Philip Parker

Fellowship duration: January 2010 - July 2011

Philip Parker joined the PATHWAYS programme in January 2010, based at the Max Planck Institute for Human Development, Berlin, and the University of Tübingen, where he worked with longitudinal data from Germany and Finland on motivation, personality, and well-being issues related to youths’ transition from school to work or further education. Philip studied psychology at the SELF research centre at the University of Western Sydney where he received a first class honours degree and the Australian Psychological Society Science Prize for his thesis on self-concept, personality, and well-being. Philip then received a full scholarship to complete his PhD at the University of Sydney on the role of motivational constructs and processes in the development of teacher burnout and subjective well-being. His thesis was submitted for examination in January 2010.

Since completing his PATHWAYS Fellowship, Philip returned to the University of Western Sydney where he is now a Lecturer (Research) at the Centre for Educational Research.

Publications

Papers

Parker, P.D., Lüdtke, O., Trautwein, U. & Roberts, B.W. (2011), Personality and Relationship Quality during the Transition from High School to Early Adulthood, Journal of Personality DOI: 10.1111/j.1467-6494.2012.00766.x (early view) FULL TEXT

Parker, P.D. & Salmela-Aro, K. (2011).Developmental Processes in School Burnout: A Comparison of Major Developmental Models. Learning and Individual Differences21(2), 244-248.

Parker, P.D., Martin, A., Martinez, C., Marsh, H., & Jackson, S. (2010). Longitudinal approaches to Stages of Change measurement: Effects on cognitive and behavioral physical activity factors. Measurement and Evaluation in Counseling and Development 43 (2) p. 108-120

Parker, P.D., Martin, A., Martinez, C., Marsh, H., & Jackson, S. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education and Behavior, 37, 318–329.

Parker, P. D., & Martin, A. J. (2011). Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement. Journal of Religion & Health, 50(3), 656-674.

Parker, P. D., Martin, A. J., Martinez, C., Marsh, H. W., & Jackson, S. A. (2010). Stages of Change in Physical Activity: A Validation Study in Late Adolescence. Health Education & Behavior, 37(3), 318-329.

Parker, P.D., Martin, A.J., Colman, S., & Liem, G.A. (in press), Teachers’ Workplace Well-being: Exploring a Process Model of Goal Orientation, Coping Behavior, Engagement, and Burnout. Teacher and Teaching Education.

Dietrich, J., Parker, P.D., & Salmela-Aro, K. (submitted), Phase-Adequate Engagement at the Post-School Transition. Developmental Psychology.

Litalien, D., Lüdtke, O., Parker, P.D., & Trautwein, U. (submitted), Goals regulation predicts subjective well-being in post-school transition: A two-year longitudinal study. Motivation and Emotion.

Parker, P.D. Marsh, H.W., Lüdtke, O., & Trautwein, U. (submitted), Big-fish-little-pond (BFLP) Compensatory Effect: Theoretical and Empirical Integration of the BFLP and Internal/External Frame of Reference Models. Learning and Instruction

Parker, P.D., Schoon, I., Tsai, Y., Nagy, G., Trautwein, U., & Eccles, J. (submitted), Achievement, Agency, Gender, and Socioeconomic Background as Predictors of Post-school Choices: A Multi-context Study. Developmental Psychology.

Parker, P.D., Thoemmes, F., & Salmela-Aro, K.  (submitted), Time off From Your Troubles: Educational Moratorium Effects on Subjective Well-being and Goal Pursuit. British Journal of Educational Psychology.

Book Chapters

Parker, P.D., Nagy, P.D., Trautwein, U., & Lüdtke, O. (in press) The Internal/External frame of Reference as Predictors of Career Aspirations and University Majors. In J. Eccles & I. Schoon (Eds.) Gender differences in aspirations and attainment.