be higher among boys, leading to an increased focus on the underlying causes and factors associated with disengagement within this population. However, less is know...
Article
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https://www.teachermagazine.com.au/articles/teacher-support-reduces-girls-disengagement-in-high-school
Article
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Academic growth constructs, such as growth mindset and various forms of growth goals, have been of substantial focus in psycho-educational research. Recent research has sought to identify how such growth constructs are interrelated , finding that an underlying growth orientation (comprised of growth mindset, self-based growth goals, and task-based...
Article
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Students' science knowledge and skills are considered critical to growing the intellectual capital on which societies rely to innovate and prosper. However, recent research has documented notable declines in students' intrinsic valuing of science and science achievement in Australia and other western countries. As a result, there have been calls to...
Book
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The overall objective of this study is to analyse how disadvantaged students with a migrant background succeed academically in European education systems. It focuses on “academically resilient” students who are defined as students who succeed academically despite facing an education-related adversity, for example, low socio-economic status. Key re...
Technical Report
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This technical report is intended to be supplementary to the studies main report “Against the Odds – Academically resilient students with a migrant background and how they succeed: Final report”. It provides technical detail of the various statistic techniques undertaken. The technical report is structured as follows: 1. Preparation of the dataset...
Article
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Using growth modeling, this study examined trajectories of ‘switching on’ (aspirations) and ‘switching off’ (disengagement) in mathematics across middle school and high school. In addition, guided by principles under expectancy-value theory, the study sought to determine the extent to which patterns of growth differed by motivation (self-efficacy a...
Article
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Teacher–student relationships are an important part of students’ interpersonal context at school that impacts their academic development. This study extended prior research into teacher–student relationships by exploring the relative balance of negative and positive teacher–student relationships in high school students’ academic lives (in each of E...
Article
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https://www.educationreview.com.au/2018/08/personal-best-goal-setting-can-buffer-student-disengagement-opinion/
Article
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The present study investigated the role of psychostimulants (methylphenidate, dexamphetamine; prescribed to participants for diagnosed attention-deficit/hyperactivity disorder; ADHD) in reducing the negative effects of hyperactivity-inattention (H-I) on achievement through elementary school. Whereas the bulk of research investigating H-I and medica...
Article
Individual differences in ‘adaptability’ – cognitive, behavioral, and emotional adjustment in the face of change, novelty, and uncertainty – are theorized to influence students’ academic achievement and course satisfaction; although the literature examining these relations in tertiary education is sparse. In the present study, first-year undergradu...
Article
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There is a well-documented developmental decline in engagement among adolescents throughout secondary school. Given this pattern of engagement poses problems for both student well-being and their academic outcomes, it is important to examine potential strategies to address this decline. As a growth-oriented strategy, personal best (PB) goal setting...
Article
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This review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals...
Technical Report
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Online version of the article available at this URL: https://au.educationhq.com/news/48578/understanding-social-and-emotional-behaviours-in-early-education/
Article
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We investigated the extent to which perceived autonomy support (PAS) is associated with adaptability and, in turn, whether both are associated with emotional exhaustion and work disengagement. The associations that all four factors have with organizational commitment were also examined. With a sample of 164 Australian secondary school teachers, we...
Technical Report
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Full article freely available here: https://theconversation.com/being-able-to-adapt-in-the-classroom-improves-teachers-well-being-95788
Technical Report
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https://au.educationhq.com/news/47631/using-personal-best-goal-setting-to-promote-students-academic-improvement/
Article
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We examined two social and emotional behaviors (anxious and prosocial behavior) and their links with academic achievement among kindergarten students. We conducted a population-level examination among kindergarten students in New South Wales in 2009 and 2012 (N = 206,210) of the extent to which the two behaviors are associated with kindergarten ach...
Article
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The present investigation examines how two novel constructs, adaptability (for self-regulation) and PB goal setting (for goal setting), operate alongside the more “traditional” constructs of the triadic model of social cognitive theory (SCT; Bandura, 1986) to predict students’ academic gains over time. Given that the triadic model highlights the im...