PPE Research Group

Publications:

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Journal Publications:

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• Morin, A.J.S., Boudrias, J.-S., Marsh, H.W., McInerney, D.M., Dagenais-Desmarais, V., & Madore, I. (2017). Complementary variable- and person-centered approaches to exploring the dimensionality of psychometric constructs: Application to psychological wellbeing at work. Journal of Business and Psychology, 32, 395-419. DOI 10.1007/s10869-9448-7 [ISI 2014: 2.075; Scopus 2014: Q1 in applied Psychology; Business and International Management; Business, Management and Accounting (misc.); Psychology (misc.)].

 

• King, R. B., McInerney, D. M., & Nasser, R. (2017). Different goals for different folks: a cross-cultural study of achievement goals across nine cultures. Social Psychology of Education, on line )1 July, 2017. DOI 10.1007/s11218-017-9381-2.

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• Litalian, D., Morin, A. J. S., and McInerney, D. M. (2017). Achievement goal profiles among adolescent males and females. Developmental Psychology, 52, 731-751. DOI: 10.1037/dev0000288 SCImago Q1, H Index 159, IF 3.116 5 Yr IF 4.289 SCImago Journal Rank 2.585 

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• Ryan, T., Allen, K. A., Gray, D. L., McInerney, D. M. (2017). How social are social media? A review of online social behaviour and connectedness. Journal of Relationships Research, 8, e8, 1-8. doi 10.1017/jrr.2017.13

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• McInerney, D. M., & Flowerday, T. (2016). Indigenous issues in education and research: looking forward. Contemporary Educational Psychology, 47, 1-3. SCImago Q1, H Index 71, IF 2.49 5 Yr IF 3.378 SCImago Journal Rank 1.426  http://dx.doi.org/10.1016/j.cedpsych.2016.05.001

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• King, R. B., & McInerney, D. M. (2016). Do goals lead to outcomes or can it be the other way around?: Causal ordering of mastery goals, meta-cognitive strategies, and achievement. British Journal of Educational Psychology. DOI:10.1111/bjep.12107. SCImago Q1, H Index 59. IF 2.25 5Yr IF 2.6

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• King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1-7. DOI: 10.1111/bjep.12106 I Q1, H Index 59. IF 2.25 5Yr IF 2.6 F 2

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• Martin, A.J., Collie, R.J., Mok, M.M.C., & McInerney, D.M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86, 75-91. DOI:10.1111/bjep.12092 SCImago Q1, H Index 59. IF 2.25 5Yr IF 2.6

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• McInerney, D. M., Ganotice, F., King, R. B., Marsh, H. W., & Morin, J. S., (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education. 52, 11-23. DOI 10.1016/j.tate.2015.08.004 .  SCImago Q1, H Index 67. IF 1.413 5Yr IF 1.684

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• Morin, A. J., Meyer, J. P., McInerney, D. M., Marsh, H. W., & Ganotice F. (2015). Profiles of dual commitment to the occupation and organization: Relations to well being and turnover intentions. Asia Pacific Journal of Management, 32, 717-744. DOI 10.1007/s10490-015-9411-6. SCImago Q1, H Index 44. IF 2.091 5Yr IF 1.684

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• King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72. http://dx.doi.org/10.1016/j.lindif.2015.03.005  SCImago Q1, H Index 57. IF 3.361 5Yr IF 4.071

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• Korpershoek, H., Xu, J. K., Mok, M. M. C., McInerney, M. D., & Van der Werf, M. P. C. (2015). Testing the multidimensionality of the Inventory of School Motivation in a Dutch student sample. Journal of Applied Measurement, 16, 41-59. SCImago Q3, H Index 22. IF NA.

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• Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment & Learning, 3, 129-159. NA

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• Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of territory-wide student academic progress. British Journal of Educational Psychology, 85, 154-171. DOI:10.1111/bjep.12060. SCImago Q1, H Index 51. IF 2.25 5Yr IF 2.6

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• Liem, G. A. D., McInerney, D. M., & Yeung, A. S. (2015) Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers. Journal of Experimental Education. 83, 83-89. DOI: 10.1080/00220973.876227. http://dx.doi.org/10.1080/00220973.2013.876227. SCImago Q1-2, H Index 29. IF 0.72 5Yr IF 1.64

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• Nasser, R., & McInerney, D. M. (2014). Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students. Educational Psychology: An International Journal of Experimental Educational Psychology, DOI:10.1080/01443410.2014.993928. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA.

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• Herbert, J., McInerney, D. M., Fasoli, L., Stephenson, P., Ford, L. (2014). Indigenous secondary education in the NT: Building the future. Australian Journal of Indigenous Education, 43, 85-95. doi:10.1017/jie.2014.17 NA

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• Magson, N. R., Craven, R. G., Nelson, G. F., Yeung, A. S., Bodkin-Andrews, G. H., & McInerney, D. M. (2014). Motivation matters: Profiling Indigenous and non-Indigenous students’ motivational goals. The Australian Journal of Indigenous Education, 43, 96-112. Doi 10.1017/jie.2014.19. NA

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• King, R. B., McInerney, D. M. (2014). Culture’s consequences on student motivation: Capturing universality and variability through personal investment theory. Educational Psychologist, 49, 175-198. http://dx.doi.org/10.1080/00461520.2014.926813. SCImago Q1, H Index 80. IF 4.844 5Yr IF 4.161

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• Yeung, A. S., McInerney, D. M., & Ali, J. (2014). Asian students in Australia: Sources of the academic self. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 598-618. DOI: 10.1080/01443410.2014.915928). SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

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• Allen, K.A., Ryan, T., Gray, D. L., Waters, L. E., & McInerney, D. M. (2014). Social media use and social connectedness in adolescents: The positives and the potential pitfalls. Australian Educational and Developmental Psychologist, 31, 18-31. DOI: http://dx.doi.org/10.1017/edp.2014.2. SCImago Q4, H Index 3. IF NA

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• King, R. B., & McInerney, D. M. (2014). Mapping changes in students’ English and math self-concepts: A latent growth model study Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 581-597. DOI: 10.1080/01443410.2014.909009. SCImago Q1, H Index 29. Impact Factor 1.031 5Yr IF NA

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• Cheng, R. W-y., McInerney, D. M., & Mok, M. M. C. (2014). Does Big-Fish-Little-Pond Effect always exist? Investigation of Goal Orientations as Moderators in the Hong Kong context. Educational Psychology: An International Journal of Experimental Educational Psychology. 34, 561-580.  http://dx.doi.org/10.1080/01443410.2014.898740. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA.

