People_

Professor Helen Watt

Director of Research Development (Social Sciences), Professor of Educational Psychology

Address

A35 - Education Building

The University of Sydney

Details

Member of SSSHARC

Websites

Contact details

Resume

Curriculum vitae

Biographical details

Helen M. G. Watt is Professor of Educational Psychology at The University of Sydney, initiator of the Network Gender & STEM (www.genderandSTEM.com), Fellow of the Academy of Social Sciences in Australia, Fellow of the American Educational Research Association, former Australian Research Council Future Fellow and Director of Research Development (Social Sciences) at USyd. She previously served at Monash (where she retains an Honorary Professorship) including as Head, Educational Psychology and Inclusive Education; Michigan; Western Sydney; Sydney; and Macquarie Universities. Helen is a motivation researcher whose projects address: declining participation in advanced sciences and mathematics especially by girls (www.stepsstudy.org), and the engagement and wellbeing of beginning teachers (www.fitchoice.org), utilising long-term and large-scale survey data across comparative settings. She has published extensively on these topics, edited books and special issues, won research awards, extramural funding, and held leadership roles in national (www.aare.edu.au) and international (www.aera.net) associations.

Research interests

Specialisations

Educational psychology: Motivation, Occupational choice, STEM engagement and pathways, Gender, Teacher development

Methods: Measurement and scale construction, Quantitative methods, Longitudinal analyses, Mixed methods

I am frequently consulted when methodological expertise is required as Consultant on colleagues’ projects, e.g.,

Mathematics anxiety and engagement strategy Advisory Board, Australian Council for Educational Research (ACER) 2018+

Understanding Factors Contributing to Gender Differences in Australian Adolescents’ AchievementExpert Feedback on Report for Dr Emma Burns, for SACE Board of South Australia.

Teach! The role of teachers’ beliefs and instructional practices for students’ beliefs and academic outcomes(German Research Foundation [DFG] LA-3522/5-1, 2019-2021, PIs: Lazarides & Schiefele, Potsdam University)

Social and cultural influences on adolescent literacy motivation and development (NICHD / OSERS / OVAE $USD2,034,000: 2004-7, #1R01HD046115-01, PIs: Eccles & Moje, University of Michigan)

Math-Science Partnerships Research Evaluation Project (NSF 2004-7, HER 0335369 PIs: Karabenick & Maehr, University of Michigan)

BRiTE: Building Resilience in Teacher Education(OLT 2013-15 ID13-2924 $150,00: CI Mansfield, Murdoch University)

Teaching and supervision

RESEARCH SUPERVISION:

Postdoctoral mentees: Dr Madeleine Bieg (Germany): 2016; Dr Sindu George (Australia): 2015-2016; Dr Gloria Gratacos (Spain): 2015; Dr Rebecca Lazarides (Germany): 2013-2016; Dr Jaana Viljaranta (Finland): 2013, 2016; Dr Jean-Louis Berger (Switzerland): 2013; Dr Christelle Devos (Belgium): 2012; Dr Nir Madjar (Israel): 2011-2012.

Completed students, PhD:

Using real-world scientific problems to promote students’ mathematics motivations: A mixed-methods study of grade 7 students and their teachers. Jake Little, The University of Sydney; co-supervised with A/Prof Judy Anderson. 2021.
The measurement, structure and trajectories of cognitive and affective dimensions of mathematics interest among Australian grades 7-10 students. Kester Lee, The University of Sydney; co-supervised with A/Prof Judy Anderson. 2020.
Teacher burnout: Personal and school environment correlates of burnout, wellbeing and turnover intent in a sample of Australian teachers. Natalia Rajendran, Monash University; co-Supervised with Prof Paul Richardson. 2020.
Factors Lifting Apprenticeship Retention Expectations (FLARE). Tim Powers, Monash University; co-Supervised with Prof Paul Richardson. 2020.
Belonging and socioemotional wellbeing among students in transition from primary to secondary school. Kimberley O'Brien, Monash University. 2016.
The relationship of personality traits and achievement motivation to course and career choice:A theoretical exploration and empirical investigation. Kevin Quin, Monash University. 2016.
Teacher professional boundaries: online and offline. Zoe A. Morris, Monash University; co-supervised with A/Prof Paul Richardson. 2016.
Indonesian teacher education students' motivations for choosing a teaching career and a career plan. Anne Suryani, Monash University; co-Supervised with A/Prof Paul Richardson. 2015. Dr Suryani was awarded the Monash University Mollie Holman Medal for her Doctoral thesis, and a Postgraduate Publications Award.
Teachers' classroom behaviour and its impact on students' foreign language anxiety, motivation and achievement. Diana Chitra Hasan, Monash University; co-Supervised with A/Prof Paul Richardson. 2015.
Emotions in the classroom. Betty Becker; co-Supervised with Professor Reinhard Pekrun, LMU Munich. 2013.
Attribution and motivation: A cultural study among Native and Chinese Indonesian university students. Novita Sutantoputri, Monash University. 2012.
Coping patterns and goal achieving behaviour in the perfectionist. Yvonne Toh, Monash University. 2011.
Social adjustment of children with chronic conditions during school transitions: A longitudinal study of social cognitive and social-ecological factors. Anne McMaugh, co-supervised with A/Prof Ray Debus, Univ. of Sydney. 2005.
The nature of perfectionism and its academic implications for secondary school students. Colleen Hawkins, co-supervised with A/Prof Ken Sinclair, University of Sydney. 2005.Dr Hawkins was awarded the Australian Association for Research in Education [AARE] Early Career Researcher Award for her Doctoral research in 2005, AERA Division C Learning and Instruction Graduate Research Excellence Award in 2006, and AERA Division E Dissertation Award in Counseling in 2006.

