Philip Parker

Philip Parker was a PATHWAYS Fellow from January 2010 to July 2011, when he was based at the Max Planck Institute for Human Development, Berlin, and the University of Tübingen, and 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. He 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.

Philip is currently a research fellow at the Centre for Positive Psychology and Education (CPPE). The Centre has recently achieved "Institute" status having been taken over by the Australian Catholic University (ACU). In his research, Philip uses large longitudinal databases from the Australia, US, UK, Germany and Finland where he focuses on career pathways, personality, and well-being issues related to youths’ transition from school to work or further education.

In February 2013 Philip was awarded funding by the Australian government for a 3 year project: "Making Australia internationally competitive: driving educational attainment by academic motivation, self-concept, engagement and aspirations". He will be collaborating with Herbert Marsh, Alex Morin. This project will extend and test predictions from motivation theory about educational choice and attainment, using multiple large national/international databases and new statistical models. This will result in better strategies to meet government targets of increasing tertiary enrolments, particularly for disadvantaged students.

In November 2013, Philip won the prestigious Discovery Early Career Researcher Award from the Australian Research Council. His research is entitled, "Closing the Disadvantaged Gap: Self-Beliefs and Task Value as Drivers of Educational Choices During the Post High School Transition".

Philip has published in a number of international journals including the Annual Review of Clinical Psychology, Child Development, Developmental Psychology, Journal of Personality, Learning and Instruction, and Journal of Educational Psychology. He also published a number of book chapters and peer-reviewed papers in international conferences proceedings and monographs.



Parker, P.D., Martin, A.J., Colmar, S., Liem, G.A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education 28(4), 503-513.

Parker, P. D.; Schoon, I; Tsai, Y-M; Nagy, G; Trautwein, U; Eccles, J.S. Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: A multicontext study. Developmental Psychology, 48(6), 1629-1642.

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. FULL TEXT

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 adolescenceHealth 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.