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• McInerney, D. M., Ganotice, F., King, R. B., Morin, A. J. S., & Marsh, H. W. (2014) Teachers’ commitment and psychological well-being: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology. 35, 926-945. DOI: 10.1080/01443410.2014.895801. SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

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• King, R.B., McInerney, D.M. (2014). The work avoidance goal construct: Examining its structure antecedents, and consequences. Contemporary Educational Psychology, 39, 42-58. http://dx.doi.org/10.1016/j.cedpsych.2013.12.002. SCImago Q1, H Index 56. IF 2.347 5Yr IF 3.159.

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• Ali, J., McInerney, D. M., Craven, R., Yeung, A., & King, R. B. (2014). Socially-oriented motivational goals and academic achievement: Similarities between Native and Anglo Americans. The Journal of Educational Research. 107 (2), 123-137. http://dx.doi.org/10.1080/00220671.2013.788988. SCImago Q1, H Index 42. IF NA 5Yr IF 1.282

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• Peters, B., & Forlin, C., McInerney, D., & Maclean, R.  (2013). Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD. International Journal of Whole Schooling, 9(2), 61-88. NA

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• King, R.B., McInerney, D.M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education. DOI 10.1007/s10212-013-0179-0  SCImago Q2, H Index 27. IF 0.800 5Yr IF 0.89

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• Liem, G. A. D., Marsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326-370. SCImago Q1, H Index 64. IF 2.275  5Yr IF 3.09

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• King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: Examining the role of social goals on academic engagement. Educational Psychology: An International Journal of Experimental Educational Psychology, 32, 749-776 SCImago Q1, H Index 29. IF 1.031 5Yr IF NA

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• Green, J., Liem, G.A.D., Martin, A.J. Colmar, S., Marsh, H.W., & McInerney, D.M. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122.  SCImago Q1, H Index 69. IF 1.638 5Yr IF 2.288

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• McInerney, D. M., Cheng, R. W-y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics. 23(3), 248-268. SCImago NA IF 0.750

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• King, R. B., McInerney, D. M., & Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814-819. SCImago Q1, H Index 36. IF 1.565 5Yr IF 2.158

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• King, R. B., Ganotice, F. A., & McInerney, D. M. (2012) Cross-cultural validation of the Sense of Self Scale in Chinese and Filipino settings. Child Indicators Research, 5, 719-734. SCImago Q2, H Index 6. IF 1.038 5Yr IF NA

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• McInerney, D. M. (2012). Conceptual and methodological challenges in multiple goal research among very remote Indigenous Australian students. Applied Psychology: An International Review, 61(4), 634-668. SCImago Q1, H Index 51. IF 2.098 5Yr IF 3.02

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• King, R. B., McInerney, D. M., & Watkins, D. (2012). Competitiveness is not that bad…at least in the East: Testing the hierarchical model of achievement motivation in the Asian setting. International Journal of Intercultural Relations, 36, 446-457. SCImago Q1, H Index 41. IF 1.216 5Yr IF 1.555

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• King, R.B., McInerney, D.M., & Watkins, D.A. (2010). Can social goals enrich our understanding of students' motivational goals? Journal of Psychology in Chinese Societies, 10, 1-16. NA

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• Lee, J. Q., McInerney, D.M., Liem, G. A. D., & Ortiga, Y. Y. (2010). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35, 264-279. SCImago Q1, H Index 56. IF 2.00, 5-Yr IF 3159.

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• Brickman, S., McInerney, D. M., & Martin, A. (2009). Examining the valuing of schooling as a motivational indicator of American Indian students: Perspectives based on a model of future oriented motivation and self-regulation. Journal of American Indian Education, 48, 33-54.

 

• Martin, A.J., Marsh, H.W., McInerney, D.M., & Green, J. (2009). Young people’s interpersonal relationships and academic and non-academic outcomes: The relative salience of teachers, parents, same-sex peers, and opposite-sex peers. Teachers College Record. Published March 23, 2009 http://www.tcrec.org/Home.asp ID Number: 15593.

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• Van Etten, S., Pressley, M., McInerney, D. M., & Liem, A. D. (2008). College seniors’ theory of their academic motivation. Journal of Educational Psychology, 100, 812-828.

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• McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, Indigenous, Asian and Lebanese students in Australia. International Journal of Psychology, 43, 870-879.

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• McInerney, D. M., Dowson, M., & Yeung, A. S. (2008). Impact of support from significant others on adolescents’ academic performance, self-esteem and interest in academic work. Australian Journal of Educational and Developmental Psychology, 25, 48-67.

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• Martin, A.J., Marsh, H.W., McInerney, D.M., Green, J., & Dowson, M. (2007). Getting along with teachers and parents: The yields of good relationships for students’ achievement motivation and self-esteem. Australian Journal of Guidance and Counselling, 17, 109-125.

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• Yeung, A. S., Hon, R. Y.H., & McInerney, D. M. (2007). Learning to learn: How 4th and 5th Grade boys and girls differ. Australian Journal Educational and Developmental Psychology, 24, 69-89.