Master of Education

Changes in motivations and perceptions of teachers: Lessons from FIT-Choice data. Ann Guns, co-supervised with Dr Paul Richardson (Monash) & Prof. Drs. D. Gijbels and S. De Maeyer (Antwerp). 2011.
What teachers believe, say and do: A study of the relationship between teacher self- efficacy for student engagement, their engagement practices, and student engagement. Fiona Morrison, Monash. 2009

Master of Psychology (Educational & Developmental)

The effect of gender and parental background on career motivations. Ashwinnie Ponniah, Monash. 2013.
How mathematics motivations and their social antecedents impact girls' senior high school and career choices related to mathematics. Caroline Findlay, Monash University. 2011.
Identifying factors that influence burnout and planned persistence among beginner teachers. Nilusha De Alwis, Monash University. 2010.
Teachers’ motivation and professional engagement: An integrated theoretical perspective. Annabelle Fourie, Monash University. 2010.
Factors affecting immigrant students' academic motivation and achievement. Emina Mehic, Monash University. 2010.
Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls' motivations for science. Juliette Spearman, Monash University. 2010.
Effects of gender and gender role orientation on high school students' teaching perceptions and aspirations in Hong Kong. Wai Shan Ku, Monash University. 2009
An investigation into the effects of positive psychology constructs and personality factors on student academic achievement and well-being. Nicole Luzza, Monash University. 2009.
Personality and teachers: A multi-faceted approach. Kevin Quin, Monash University. 2008.

Postgraduate Diploma of Psychology (Educational & Developmental)

Perceptions of the counselling profession – motivational profiles, career choice satisfaction and planned persistence. Dale Poon, Monash University. 2016.
Future counsellors’ career identity status, career decision self-efficacy, and satisfaction with choice. Samantha Fredericks, co-supervised with Dr Sandy Stewart, Monash University. 2016
Identifying factors that deter engineering students from pursuing a "STEM" teaching career. Nilusha De Alwis, Monash University. 2008.
Do parents’ knowledge of depressive symptoms and parental emotional intelligence influence recognition of adolescent depression? Christine Dodson co-supervised with Dr Simon Crisp, Monash. 2008.
Attitudes of university students towards teaching as a career. Amy Brown, Monash University. 2007
Teachers - the next generation: Issues in teacher recruitment. Amy Young, Monash University. 2007
Parental attachment style, anxiety, status anxiety and the impact they have on parents’ choices for the number of extra-curricular activities attended by their children. Alison Ackland-Prpic, Monash. 2006.

Master of Teaching Honours

Transition from primary to secondary school: A case study on the use of transition programs. Susanne Tonkin, University of Sydney. 2001.
A comparison of single-sex and coeducational school students' views of the opposite sex. Justin Langley, University of Sydney. 2000.
The attitudes of prospective science teachers toward the teaching of Physics. Michael Frewin, USyd. 1999.
The effect of gender upon the secondary school counselling relationship. Kaylene Thomas, USyd. 1999.

Bachelor of Education Honours

Motives for choosing to become a teacher, and for choosing Sydney University for the Bachelor of Education degree. Penny Anastasiou, University of Sydney. 2002.
The impact of gifted and talented programs on students' academic self-concept. Karyn Tate, USyd. 2001.
Self-perceptions of academic competence: How they develop and how they relate to intrinsic motivation for learning in English and Maths for Year Six students. Rachel J Cocks, USyd. 2001.
Social relationships of the gifted and talented: Patterns of peer acceptance, friendship, friendship quality, loneliness and social satisfaction among gifted and talented students at the upper primary level. John H R Williams, University of Sydney. 2000.
Perceptions of male primary teachers: A comparative study assessing parents' and principals' perceptions of male primary teachers. Geoff R Clarke, University of Sydney. 1999.
Sun protection knowledge, attitudes and behaviours in male and female adolescents. Belinda Summerville, University of Sydney. 1999.
Integrating the history of mathematics into teaching: Pedagogy into practice. Allison Gregory, co-supervised with Dr Lloyd Dawe and Mr Lindsay Grimison, University of Sydney.1999.
Self-efficacy as a contribution to the selection of career choices: A path analysis. Huy Phan, co-supervised with Dr Richard Walker, University of Sydney. 1997.
An investigation of some teachers' beliefs about assessment in mathematics K-12. Karen Simpson, co-supervised with Mr Lindsay Grimison, University of Sydney. 1996.

Current projects

List of ongoing funded projects (refer CV for earlier):

Gendered engagement and participation in sciences and mathematics. ARC FT 170100153
Attracting and sustaining engaged teachers of science and mathematics. with S Rice & P W Richardson - and PI A Rose (DET Qld): ARC LP160100094 $215,000
FIT-Choice project (www.fitchoice.org):ARC DP140100402 $352,000;DP0987614 $320,000;DP0666253 $185,000
STEPS study (www.stepsstudy.org):ARC DP110100472/ARF $564,539
CAPPS: Counselling & Psychology Practitioner Study (www.cappstudy.com)

Associations

EDITORIAL

Associate Editor: Social Psychology of Education 2022+, AERA Open 2014-2022, Educational Research Review 2010-2013
Editorial Boards: Australian Journal of Education 2014+, Contemporary Educational Psychology 2014+, International Journal of Quantitative Research in Education 2012+, Journal of Research on Adolescence 2008-2010, Journal of Experimental Education 2006-2008, Equal Opportunities International 2006-2010. I additionally review for numerous journals in education.

LEADERSHIP IN PROFESSIONAL ASSOCIATIONS

Panelist, National Science Foundation (NSF), Wellcome Trust, and Economic and Social Research Council (ESRC) Science Learning+ Partnership Grants 2016
Category 1 grants reviewer: ARC, Israeli Science Foundation, Swiss National Science Foundation, Research Foundation Flanders, NSF (USA), ESRC (UK) 2006+
American Educational Research Association: Presidential nominee, International Relations Committee 2013-2016
Chair, AERA Motivation in Education SIG (elected from 400+ members) 2012-2014
Founder and coordinator, Network Gender & STEM (www.genderandSTEM.com) 2011+
Program Chair, AERA Motivation in Education SIG 2010-2012
Excellence for Research in Australia (ERA) Peer Reviewer 2010+
Doctoral Award Committee, Australian Association for Research in Education (AARE) 2010+
Co-convenor, MEL SIG [Melbourne branch of the AARE Motivation and Learning SIG] 2006-2011
Executive, Australian Association for Research in Education (AARE) 2008-2011
Awards coordinator, AARE 2008-2011
Founder and convenor, AARE Motivation and Learning SIG 2002-2011
Executive, New South Wales Institute for Educational Research (NSW-IER) 1998-2002

Awards and honours

EDUCATION AWARDS

2020 Sydney University Postgraduate Representative Association (SUPRA) “Supervisor of the Year”

2013 Monash Postgraduate Association “Supervisor of the Year”

2007-2011 (each year) Nominee, Monash Postgraduate Association “Supervisor of the Year”

2013 Nominee, Monash Vice-Chancellor’s Education Award for Excellence in Honours Supervision

2008 Monash Faculty nominee, Carrick citations for outstanding contributions to student learning, For sustainedexcellence in challenging, engaging & supporting research students in educational and developmental psycholog.