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• McInerney, D. M. (2006). The motivational profiles and perceptions of schooling of Asian students in Australia. Malaysian Journal of Learning and Instruction. 3, 1-31.

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• Dowson, M., McInerney, D. M., & Nelson, G. (2006). An investigation of the effects of school context and sex differences on students’ motivational goal orientations. Educational Psychology, 26, 781-811.

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• Nelson, G. F., O’Mara, A. J., McInerney, D. M., & Dowson, M. (2006). Motivation in cross-cultural settings: A Papua New Guinea Psychometric Study. International Education Journal, 7, 400-409.

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• Suliman, R., & McInerney, D. M (2006). Motivational goals and school achievement: Lebanese-background students in south western Sydney. Australian Journal of Education, 50, 242-264.

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• McInerney, D. M. & Ali, J. (2006) Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology: An International Journal of Experimental Educational Psychology, 26, 717-734.

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• Sinclair, C., Dowson, M., & McInerney, D. M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record, 108, 1132-1154.

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• Barnes, G., McInerney, D. M., & Marsh, H. W. (2005). Exploring sex difference in science enrolment intentions: An application of the general model of academic choice. The Australian Educational Researcher, 32, 1-23.

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• Dowson, M., & McInerney, D. M. (2005). For what should theological colleges educate? A systematic investigation of ministry education perceptions and priorities. Review of Religious Research, 46, 403-421.

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• McInerney, D. M. (2005). Educational psychology. Theory, research and teaching. A 25 year retrospective. Educational Psychology: An International Journal of Experimental Educational Psychology, 25, 585-599.

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• McInerney, D. M., Yeung, A., & Dowson, M. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046-1066.

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• Yeung, A. S., & McInerney, D. M. (2005). Students’ school motivation and aspiration over high school years. Educational Psychology: An International Journal of Experimental Educational Psychology, 25, 537-554.

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• Dowson, M., & McInerney, D. M. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS-S). Educational and Psychological Measurement, 64, 290-310.

 

• McInerney, D. M. (2004). A discussion of future time perspective: Contemporary research. Educational Psychology Review, 16. 141-151.

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• McInerney, D. M., Marsh, H. W., & Yeung, A. S. (2003). Toward a hierarchical model of school motivation. Journal of Applied Measurement, Vol. 4, No. 4, 335-357. 

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• Watkins, D., McInerney, D. M., Akande, A., & Lee, C. (2003). An investigation of ethnic differences in the motivation strategies for learning of students in desegregated South African schools. Journal of Cross-Cultural Psychology, 34, 189-194.

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• Watkins, D., McInerney, D.M., & Boholst, F. (2003). The reliability and validity of the Inventory of School Motivation: A Filipino investigation. The Asia-Pacific Education Researcher, 12, 87-100.

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• Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113.

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• McInerney, D. M., & Dowson, M. (2003). Thoughts about school. Does culture, sex, both, or neither make a difference. Journal of Aboriginal Studies Association, 12, 34-43.

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• Barker, K., Dowson, M., & McInerney, D. M. (2002). Performance approach, performance avoidance and depth of information processing: A fresh look at relations between students’ academic motivation and cognition. Educational Psychology An International Journal of Experimental Educational Psychology, 22, 571-589.

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• Watkins, D., McInerney, D. M., & Lee, C. (2002). Assessing the school motivation of Hong Kong students. Psychologia, 45, 144-154.

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• Russell-Bowie, D., McInerney, D. M., & Yeung, A. (2002). Elementary Generalist Student Teachers' Perceptions of their Confidence and Anxiety in Relation to Creative Arts Education. Academic Exchange Quarterly, 6, 1096-1453.

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• Russell-Bowie, D., & McInerney, D. M. (2002). Student teachers’ confidence and anxiety in relation to music education. Academic Exchange Quarterly, 6, 123-136.

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• Yeung, A, S.-Y., McInerney, D. M., & Russell-Bowie, D. (2001). Hierarchical, multidimensional creative arts self-concept. Australian Journal of Psychology, 53, 125-133.

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• McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross-cultural validation of the Inventory of School Motivation (ISM). Journal of Applied Measurement, 2, 134-152.

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• Dowson, M., & McInerney, D. M. (2001). Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93, 35-42.

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• Yeung, A. S., Cui, H.C., Kau, I. C., McInerney, D. M., Russell-Bowie, D., & Suliman, R. (2000). Where is the hierarchy of academic self-concept? Journal of Educational Psychology, 92, 556-567.

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• McInerney, D. M., Davidson, N., Suliman, R., & Tremayne, B. (2000). Personal Development, Health and Physical Education in context: Muslim and Catholic Perspectives. Australian Journal of Education, 44, 26-42.

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• McInerney, V., Marsh, H.W., & McInerney, D. M. (1999). The designing of CALM (Computer Anxiety and Learning Measure): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling. Educational and Psychological Measurement, 59, 451-470.

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• McInerney, D. M. (1999). [Review of the book Culture and the Child: a guide for professionals in child care and development, by D. M. Keats].  Australian Psychologist.34, 76-77.

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• McInerney, D. M., Hinkley, J., Dowson, M., & Van Etten, S. (1998). Aboriginal, Anglo, and Immigrant Australian Students’ motivational beliefs about personal academic success: Are there cultural differences? Journal of Educational Psychology, 90, 621-629.

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• McInerney, D. M., & McInerney, V. (1998). The goals of schooling in culturally diverse classrooms. The Clearing House, 71, 363-366.

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• Watkins, D., Akande, A., McInerney, D. M and others (1998). Cultural dimensions, gender, and the nature of self-concept: A fourteen-country study. International Journal of Psychology, 33, 17-31.

 

• Watkins, D., Adair, J., Akande, A., Cheng, C., Fleming, J., Ismail, M., Gerong, A., & McInerney, D. M. (1998). Cultural dimensions, gender, and the nature of self-concept: A fourteen country study.  International Journal of Psychology, 33, 17-31.

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• Watkins, D., Adair, J., Akande, A, Gerong, A., & McInerney, D. M. (1998). Individualism-collectivism, gender and the self-concept: A nine culture investigation. Psychologia. An International Journal of Psychology in the Orient, 16, 259-271.

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• McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety. Journal of Educational Psychology, 89, 686-695.

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• McInerney, D. M., Roche, L., McInerney, V., & Marsh, H. W. (1997).  Cultural perspectives on school motivation:  The relevance and application of goal theory.  American Educational Research Journal 34, 207-236.

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• McInerney, D. M., & McInerney, V. (1996). Goals and school motivation:  Aboriginal and Navajo Perspectives.  SET Research Information for Teachers, SET 1, 1-4.

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• McInerney, D. M., Dowson, M., & Hinkley, J. (1996). Relations between student’s academic performance and teacher’s perceptions of their conduct. Australian Journal of Psychology, 48, 121.

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• McInerney, D. M., Hinkley, J., & Dowson, M. (1996). Children’s beliefs about success in the classroom: Are there cultural differences? Australian Journal of Psychology, 48, 121.

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• McInerney, V., & McInerney, D. M. (1996). Cooperative, self-regulated learning or teacher-directed instruction? Efficacy and effect on computer anxiety and achievement. An aptitude-treatment-interaction study. Australian Journal of Psychology, 48, 122.

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• Dowson, M., & McInerney, D. M. (1996). Investigating relations between student’s multiple achievement goals and key aspects of their cognitive engagement and academic performance. Australian Journal of Psychology, 48, 99-100.

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• Dowson, M., & McInerney, D. M. (1996). Psychological parameters of student’s social and academic goals: A qualitative investigation. Australian Journal of Psychology, 48, 100.

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• Barnes, G. R., & McInerney, D. M. (1996). A motivational model of intention to enrol in senior secondary science courses in New South Wales Schools. Australian Journal of Psychology, 48, 86.

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• McInerney, D. M., & Swisher, K. (1995).  Exploring Navajo motivation in school settings. Journal of American Indian Education, 33, 28-51.

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• McInerney, D. M. (1995). Achievement motivation research and indigenous minorities: Can research be psychometric? Cross-Cultural Research, 29, 211-239.

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• McInerney, V., McInerney, D., & Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11, 27-50.

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• McInerney, D. M. (1992). Cross-cultural insights into school motivation and decision making. Journal of Intercultural Studies, 13, 53-74.

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• McInerney, D. M. (1992). [Book review of Contemporary Issues in Cross-Cultural Studies]. Journal of Intercultural Studies, 13, 74-76.

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• McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation: A cross-cultural validation study. Journal of Cross-Cultural Psychology, 23, 389-406.

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• McInerney, D. M. (1991). The behavioural intentions questionnaire. An examination of construct and etic validity in an educational setting. Journal of Cross-Cultural Psychology, 22, 293-306.

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• McInerney, D. M. (1991). Key determinants of motivation of urban and rural non-traditional Aboriginal students in school settings: Recommendations for educational change. Australian Journal of Education, 35, 154-174.

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• McInerney, D. M., & Sinclair, K. E. (1991). Cross-cultural model testing: Inventory of school motivation. Educational and Psychological Measurement, 51, 123-133.

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• McInerney, D. M. (1990). The determinants of motivation for urban Aboriginal students in school settings: A cross-cultural analysis. Journal of Cross-Cultural Psychology, 21, 474-495.

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• McInerney, D. M. (1989). Urban Aboriginals parents' views on education: A comparative analysis. Journal of Intercultural Studies, 10, 43-65.

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• McInerney, D. M. (1987). Teacher attitudes towards multicultural curriculum development. Australian Journal of Education, 31, 129-144.

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• McInerney, D. M. (1987). The need for the continuing education of teachers: a multicultural perspective. Journal of Intercultural Studies, 8, 45-54.

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• McInerney, D. M. (1987). The need for the continuing education of teachers in non-racist education - an Australian perspective. Multicultural Teaching. Special Issue: Continuing Education, 6, 31-35.

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Book Chapters:

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• McInerney, D. M., Maehr, M. L., & Dowson, M. (2017). Motivation and culture. In Reference Module in Neuroscience and Biobehavioral psychology. Elsevier. ISBN 9780128093245

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• King, R. B., & McInerney, D. M. (2016). Culture and motivation: The road travelled and the way ahead. Handbook of Motivation at School (2nd ed.) (pp. 275-299). Edited by Kathryn Wentzel and David Miele. NY: Routledge.

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• McInerney, D. M. (2016). A journey through David Watkin’s research and contribution to cross-cultural psychology. In R. B. King & A. B. I. Bernardo (Eds.). The Psychology of Asian Learners. A festschrift in honor of David Watkins. (pp.15-34). Singapore: Springer.

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• King, R.B., & McInerney, D. M. (2016). Examining the links between social goals and learning strategies. In R. B. King & A. B. I. Bernardo (Eds.). The Psychology of Asian Learners. A festschrift in honor of David Watkins. (pp.405-417). Singapore: Springer

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• Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. M. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In J. Huisman & M. Tight, Theory and Method in Higher Education Research, Volume 1, 213-233.Bingley UK: Emerald Publishing. ISBN: 978-1-78560-287-0

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• McInerney, D. M., and King, R. B. (2013). Harnessing the power of motivational factors for optimising the educational success of remote indigenous students: A cross-cultural study. In R. Craven & J. Mooney (Eds) Seeding Success in Indigenous Australian Higher Education. Diversity in Higher Education, Volume 14, pp. (pp. 81-111). Bingley, UK: Emerald Publications. ISSN:1479-3644/doi:10.1108/S1479-3644(2013)0000014004.