2008 Nominee, AERA Division K (Teaching and Teacher Education) exemplary research Award

2007 Monash, Vice-Chancellor’s Showcase of Teaching Excellence:Challenges and innovations in quantitative researchmethods instruction by intensive delivery format as an unfamiliartopic among higher degree research participants.

2003 University of Western Sydney, Teaching Quality Grant $5000

2003 The University of Sydney, Faculty Teaching Excellence Award (for teaching during 2002)

2000 The University of Sydney, Faculty Teaching Excellence Award (for teaching during 1999)

OTHER RESEARCH AWARDS

2022 Fellow of the American Educational Research Association

2021 Fellow of the Academy of Social Sciences in Australia

2015 Faculty of Education, Monash University, inaugural Dean's Award for Research Impact

2014 Runner-up, AERA Division E (Counselling and Development) Outstanding Research Award

2007 Society for Research in Child Development International Award

2006 Faculty of Education, Monash University, inaugural Dean's Award Excellence in Research by Early Career Researchers

2004 Australian Association for Research in Education, Early Career Researcher Award

1995 Australian Association for Research in Education, Postgraduate Student Research Award

1998 Faculty of Education, The University of Sydney, Thomas T Roberts Award

PhD and master's project opportunities

Motivation and Educational Psychology

Current research students

Project title	Research student
Exploring the Interplay of Perceived Task Values Parental Expectations and Cultural Influences in Shaping Girls' Mathematical Educational and Career Aspirations	Dorothy CHEN
Unpacking the role and impact of online-learning platforms in Junior Secondary Mathematics Education.	Peter LAYBUTT
We need to talk about 'the elephant in the room': understanding out-of-field mathematics teaching through a policy and multi-informant study.	Yasser MENESES ZEPEDA
Academic Motivation to undertake the "Third Mission" in the Context of Academic Capitalism	Maria Francisca PUYOL DE LA FUENTE

Selected publications

Global perspectives on teacher motivation

(Cambridge University Press, 2017)

Teacher motivation: Theory and practice

(Routledge, 2014)

Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences

(American Psychological Association, 2008)

Publications

By Type

Expand all

Edited Books

Watt, H., Richardson, P., Smith, K. (2017). Global perspectives on teacher motivation. Cambridge: Cambridge University Press. [More Information]
Richardson, P., Karabenick, S., Watt, H. (2014). Teacher motivation: Theory and practice. NY: Routledge.
Watt, H., Eccles, J. (2008). Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. Washington, DC: American Psychological Association.

Book Chapters

Watt, H. (2024). Furthering theory and practice to promote gender equitable outcomes for youth. In P. W. St J. Watson, C. M. Rubie-Davies & B. Ertl (Eds.), The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations, (pp. 343-354). UK: Routledge. [More Information]
Watt, H., Richardson, P. (2024). Teachers' motivation to teach: A review through the lens of motivational theories. In G. Hagenauer, R. Lazarides & H. Jarvenoja (Eds.), Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspectives and empirical insights, (pp. 128-142). Abingdon, Oxon: Routledge. [More Information]
Watt, H., Richardson, P. (2023). Supportive school workplaces for beginning teachers' motivations and career satisfaction. Remembering the life, work and influence of Stuart A. Karabenick. Online: Emerald. [More Information]
Shah, C., Richardson, P., Watt, H., Rice, S. (2022). ‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015. In L. Hobbs R. Porsch (Eds.), Out-of-field teaching across teaching disciplines and contexts, (pp. 71-96). Singapore: Springer. [More Information]
Richardson, P., Watt, H. (2019). Beginning teachers' engagement profiles across four country settings: Implications for teacher education and early career induction. In N. Safi, C. E. Bauer, M. Kocher (Eds.), Lehrberuf: Vorbereitung, Berufseinstieg, Perspektiven Beitrage aus der Professionsforschung (The Teaching Profession: Training, Career Entry, Perspectives: Contributions from the Field of Research on the Teaching Profession), (pp. 139-147). Bern: hep verlag.
Viete, R., Plowright, S., Watt, H., Faine, M., Joseph, C. (2018). Discourses, voices, contradictions and silences in Malaysia's education reform: About this book and its editor. In C. Joseph (Eds.), Policies and politics in Malaysian education: Education reforms, nationalism and neoliberalism, (pp. 215-224). Abingdon: Routledge.
Richardson, P., Watt, H. (2018). Teacher professional identity and career motivation: A lifespan perspective. In P. A. Schutz, J. Hong, D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations, (pp. 37-48). Cham: Springer. [More Information]
Watt, H., Richardson, P., Morris, Z. (2017). Divided by discipline? Contrasting motivations, perceptions and background characteristics of beginning Australian English and Mathematics teachers. In Helen M. G. Watt, Paul W. Richardson, Kari Smith (Eds.), Global perspectives on teacher motivation, (pp. 349-376). Cambridge: Cambridge University Press. [More Information]
Rice, S., Richardson, P., Watt, H. (2017). Hard-to-staff Australian schools: How can we ensure that all students have access to quality teachers? In T. Bentley & G. C. Savage (Eds.), Educating Australia: Challenges for the decade ahead, (pp. 279-295). Melbourne: Melbourne University Press.
Watt, H., Richardson, P., Smith, K. (2017). Why teach? How teachers' motivations matter around the world. In Helen M. G. Watt, Paul W. Richardson, Kari Smith (Eds.), Global perspectives on teacher motivation, (pp. 1-21). Cambridge: Cambridge University Press. [More Information]
Richardson, P., Watt, H. (2016). Factors influencing teaching choice: Why do future teachers choose the career? In John Loughran, Mary Lynn Hamilton (Eds.), International Handbook of Teacher Education (Vol. 2), (pp. 257-304). Singapore: Springer. [More Information]
Watt, H. (2016). Gender and motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.), (pp. 320-339). New York: Routledge. [More Information]
Watt, H., Richardson, P. (2015). A motivational analysis of teacher beliefs. In H. Fives& M. G. Gill (Eds.), International handbook of research on teachers' beliefs, (pp. 191-211). New York: Routledge.
Watt, H., Richardson, P. (2015). Teacher motivation. In James D. Wright (Eds.), International Encyclopedia of the Social & Behavioral Sciences, (pp. 64-71). Amsterdam: Elsevier.
Watt, H., Richardson, P. (2014). Beginning teachers' motivations, effectiveness and wellbeing. In A.-L. Ostern (Eds.), NAFOL Year Book 2014: Once a teacher-always a teacher?, (pp. 53-64). Bergen, Norway: Fagbokforlaget Vigmostad & Bjorke AS.
Richardson, P., Watt, H., Karabenick, S. (2014). Teacher motivation matters: An introduction. In P. W. Richardson, S. A. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice, (pp. xii-xxii). NY: Routledge.
Richardson, P., Watt, H. (2014). Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. In P. W. Richardson, S. A. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice, (pp. 3-19). NY: Routledge.
Watt, H., Richardson, P. (2013). Teacher motivation and student achievement outcomes. In John Hattie and Eric M. Anderman (Eds.), International Guide to Student Achievement, (pp. 271-273). New York: Routledge.
Spearman, J., Watt, H. (2013). Women's aspirations towards "STEM" careers: A motivational analysis. In Patton, W (Eds.), Conceptualising Women's Working Lives: Moving the Boundaries of Discourse, (pp. 175-192). Rotterdam: Sense Publishers. [More Information]
Riley, P., Watt, H., Richardson, P., De Alwis, N. (2012). Relations among beginning teachers' self-reported aggression, unconscious motives, personality, role stress, self efficacy and burnout. In T. Wubbels, P. den Brok, J. Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research, (pp. 151-166). Rotterdam: Sense Publishers. [More Information]
Richardson, P., Watt, H. (2010). Current and future directions in teacher motivation research. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement, (pp. 139-173). Bingley, U.K.: Emerald.
De Alwis, N., Watt, H. (2010). Entrepreneurial and other career motivations among engineering students. In A. Malach-Pines & M. F. Ozbilgin (Eds.), Handbook of research on high-technology entrepreneurs, (pp. 267-280). Cheltenham, U.K.: Edward Elgar Publishing.
Watt, H. (2010). Gender and occupational choice. In J. C. Chrisler & D. R. McCreary (Eds.), Handbook of Gender Research in Psychology, (pp. 379-400). New York: Springer.
Watt, H., Richardson, P., Pietsch, J. (2009). Choosing to teach in the "STEM" disciplines: Characteristics and motivations of science, technology, and mathematics teachers from Australia and the United States. In A. Selkirk & M. Tichenor (Eds.), Teacher education: Policy, practice and research, (pp. 285-309). New York: Nova Science Publishers.
Watt, H. (2008). Gender and occupational outcomes: An introduction. In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences, (pp. 3-24). Washington, DC: American Psychological Association.
Watt, H. (2008). What motivates females and males to pursue sex-stereotyped careers? In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences, (pp. 87-113). Washington, DC: American Psychological Association.
Watt, H., Richardson, P., Tysvaer, N. (2007). Profiles of beginning teachers' professional engagement and career development aspirations. In A. Berry, A. Clemans & A. Kostogriz (Eds.), Dimensions of professional learning: Professionalism, practice and identity, (pp. 155-176). Rotterdam, The Netherlands: Sense Publishers.
Richardson, P., Watt, H., Tysvaer, N. (2007). What motivates people from business-related careers to change to teaching? In M. F. Ozbilgin & A. Malach-Pines (Eds.), Career choice in management and entrepreneurship: A research companion, (pp. 219-239). Cheltenham, U.K.: Edward Elgar Publishing.