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• McInerney, D. M. (2013). The gifted and talented and effective learning: A focus on the Actiotope model in the Asian context. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East Asia: Explorations in the actiotope model of giftedness (pp.255-268). New York: Routledge.

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• McInerney, D. M., & Liem, A. D. (2012). Culture and schooling: Looking beyond individualism and collectivism. In L. Burton, D. Westen, & R. Kowalski (Eds.), Psychology: Australian and New Zealand Edition (3rd  ed., pp. 788-789). Sydney: John Wiley & Sons.

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• McInerney, D.M., & King, R.B. (2012). Studying a thousand miles away: Motivational implications of the cross-cultural transition. In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement: vol. 17. Transitions across schools and cultures (pp.205-240). Bingley, UK: Emerald Publications.

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• McInerney, D. M., Fasoli, L., Stephenson, P., & Herbert, J. (2012). Building the future for remote Indigenous students in Australia. An examination of future goals, motivation, learning and achievement in cultural context. In J. N. Franco & A. E. Svensgaard (Eds.), Handbook on psychology of motivation: New research (pp. 61-84). New York: NOVA Press.

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• McInerney, D. M. (2012). School motivation. In N. Seel (Ed.), Encyclopedia of the sciences of learning. New York: Springer. DOI: 10.1007/978-1-4419-1428-6_892.

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• King, R. B., & McInerney, D. M. (2011). Including social goals in achievement motivation research: Examples from the Philippines. In W. Lonner, D. Dinnel, S. Hayes, & D. Sattler (Eds.), Readings in psychology and culture. E-book at the Center for Cross-Cultural Research. USA: Department of Psychology, Western Washington University. Retrieved from http://scholarworks.gvsu.edu/orpc/vol5/iss3/4

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• McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp.442-464). New York: Routledge.

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• McInerney, D. M. & Liem, A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan., S.A. Karabenick, & E. V. De Groot (Eds.), Culture, self and motivation: Essays in honor of Martin L. Maehr (pp.213-241). Charlotte, NC: Information Age Publishing.

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• McInerney, D. M. (2009). Educational psychology – Theory, research, and teaching: A 25-year retrospective. In K. Wheldall (Ed.), Developments in educational psychology (2nd ed., pp.14-29). London: Routledge.

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• Liem, G.A.D., & McInernery, D. M. (2010). Indonesian Students and their Citizenship-Related Attributes: Implications for Instructional Strategies and Pedagogical Practices in Civic Education. In K. J. Kennedy, W. O. Lee, & D. L. Grossman (Eds.), CERC Studies in Comparative Education: Vol. 28. Citizenship Pedagogies in Asia and the Pacific (149-174). Hong Kong: Comparative Education Research Centre, The University of Hong Kong: Springer.

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• McInerney, D.M., & Liem, A. D. (2008). Motivation theory and engaged learning. In P. A. Towndrow, C. Koh, & H. C. Tan (Eds.), Motivation and practice for the classroom (pp.11-36). The Netherlands: Sense Publishers.

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• McInerney, D. M., & Liem, A. D. (2009). Individualism/collectivism – fact or fiction? In D. Westen, L. Burton & R. Kowalski (Eds.), Psychology: Australian and New Zealand Edition (2nd ed., pp. 807-809). Sydney: John Wiley & Sons.

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• McInerney, D. M. (2007). Personal investment, culture, and learning. Insights into the most salient influences on school achievement across cultural groups. In F. Salili & R. Hoosain (Eds.), Research in multicultural education and international perspectives: Vol. 6. Culture, motivation and learning: A multicultural perspective (pp.169-194). Greenwich, CT: Information Age Publishing.

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• McInerney, D. M. (2007). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp.369-400). New York: Lawrence Erlbaum.

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• Green, J., Martin, A.J., Marsh, H.W., & McInerney, D. M. (2006). Academic motivation and engagement: Examining relations with key educational outcomes. In R.G. Craven., J. S. Eccles, & T. M. Ha (Eds.), Self-concept, motivation, social and personal identity for the 21st Century. Proceedings of the Fourth International Biennial SELF Research Conference, Ann Arbor, University of Michigan.

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• Green, J., Martin, A.J., Marsh, H.W., & McInerney, D. M. (2006). Gender and grade effects in the structure of academic motivation and engagement: A higher order confirmatory factor analysis approach. In R.G. Craven., J. S. Eccles, & T. M. Ha (Eds.), Self-concept, motivation, social and personal identity for the 21st Century. Proceedings of the Fourth International Biennial SELF Research Conference, Ann Arbor, University of Michigan.

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• McInerney, D. M. (2006). Educational psychology – Theory, research, and teaching: A 25-year retrospective. In K. Wheldall (Ed.), Developments in educational psychology. How far have we come in 25 years? (pp.13-27). London: Routledge.

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• McInerney, D. M. (2006). Individualism/collectivism – fact or fiction? In Psychology: an Australian and New Zealand Perspective (pp.808-809). Milton, Queensland: John Wiley

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• McInerney, D. M., Maehr, M. L., & Dowson, M. (2004). Motivation and culture. In C. D Spielberger (Ed.), Encyclopedia of applied psychology (Vol, 2, pp. 631- 639). St Louis MO: Elsevier.

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• Dowson, M., & McInerney D. M. (2003). Psychological parameters of students’ social and work avoidance goals. In M. L. Patten (Ed.), Educational and psychological research (3rd ed., pp. 16-25). Los Angeles: Pyrczak Publishing.