show 25 more

Journals

Toh, L., Watt, H. (2024). How do occupational goals influence adult women's and men's decisions to opt out of aspired mathematics related careers during adolescence? Australian Educational Researcher, 51(1), 381-401. [More Information]
Rice, S., Watt, H., Richardson, P., Crebbin, S. (2024). Interest in science and mathematics teaching among non-science/mathematics initial teacher education candidates. Educational Review, Online first. [More Information]
Rice, S., Watt, H., Richardson, P., Crebbin, S. (2023). Career motivations and interest in teaching of tertiary students taking mathematics and science subjects. Research Papers in Education. [More Information]
Lazarides, R., Watt, H., Richardson, P. (2023). Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer? Contemporary Educational Psychology, 72, 102136-1-102136-18. [More Information]
Watt, H., Madjar, N., Dacosta, L. (2023). How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary mathematics and English? Social Psychology of Education: an International Journal. [More Information]
Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H., Richardson, P. (2022). Attracting, retaining and sustaining early childhood teachers: An ecological conceptualisation of workforce issues and future research directions. Australian Educational Researcher, 49(1), 1-19. [More Information]
Toh, L., Watt, H. (2022). How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood? Contemporary Educational Psychology, 69, 102057. [More Information]
Toh, L., Watt, H. (2022). How does starting a family affect pathways for women and men who aspired to mathematics related careers in secondary school? International Journal of Gender Science and Technology (GST), 14(2), 127-148.
De Clercq, M., Watt, H., Richardson, P. (2022). Profiles of teachers' striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement. Journal of Educational Psychology, 114(3), 637-655. [More Information]
Fenech, M., Watt, H. (2022). Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia. Australian Educational Researcher. [More Information]
Hubner, N., Wagner, W., Meyer, J., Watt, H. (2022). To those who have, more will be given? Effects of an instructional time reform on gender disparities in STEM subjects, stress, and health. Frontiers in Psychology, 13, 816358 1-15. [More Information]
Watt, H., Butler, R., Richardson, P. (2021). Antecedents and consequences of teachers' goal profiles in Australia and Israel. Learning and Instruction, 76, 1-14. [More Information]
Watt, H. (2021). Attribution theory and academic motivation among diverse youth: Reflections on AERA 2021 special invited session by Distinguished Professor Sandra Graham. Times Magazine (AERA SIG: Studying and Self-Regulated Learning), 4(6), 7-8. [More Information]
Powers, T., Watt, H. (2021). Understanding why apprentices consider dropping out: Longitudinal prediction of apprentices' workplace interest and anxiety. Empirical Research in Vocational Education and Training, 13(1), 9. [More Information]
Poon, D., Watt, H., Stewart, S. (2020). Future counselors' career motivations, perceptions, and aspirations. Higher Education, Skills and Work-based Learning, 10(1), 155-170. [More Information]
Watt, H., Richardson, P. (2020). Motivation of higher education faculty: (How) it matters!. International Journal of Educational Research, 100, 1-10. [More Information]
Watt, H., Parker, P. (2020). Person- and variable-centred quantitative analyses in educational research: Insights concerning Australian students' and teachers' engagement and wellbeing. Australian Educational Researcher, 47, 501-515. [More Information]
Rajendran, N., Watt, H., Richardson, P. (2020). Teacher burnout and turnover intent. Australian Educational Researcher, 47(3), 477-500. [More Information]
Lazarides, R., Watt, H., Richardson, P. (2020). Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69, 1-14. [More Information]
Watt, H., Bucich, M., Dacosta, L. (2019). Adolescents' Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing. Frontiers in Psychology, 10, 244-266. [More Information]
Watt, H., Ehrich, J., Stewart, S., Snell, T., Bucich, M., Jacobs, N., Furlonger, B., English, D. (2019). Development of the psychologist and counsellor self-efficacy scale. Higher Education, Skills and Work-based Learning, 9(3), 485-509. [More Information]
George, S., Richardson, P., Watt, H. (2018). Early career teachers' self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. [More Information]
Gniewosz, B., Watt, H. (2017). Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values. Developmental Psychology, 53(7), 1371-1383. [More Information]
Carmichael, C., Callingham, R., Watt, H. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM: Mathematics Education, 49(3), 449-460. [More Information]
Watt, H., Hyde, J., Petersen, J., Morris, Z., Rozek, C., Harackiewicz, J. (2017). Mathematics-a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents. Sex Roles, 77(3-4), 254-271. [More Information]
Lazarides, R., Watt, H. (2017). Student-perceived mothers' and fathers' beliefs, mathematics and English motivations, and career choices. Journal of Research on Adolescence, 27(4), 826-841. [More Information]
Watt, H., Carmichael, C., Callingham, R. (2017). Students' engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education. School Psychology International, 38(2), 166-183. [More Information]
Watt, H., Goos, M. (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Journal, 29(2), 133-142. [More Information]
Suryani, A., Watt, H., Richardson, P. (2016). Students' motivations to become teachers: FIT-Choice findings from Indonesia. International Journal of Quantitative Research in Education (IJQRE), 3(3), 179-203. [More Information]
Lazarides, R., Watt, H. (2015). Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51-61. [More Information]
Watt, H., Richardson, P., Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40. [More Information]