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• McInerney, D. M., Dowson, M., & Simpson, K. (2003). Educating adolescents in Australia: Motivation and the middle school years. In F. Pajares & T. Urdan (Eds.), Adolescence and education: an international perspective (Vol. 3, pp. 25-43). Greenwich, CT: Information Age.

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• McInerney, V., & McInerney, D. M. (2003). Multiculturalism in New South Wales Australia – a retrospective and prospective view. In F. Salili & R. Hoosain (Eds.), Research in multicultural education and international perspectives. Multicultural education: Issues, policies and practices (Vol 2, pp. 193-222). Greenwich, CT: Information Age.

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• Hinkley, J., Marsh, H. W., & McInerney, D. M. (2002). Social identity and Navajo high school students: Is a strong social identity important in the school context? In W. Lonner, D. Dinnel, S. Hayes, & D. Sattler (Eds.), Readings in psychology and culture. E-book at the Center for Cross-Cultural Research, Department of Psychology, Western Washington University. USA. (Retrieved from http://www.wwu.edu/~culture).

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• McInerney, D. M., & McInerney, V. (1999). The goals of schooling in culturally diverse classrooms. In F. Schultz (Ed.), Annual editions, multicultural education 99/00 (pp. xxx-xxx). 6th Ed. Guilford, CT: Duskin/McGraw Hill. (Reprint from The Clearing House,71, 63-366).

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• McInerney, D. M. (1999). What should the classroom be like to get children to want to read and write?  The importance of student motivation to literacy acquisition! In A. Watson & L. Giorcelli (Eds.), Accepting the literacy challenge (pp. 95-115). Sydney: Scholastic.

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• Williams, J. E., Satterwhite, R. C., & Saiz, J. L. with the cooperation and assistance of McInerney, D. M. (1998). Cross-cultural variations in the importance of psychological traits: A twenty country study. New York: Plenum.

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• McInerney, D. M., & McInerney, V. (1996). The new cognitively oriented educational psychology course: A community meeting exploring what’s new and different, what’s next, and so what? [Tape recording] RA6-10.06. Chicago, Il: Teach ‘Em.

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• McInerney, D. M. (1995). Goal theory and indigenous minority school motivation: Relevance and application. (Invited) In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement (Vol. 9, pp. 153-181). Greenwich, CT: JAI Press.

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• McInerney, D. M. (1994). Psychometric perspectives on school motivation and culture. In E. Thomas (Ed.), International perspectives on culture and schooling (pp. 327-353). London: Institute of Education, London University.

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• McInerney, D. M. (1989). A cross-cultural analysis of student motivation. In D. M. Keats, D. Munro & L. Mann (Eds.), Heterogeneity in cross-cultural psychology (pp. 332-345). Lisse: Zwets & Zeitlinger.

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• McInerney, D. M. (1989). Psychological determinants of motivation of urban and rural non-traditional Aboriginal students in school settings. In P. Moir, & M. Durham (Eds.), Contemporary issues in Aboriginal studies (pp. 000-000). Sydney: Firebird Press.

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• McInerney, V., & McInerney, D. M. (1982). Some thoughts on a school language programme for second language learners. In D. Burnes, A. Campbell, & R. Jones (Eds.), Reading, writing and multiculturalism (pp. 69-75). Adelaide: Australian Reading Association.

 

Chapters in books (self edited):

 

• Splitter, L. J., & McInerney, D. M. (2015). Motivation: A philosophical and psychological synthesis. In F. Guay, H. Marsh, D. M. McInerney & R. G. Craven (Eds.), Self-concept, Motivation and Identity: Underpinning Success with Research and Practice. Advances in Self Research (Vol. 5). Charlotte, NC: Information Press.

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• King, R.B., & McInerney, D.M. (2013). Seeing the forest beyond the trees: A multilevel perspective on school motivation. In D.M. McInerney, H.W. Marsh., R.G. Craven, & F. Guay (Eds.), International advances in self research: Vol.4. Theory driving research: New wave perspectives on self-processes and human development. (pp. 287-310). Charlotte, NC: Information Age Publishing.

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• McInerney, D. M, Walker, R. A., & Liem, G. A. D. (2011). Sociocultural theories of learning and motivation. Looking back, looking forward. In D. M. McInerney, R. A. Walker, R. A., & G. A. D. Liem (Eds.), Research on sociocultural influences on motivation and learning: Vol. 10. Sociocultural theories of learning and motivation. Looking back, looking forward. (pp. 287-310). Charlotte, NC: Information Age.

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• Brown, G., McInerney, D. M, & Liem, G. A. D. (2009). Student perspectives of assessment: Considering what assessment means to learners. In D. M. McInerney, G. Brown, & G. A. Liem, G. A. D. (Eds.), Research on sociocultural influences on motivation and learning: Vol9. Student perspectives on assessment: What students can tell us about assessment for learning (pp.1-29). Charlotte, NC: Information Age.

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• Liem, A. D., & McInerney, D. M. (2008). Best international practice in teaching and learning. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Vol. 8.Teaching and learning: International best practice (pp.3-21). Charlotte, NC: Information Age.

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• Da Silva, D., & McInerney, D. M. (2008). Motivational and self-goals of female students in contemporary Japan. In O. S. Tan, D. M. McInerney, A. D. Liem, & A-G. Tan (Eds.), Research on multicultural education and international perspectives Series: Vol. 7. What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 191-216). Charlotte, NC.: Information Age Publishing.

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• McInerney, D.M., Liem, A. D., Ortiga, Y. P. Y., Lee, J. Q., & Manzano, A. S. (2008). Future goals and self-regulated learning among Singaporean Chinese students: The mediating role of utility values of schooling, perceived competence, academic self-concept and academic motivation. In O. S. Tan, D. M. McInerney, A. D. Liem, & A-G. Tan (Eds.), Research on multicultural education and international perspectives Series: Vol. 7. What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 267-294). Charlotte, NC: Information Age Publishing.

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• Tan, O. S., McInerney, D. M., Liem, A. D., & Tan, A. G. (2008). West-East and East-West learning: Some psychological and cultural Insights. In O. S. Tan, D. M. McInerney, A. D. Liem & A.-G. Tan (Eds.), Research on multicultural education and international perspectives Series: Vol. 7. What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 1-10). Charlotte, NC: Information Age Publishing

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• McInerney, D. M., Marsh, H. W., & Craven, R. G. (2008). Self-processes, learning, and enabling human potential. Dynamic new approaches In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research :Vol. 3. Self-processes, learning, and enabling human potential. Dynamic new approaches (pp.3-11). Charlotte, NC: Information Age Publishing.

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• Parker, P. D., Dowson, M., & McInerney, D. M. (2007). Standards for quantitative research in diverse sociocultural contexts. In D. M. McInerney, S. Van Etten & M. Dowson (Eds.), Research on multicultural education and international perspectives Series: Vol. 6. Standards in Education (pp. 315-330). Charlotte, NC: Information Age Publishing.

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• Marsh, H. W., Craven, R., & McInerney, D. M. (2005). Introduction. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research :Vol. 2. New Frontiers for self research (pp.3-14). Greenwich, CT: Information Age Press.

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• McInerney, D. M., Dowson, M., & Yeung, A. S. (2005). Inside culture and curriculum. Religious and sex differences among Arabic students’ perceptions of personal development, health, and physical education. In D. M. McInerney & S. Van Etten (Eds.), Research on multicultural education and international perspectives Series: Vol. 5. Focus on curriculum (pp.199-221). Greenwich, CT: Information Age.

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• McInerney, D. M., & Van Etten, S. (2004). Big theories revisited. In D. M. McInerney & S. Van Etten (Eds.), Research on multicultural education and international perspectives Series: Vol.4. Big Theories Revisited (pp.1-11). Greenwich, CT: Information Age.

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• Maehr, M. L. & McInerney, D. M. (2004). Motivation as personal investment. In D. M. McInerney & S. Van Etten (Eds.), Research on multicultural education and international perspectives Series: Vol.4. Big Theories Revisited (pp.61-90). Greenwich, CT: Information Age.

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• McInerney, D. M. (2003). Motivational goals, self-concept and sense of self – What predicts academic achievement? Similarities and differences between Aboriginal and Anglo Australians in high school settings. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (Vol. 1, pp. 315-346). Greenwich, CT: Information Age.

• Marsh, H. W., Craven, R. G., & McInerney, D. M. (2003). International advances in self research: Speaking to the future. In H. W. Marsh, R. G. Craven, & D. McInerney (Eds.), International advances in self research (Vol. 1, pp. 3-14). Greenwich, CT: Information Age.

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• Van Etten, S., & McInerney, D. M. (2002). Bridging the sociocultural divide. An encouragement for researchers to consider a wheel of research perspective. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol. 2, pp. ix-xxi). Greenwich, CT: Information Age.

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• Watkins, D., McInerney, D. M., Lee, C., Akande, A., & Regmi, M. (2002). Motivation and learning strategies. A cross-cultural perspective. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol. 2, pp. 329-343). Greenwich, CT: Information Age.

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Books (authored):

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• McInerney, D. M., & Putwain, D. (2017). Developmental and Educational Psychology for Teachers: An applied approach. Routledge, UK.

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• Lee, P., Fasoli, L., Ford, L., Stephenson, P., & McInerney, D. M. (2014). Indigenous kids and schooling in the Northern Territory. An introductory overview and brief history of Aboriginal Education in the Northern Territory. Batchelor Institute of Indigenous Tertiary Education Press.

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• McInerney, D. M. (2014). Educational psychology: Constructing learning. 6th ed. Sydney: Pearson.

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• McInerney, D. M., & McInerney, V. (2010). Educational psychology: Constructing learning. 5th ed. Sydney: Pearson.

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• McInerney, D. M. (2010). The role of sociocultural factors in shaping student engagement in Hong Kong: An ethnic minority perspective. Chair Professors. Public Lecture Series. The Hong Kong Institute of Education: Hong Kong.

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• 麥翰林、鄭穎怡和黎寶燕 (2010)。《善用動機、盡展所長：教與學的錦囊》。美國北卡羅萊納州夏洛特市：Information Age Publishing。(McInerney, D. M., Cheng, R. W. Y., & Lai, P. Y. (2010). Utilize motivation to fulfil potentials: Tips for teaching and learning. Charlotte, NC: Information Age Publishing. (in Chinese).

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• McInerney, D. M. (2006). Developmental psychology for teachers: An applied approach. Sydney: Allen & Unwin.

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• McInerney, D. M., & McInerney, V. (2006). Educational psychology: Constructing learning. 4th ed. Sydney: Pearson.

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• McInerney, D. M. (2005). Helping kids achieve their best. Understanding and using motivation in the classroom (Revised). Greenwich, CT: Information Age Publishing.

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• McInerney, D. M., & McInerney, V. (2004). Educational psychology: Constructing learning. Instructor’s resource CD-ROM. Sydney: Pearson.

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• Monash University (2003). EDF5422 Communication, learning and assessment book one. Compiled from D. M. McInerney & V. McInerney (Eds.), Educational psychology: Constructing learning 3rd Ed. Sydney: Pearson.

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• Charles Sturt University. (2002). EPT 491 Learning and teaching practice book 1. Compiled from D. M. McInerney & V. McInerney (Eds.), Educational psychology: Constructing learning 3rd ed. Sydney: Prentice Hall.