Watt, H., Richardson, P., Devos, C. (2013). (How) Does gender matter in the choice of a STEM teaching career and later teaching behaviours? International Journal of Gender Science and Technology (GST), 5(3), 187-206.
Spearman, J., Watt, H. (2013). Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls' motivations for science. Learning Environments Research, 16(2), 217-238. [More Information]
Richardson, P., Watt, H., Devos, C. (2013). Types of professional and emotional coping among beginning teachers. Advances in Research on Teaching, 18, 229-253. [More Information]
Watt, H., Richardson, P. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197. [More Information]
Kilinc, A., Watt, H., Richardson, P. (2012). Factors Influencing Teaching Choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199-226. [More Information]
Watt, H., Shapka, J., Morris, Z., Durik, A., Keating, D., Eccles, J. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1594-1611. [More Information]
Watt, H., Richardson, P., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791-805. [More Information]
Watt, H., Richardson, P. (2011). FIT-Choice: Attracting and sustaining 'fit' teachers in the profession. Professional Educator, 10(2), 28-29.
Frenzel, A., Goetz, T., Pekrun, R., Watt, H. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537. [More Information]
Castan, M., Paterson, J., Richardson, P., Watt, H., Dever, M. (2010). Early optimism - First-year law students' work expectations and aspirations. Legal Education Review, 20(1), 1-11. [More Information]
Nagy, G., Watt, H., Eccles, J., Trautwein, U., Ludtke, O., Baumert, J. (2010). The development of students' mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482-506. [More Information]
Watt, H. (2008). A latent growth curve modeling approach using an accelerated longitudinal design: The ontogeny of boys' and girls' talent perceptions and intrinsic values through adolescence. Educational Research and Evaluation, 14(4), 287-304. [More Information]
Richardson, P., Watt, H. (2008). Career change? Monash Business Review, 4(3), 7-9.
Watt, H., Richardson, P. (2008). Guest editorial: Motivation for teaching. Learning and Instruction, 18, 405-407.
Watt, H., Richardson, P. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428. [More Information]
Watt, H. (2007). A trickle from the pipeline: Why girls under-participate in maths. Professional Educator, 6(3), 36-41.
Watt, H., Richardson, P. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167-202.
Watt, H., Eccles, J. (2006). Preface to the special issue - 'Understanding women's choice of mathematics and science related careers: Longitudinal studies from four countries'. Educational Research and Evaluation, 12(4), 295-296. [More Information]
Watt, H., Eccles, J., Durik, A. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. Equal Opportunities International, 25(8), 642-659. [More Information]
Watt, H. (2006). The role of motivation in gendered educational and occupational trajectories related to maths. Educational Research and Evaluation, 12(4), 305-322. [More Information]
Richardson, P., Watt, H. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. [More Information]
Richardson, P., Watt, H. (2005). 'I've decided to become a teacher': Influences on career change. Teaching and Teacher Education, 21(5), 475-489. [More Information]
Watt, H. (2005). Attitudes to the use of alternative assessment methods in mathematics: a study with secondary mathematics teachers in Sydney, Australia. Educational Studies in Mathematics, 58(1), 21-44. [More Information]
Watt, H. (2005). Explaining gendered math enrollments for NSW Australian secondary school students. New Directions for Child and Adolescent Development, 110(Winter), 15-29. [More Information]
Watt, H. (2005). Exploring adolescent motivations for pursuing maths-related careers. Australian Journal of Educational and Developmental Psychology, 5, 107-116.
Watt, H. (2004). Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75(5), 1556-1574. [More Information]
Cocks, R., Watt, H. (2004). Relationships Among Perceived Competence, Intrinsic Value And Mastery Goal Orientation In English And Maths. Australian Educational Researcher, 31(2), 81-111. [More Information]
Kritikos, V., Watt, H., Krass, I., Sainsbury, E., Bosnic-Anticevich, S. (2003). Pharmacy students' perceptions of their profession relative to other health care professions. International Journal of Pharmacy Practice, 11(2), 121-129. [More Information]
Tonkin, S., Watt, H. (2003). Self-concept over the transition from primary to secondary school: A case study on a program for girls. Issues In Educational Research, 13(2), 27-54.
Summerville, B., Watt, H. (2003). Skin cancer risk behaviours among adolescents in a Sydney metropolitan school. Health Promotion Journal of Australia, 14(2), 123-127.
Summerville, B., Watt, H. (2003). Skin cancer risk behaviours among adolescents in a Sydney metropolitan school. Health Promotion Journal of Australia, 14(2), 123-127.
Watt, H. (2002). Exploring adolescent personal and social gender stereotypes about maths: An explanation for continued gender differences in participation? Change: Transformations in Education, 5(2), 39-54.
Watt, H. (2000). Measuring attitudinal change in mathematics and English over the 1st year of junior high school: A multidimensional analysis. Journal of Experimental Education, 68, 331-361. [More Information]
Watt, H., Bornholt, L. (2000). Social categories and student perceptions in high school mathematics. Journal of Applied Social Psychology, 30(7), 1492-1503. [More Information]
Dickson, J., Fleet, A., Watt, H. (2000). Success or failure in a core university unit: What makes the difference? Higher Education Research and Development, 19(1), 59-73. [More Information]
Hayes, A., Watt, H. (1998). Work and family life: Contemporary realities, current expectations and future prospects. Australian Journal of Early Childhood, 23(3), 33-39.
Watt, H., Bornholt, L. (1994). Gendered perceptions of talent and planned participation in mathematics. Australian Journal of Career Development, 3(3), 43-50.