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• McInerney, D. M., & McInerney, V. (2002). Educational psychology: Constructing learning (3rd edition). Sydney: Prentice Hall + accompanying web site.

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• McInerney, D. M. (2001). Publishing your psychology research: A guide to writing for journals in psychology and related fields. Sydney: Allen & Unwin (co-published with Sage UK/USA).

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• McInerney, D. M. (2000). Helping kids to achieve their best: Understanding and using motivation in the classroom. Sydney:Allen & Unwin.

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• McInerney, D. M., & McInerney, V. (1998). Educational psychology: Constructing learning (2nd edition). Sydney: Prentice Hall, Australia.

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• McInerney, D. M., & McInerney, V. (1998). Instructor’s resource manual. Educational psychology: Constructing learning. 2nd edition. Sydney: Prentice Hall.

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• McInerney, D. M., & McInerney, V. (1998). Power point slides to accompany instructor’s resource manual. Educational psychology: Constructing learning. 2nd edition. Sydney: Prentice Hall.

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• McInerney, D. M., & McInerney, V. (1994). Educational psychology: Constructing learning (1st edition). Sydney: Prentice Hall, Australia.

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• McInerney, D. M., & McInerney, V. (1994). Instructor’s manual to accompany Educational psychology: Constructing learning (1st edition). Sydney: Prentice Hall, Australia.

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• McInerney, D. M. (1984). Inquiries into creativity.  Sydney: Macarthur Institute of Higher Education.

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• McInerney, D. M. (1982). A student's guide to child development.  Sydney: Milperra C. A. E.

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• McInerney, D. M., & McInerney, V. (1983). Adolescence, teachers and schools. A student's guide. Sydney: Macarthur Institute of Higher Education.

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Books (edited):

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• Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.) (In Press). Driving Positive Psychology and Well-being. Volume 6, International Advances in Self Monograph Series.

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• Guay, F., Marsh, H. W., McInerney, D. M., & Craven, R. G. (Eds.) (2015). Self-concept, Motivation and Identity: Underpinning Success with Research and Practice. Advances in Self Research (Vol. 5). Charlotte, NC: Information Press.

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• Chung, K. K. H., Yuen, K. C. P, and McInerney, D. M. (Eds.) (2014). Understanding developmental disorders of auditory processing, language and literacy across languages: International perspectives. In D. M. McInerney (Ed.) Research on Sociocultural Influences on Motivation and Learning. Vol. 11. Charlotte, NC: Information Age Publishing.

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• McInerney, D. M., Marsh, H. W., Craven, R. & Guay, F. (Eds.). (2013). Theory driving research: New wave perspectives on self-processes and human development. Advances in Self Research (Vol. 4). Charlotte, NC: Information Age Publishing.

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• McInerney, D. M, Walker, R. A., & Liem, G. A. D. (Eds.) (2011). Sociocultural theories of learning and motivation. Looking back, looking forward. In D. M. McInerney (Ed.) Research on Sociocultural Influences on Motivation and Learning. Vol. 10. Charlotte, NC: Information Age.

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• McInerney, D. M., Brown, T. L., & Liem, G. A. D. (Eds.) (2009). Student perspectives on assessment: What students can tell us about assessment for learning. In D. M. McInerney (Ed.), Research on Sociocultural Influences on Motivation and Learning. Vol. 9. Charlotte, NC: Information Age.

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• Tan, O S., McInerney, D. M., Liem, A. D., & Tan, A-G. (Eds.) (2008). What the West can learn from the East. Asian perspectives on the psychology of learning and motivation. Vol. 7 in Research in Multicultural Education and International Perspectives (Series Editors F. Salili and R. Hoosain). Charlotte, NC: Information Age.

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• McInerney, D. M., & Liem, A. D. (Eds.) (2008). Teaching and learning: International best practice. In D. M. McInerney & S. Van Etten (Ed.,) Research on Sociocultural Influences on Motivation and Learning. Vol. 8. Charlotte, NC: Information Age.

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• Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.) (2008). Advances in self research. Vol. 3. Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. Charlotte, NC: Information Age.

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• McInerney, D. M., Van Etten, S., & Dowson, M. (Eds.) (2007). Research on sociocultural influences on motivation and learning. Vol. 7. Standards in Education.  Charlotte, NC: Information Age.

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• McInerney, D. M., Dowson, M., & Van Etten, S. (Eds.) (2006). Research on sociocultural influences on motivation and learning. Vol. 6. Effective Schools. Charlotte, NC: Information Age.

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• McInerney, D. M., & Van Etten, S. (Eds.) (2005). Research on sociocultural influences on motivation and learning. Vol. 5. Focus on curriculum. Greenwich, CT: Information Age.

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• Marsh, H. W., Craven, R., & McInerney, D. M. (Eds.) (2005). Advances in self concept research: Theory, measurement, research and application. Vol. 2. Greenwich, CT: Information Age.

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• McInerney, D. M., & Van Etten, S. (Eds.) (2004). Research on sociocultural influences on motivation and learning, Vol. 4. Big theories revisited. Greenwich, CT: Information Age.

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• Marsh, H. W., Craven, R. G., & McInerney, D. M. (Eds.) (2003). Advances in self concept research: Theory, measurement, research and application. Vol. 1. Greenwich, CT: Information Age.

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• McInerney, D. M., & Van Etten, S. (Eds.) (2003). Research on sociocultural influences on motivation and learning, Vol. 3. Focus on teacher education. Greenwich, CT: Information Age.

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• McInerney, D. M., & Van Etten, S. (Eds.). (2002). Research on sociocultural influences on motivation and learning, Vol. 2. Greenwich, CT: Information Age.

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• McInerney, D. M., & Van Etten, S. (Eds.). (2001). Research on sociocultural influences on motivation and learning, Vol 1. Greenwich, CT: Information Age Press.

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