show 65 more

Edited Journals

Watt, H., Mackenzie, E., Durksen, T. (2022). Addressing gender inequities in STEM through interdisciplinary perspectives. International Journal of Gender Science and Technology (GST), 14(2).
Watt, H., Jansen, N., Joukes, G. (2013). Gendered pathways towards (and away from) STEM fields. International Journal of Gender Science and Technology (GST), 5(3).
Watt, H., Richardson, P. (2012). Teaching motivations in different countries: Comparisons using the FIT-Choice Scale. Asia-Pacific Journal of Teacher Education, 40(3).
Watt, H., Richardson, P. (2008). Motivation for teaching: Theoretical perspectives and empirical findings. Learning and Instruction, 18(5).
Watt, H., Eccles, J. (2006). Understanding women's choice of mathematics- and science-related careers: Longitudinal studies from four countries. Educational Research and Evaluation, 12(4).

show 2 more

Research Reports

Shah, C., Watt, H., Richardson, P. (2024). Out-of-field teaching and instructional practices in Years 7-10 mathematics classes in Australia: Evidence from TALIS 2018 | GLO Discussion Paper No. 1520, Germany: Global Labor Organization (GLO). [More Information]
Shah, C., Watt, H., Richardson, P. (2024). Out-of-field teaching in mathematics at Year 10 in New South Wales: Evidence from PISA 2015 | GLO Discussion Paper, No. 1513, Germany: Global Labor Organization (GLO). [More Information]
Hobbs, L., Du Plessis, A., Oates, G., Caldis, S., McKnight, L., Vale, C., O'Connor, M., Rochette, E., Watt, H., Weldon, P., et al (2022). Australian National Summit on Teaching Out-of-field: Synthesis and recommendations for policy, practice and research, Part A Report, (pp. 1 - 52). Victoria, Australia: Deakin University. [More Information]
Shah, C., Richardson, P., Watt, H. (2020). Teaching 'out of field' in STEM subjects in Australia: Evidence from PISA 2015, GLO Discussion Paper No. 511, (pp. 1 - 55). Essen, Germany: Global Labor Organization (GLO). [More Information]

show 1 more

By Year

Expand all

2024

Watt, H. (2024). Furthering theory and practice to promote gender equitable outcomes for youth. In P. W. St J. Watson, C. M. Rubie-Davies & B. Ertl (Eds.), The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations, (pp. 343-354). UK: Routledge. [More Information]
Toh, L., Watt, H. (2024). How do occupational goals influence adult women's and men's decisions to opt out of aspired mathematics related careers during adolescence? Australian Educational Researcher, 51(1), 381-401. [More Information]
Rice, S., Watt, H., Richardson, P., Crebbin, S. (2024). Interest in science and mathematics teaching among non-science/mathematics initial teacher education candidates. Educational Review, Online first. [More Information]
Shah, C., Watt, H., Richardson, P. (2024). Out-of-field teaching and instructional practices in Years 7-10 mathematics classes in Australia: Evidence from TALIS 2018 | GLO Discussion Paper No. 1520, Germany: Global Labor Organization (GLO). [More Information]
Shah, C., Watt, H., Richardson, P. (2024). Out-of-field teaching in mathematics at Year 10 in New South Wales: Evidence from PISA 2015 | GLO Discussion Paper, No. 1513, Germany: Global Labor Organization (GLO). [More Information]
Watt, H., Richardson, P. (2024). Teachers' motivation to teach: A review through the lens of motivational theories. In G. Hagenauer, R. Lazarides & H. Jarvenoja (Eds.), Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspectives and empirical insights, (pp. 128-142). Abingdon, Oxon: Routledge. [More Information]

show 3 more

2023

Rice, S., Watt, H., Richardson, P., Crebbin, S. (2023). Career motivations and interest in teaching of tertiary students taking mathematics and science subjects. Research Papers in Education. [More Information]
Lazarides, R., Watt, H., Richardson, P. (2023). Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer? Contemporary Educational Psychology, 72, 102136-1-102136-18. [More Information]
Watt, H., Madjar, N., Dacosta, L. (2023). How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary mathematics and English? Social Psychology of Education: an International Journal. [More Information]
Watt, H., Richardson, P. (2023). Supportive school workplaces for beginning teachers' motivations and career satisfaction. Remembering the life, work and influence of Stuart A. Karabenick. Online: Emerald. [More Information]

show 1 more

2022

Watt, H., Mackenzie, E., Durksen, T. (2022). Addressing gender inequities in STEM through interdisciplinary perspectives. International Journal of Gender Science and Technology (GST), 14(2).
Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, H., Richardson, P. (2022). Attracting, retaining and sustaining early childhood teachers: An ecological conceptualisation of workforce issues and future research directions. Australian Educational Researcher, 49(1), 1-19. [More Information]
Hobbs, L., Du Plessis, A., Oates, G., Caldis, S., McKnight, L., Vale, C., O'Connor, M., Rochette, E., Watt, H., Weldon, P., et al (2022). Australian National Summit on Teaching Out-of-field: Synthesis and recommendations for policy, practice and research, Part A Report, (pp. 1 - 52). Victoria, Australia: Deakin University. [More Information]
Toh, L., Watt, H. (2022). How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood? Contemporary Educational Psychology, 69, 102057. [More Information]
Toh, L., Watt, H. (2022). How does starting a family affect pathways for women and men who aspired to mathematics related careers in secondary school? International Journal of Gender Science and Technology (GST), 14(2), 127-148.
De Clercq, M., Watt, H., Richardson, P. (2022). Profiles of teachers' striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement. Journal of Educational Psychology, 114(3), 637-655. [More Information]
Fenech, M., Watt, H. (2022). Quality early childhood education through self, workplace, or regulatory support: exploring the efficacy of professional registration for early childhood teachers in Australia. Australian Educational Researcher. [More Information]
Hubner, N., Wagner, W., Meyer, J., Watt, H. (2022). To those who have, more will be given? Effects of an instructional time reform on gender disparities in STEM subjects, stress, and health. Frontiers in Psychology, 13, 816358 1-15. [More Information]
Shah, C., Richardson, P., Watt, H., Rice, S. (2022). ‘Out-of-Field’ Teaching in Mathematics: Australian Evidence from PISA 2015. In L. Hobbs R. Porsch (Eds.), Out-of-field teaching across teaching disciplines and contexts, (pp. 71-96). Singapore: Springer. [More Information]

show 6 more

2021

Watt, H., Butler, R., Richardson, P. (2021). Antecedents and consequences of teachers' goal profiles in Australia and Israel. Learning and Instruction, 76, 1-14. [More Information]
Watt, H. (2021). Attribution theory and academic motivation among diverse youth: Reflections on AERA 2021 special invited session by Distinguished Professor Sandra Graham. Times Magazine (AERA SIG: Studying and Self-Regulated Learning), 4(6), 7-8. [More Information]
Powers, T., Watt, H. (2021). Understanding why apprentices consider dropping out: Longitudinal prediction of apprentices' workplace interest and anxiety. Empirical Research in Vocational Education and Training, 13(1), 9. [More Information]

2020

Poon, D., Watt, H., Stewart, S. (2020). Future counselors' career motivations, perceptions, and aspirations. Higher Education, Skills and Work-based Learning, 10(1), 155-170. [More Information]
Watt, H., Richardson, P. (2020). Motivation of higher education faculty: (How) it matters!. International Journal of Educational Research, 100, 1-10. [More Information]
Watt, H., Parker, P. (2020). Person- and variable-centred quantitative analyses in educational research: Insights concerning Australian students' and teachers' engagement and wellbeing. Australian Educational Researcher, 47, 501-515. [More Information]
Rajendran, N., Watt, H., Richardson, P. (2020). Teacher burnout and turnover intent. Australian Educational Researcher, 47(3), 477-500. [More Information]
Lazarides, R., Watt, H., Richardson, P. (2020). Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69, 1-14. [More Information]
Shah, C., Richardson, P., Watt, H. (2020). Teaching 'out of field' in STEM subjects in Australia: Evidence from PISA 2015, GLO Discussion Paper No. 511, (pp. 1 - 55). Essen, Germany: Global Labor Organization (GLO). [More Information]

show 3 more

2019

Watt, H., Bucich, M., Dacosta, L. (2019). Adolescents' Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing. Frontiers in Psychology, 10, 244-266. [More Information]
Richardson, P., Watt, H. (2019). Beginning teachers' engagement profiles across four country settings: Implications for teacher education and early career induction. In N. Safi, C. E. Bauer, M. Kocher (Eds.), Lehrberuf: Vorbereitung, Berufseinstieg, Perspektiven Beitrage aus der Professionsforschung (The Teaching Profession: Training, Career Entry, Perspectives: Contributions from the Field of Research on the Teaching Profession), (pp. 139-147). Bern: hep verlag.
Watt, H., Ehrich, J., Stewart, S., Snell, T., Bucich, M., Jacobs, N., Furlonger, B., English, D. (2019). Development of the psychologist and counsellor self-efficacy scale. Higher Education, Skills and Work-based Learning, 9(3), 485-509. [More Information]

2018

Viete, R., Plowright, S., Watt, H., Faine, M., Joseph, C. (2018). Discourses, voices, contradictions and silences in Malaysia's education reform: About this book and its editor. In C. Joseph (Eds.), Policies and politics in Malaysian education: Education reforms, nationalism and neoliberalism, (pp. 215-224). Abingdon: Routledge.
George, S., Richardson, P., Watt, H. (2018). Early career teachers' self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-233. [More Information]
Richardson, P., Watt, H. (2018). Teacher professional identity and career motivation: A lifespan perspective. In P. A. Schutz, J. Hong, D. C. Francis (Eds.), Research on teacher identity: Mapping challenges and innovations, (pp. 37-48). Cham: Springer. [More Information]

2017

Gniewosz, B., Watt, H. (2017). Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values. Developmental Psychology, 53(7), 1371-1383. [More Information]
Carmichael, C., Callingham, R., Watt, H. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM: Mathematics Education, 49(3), 449-460. [More Information]
Watt, H., Richardson, P., Morris, Z. (2017). Divided by discipline? Contrasting motivations, perceptions and background characteristics of beginning Australian English and Mathematics teachers. In Helen M. G. Watt, Paul W. Richardson, Kari Smith (Eds.), Global perspectives on teacher motivation, (pp. 349-376). Cambridge: Cambridge University Press. [More Information]
Watt, H., Richardson, P., Smith, K. (2017). Global perspectives on teacher motivation. Cambridge: Cambridge University Press. [More Information]
Rice, S., Richardson, P., Watt, H. (2017). Hard-to-staff Australian schools: How can we ensure that all students have access to quality teachers? In T. Bentley & G. C. Savage (Eds.), Educating Australia: Challenges for the decade ahead, (pp. 279-295). Melbourne: Melbourne University Press.
Watt, H., Hyde, J., Petersen, J., Morris, Z., Rozek, C., Harackiewicz, J. (2017). Mathematics-a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents. Sex Roles, 77(3-4), 254-271. [More Information]
Lazarides, R., Watt, H. (2017). Student-perceived mothers' and fathers' beliefs, mathematics and English motivations, and career choices. Journal of Research on Adolescence, 27(4), 826-841. [More Information]
Watt, H., Carmichael, C., Callingham, R. (2017). Students' engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education. School Psychology International, 38(2), 166-183. [More Information]
Watt, H., Goos, M. (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Journal, 29(2), 133-142. [More Information]
Watt, H., Richardson, P., Smith, K. (2017). Why teach? How teachers' motivations matter around the world. In Helen M. G. Watt, Paul W. Richardson, Kari Smith (Eds.), Global perspectives on teacher motivation, (pp. 1-21). Cambridge: Cambridge University Press. [More Information]

show 7 more

2016

Richardson, P., Watt, H. (2016). Factors influencing teaching choice: Why do future teachers choose the career? In John Loughran, Mary Lynn Hamilton (Eds.), International Handbook of Teacher Education (Vol. 2), (pp. 257-304). Singapore: Springer. [More Information]
Watt, H. (2016). Gender and motivation. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.), (pp. 320-339). New York: Routledge. [More Information]
Suryani, A., Watt, H., Richardson, P. (2016). Students' motivations to become teachers: FIT-Choice findings from Indonesia. International Journal of Quantitative Research in Education (IJQRE), 3(3), 179-203. [More Information]

2015

Watt, H., Richardson, P. (2015). A motivational analysis of teacher beliefs. In H. Fives& M. G. Gill (Eds.), International handbook of research on teachers' beliefs, (pp. 191-211). New York: Routledge.
Lazarides, R., Watt, H. (2015). Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51-61. [More Information]
Watt, H., Richardson, P. (2015). Teacher motivation. In James D. Wright (Eds.), International Encyclopedia of the Social & Behavioral Sciences, (pp. 64-71). Amsterdam: Elsevier.

2014

Watt, H., Richardson, P. (2014). Beginning teachers' motivations, effectiveness and wellbeing. In A.-L. Ostern (Eds.), NAFOL Year Book 2014: Once a teacher-always a teacher?, (pp. 53-64). Bergen, Norway: Fagbokforlaget Vigmostad & Bjorke AS.
Watt, H., Richardson, P., Wilkins, K. (2014). Profiles of professional engagement and career development aspirations among USA preservice teachers. International Journal of Educational Research, 65, 23-40. [More Information]
Richardson, P., Watt, H., Karabenick, S. (2014). Teacher motivation matters: An introduction. In P. W. Richardson, S. A. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice, (pp. xii-xxii). NY: Routledge.
Richardson, P., Karabenick, S., Watt, H. (2014). Teacher motivation: Theory and practice. NY: Routledge.
Richardson, P., Watt, H. (2014). Why people choose teaching as a career: An expectancy-value approach to understanding teacher motivation. In P. W. Richardson, S. A. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice, (pp. 3-19). NY: Routledge.

show 2 more

2013

Watt, H., Richardson, P., Devos, C. (2013). (How) Does gender matter in the choice of a STEM teaching career and later teaching behaviours? International Journal of Gender Science and Technology (GST), 5(3), 187-206.
Watt, H., Jansen, N., Joukes, G. (2013). Gendered pathways towards (and away from) STEM fields. International Journal of Gender Science and Technology (GST), 5(3).
Spearman, J., Watt, H. (2013). Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls' motivations for science. Learning Environments Research, 16(2), 217-238. [More Information]
Watt, H., Richardson, P. (2013). Teacher motivation and student achievement outcomes. In John Hattie and Eric M. Anderman (Eds.), International Guide to Student Achievement, (pp. 271-273). New York: Routledge.
Richardson, P., Watt, H., Devos, C. (2013). Types of professional and emotional coping among beginning teachers. Advances in Research on Teaching, 18, 229-253. [More Information]
Spearman, J., Watt, H. (2013). Women's aspirations towards "STEM" careers: A motivational analysis. In Patton, W (Eds.), Conceptualising Women's Working Lives: Moving the Boundaries of Discourse, (pp. 175-192). Rotterdam: Sense Publishers. [More Information]

show 3 more

2012

Watt, H., Richardson, P. (2012). An introduction to teaching motivations in different countries: Comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197. [More Information]
Kilinc, A., Watt, H., Richardson, P. (2012). Factors Influencing Teaching Choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199-226. [More Information]
Watt, H., Shapka, J., Morris, Z., Durik, A., Keating, D., Eccles, J. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1594-1611. [More Information]
Watt, H., Richardson, P., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and Teacher Education, 28(6), 791-805. [More Information]
Riley, P., Watt, H., Richardson, P., De Alwis, N. (2012). Relations among beginning teachers' self-reported aggression, unconscious motives, personality, role stress, self efficacy and burnout. In T. Wubbels, P. den Brok, J. Tartwijk, & J. Levy (Eds.), Interpersonal relationships in education: An overview of contemporary research, (pp. 151-166). Rotterdam: Sense Publishers. [More Information]
Watt, H., Richardson, P. (2012). Teaching motivations in different countries: Comparisons using the FIT-Choice Scale. Asia-Pacific Journal of Teacher Education, 40(3).

show 3 more

2011

Watt, H., Richardson, P. (2011). FIT-Choice: Attracting and sustaining 'fit' teachers in the profession. Professional Educator, 10(2), 28-29.

2010

Richardson, P., Watt, H. (2010). Current and future directions in teacher motivation research. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Applications and contexts of motivation and achievement, (pp. 139-173). Bingley, U.K.: Emerald.
Frenzel, A., Goetz, T., Pekrun, R., Watt, H. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537. [More Information]
Castan, M., Paterson, J., Richardson, P., Watt, H., Dever, M. (2010). Early optimism - First-year law students' work expectations and aspirations. Legal Education Review, 20(1), 1-11. [More Information]
De Alwis, N., Watt, H. (2010). Entrepreneurial and other career motivations among engineering students. In A. Malach-Pines & M. F. Ozbilgin (Eds.), Handbook of research on high-technology entrepreneurs, (pp. 267-280). Cheltenham, U.K.: Edward Elgar Publishing.
Watt, H. (2010). Gender and occupational choice. In J. C. Chrisler & D. R. McCreary (Eds.), Handbook of Gender Research in Psychology, (pp. 379-400). New York: Springer.
Nagy, G., Watt, H., Eccles, J., Trautwein, U., Ludtke, O., Baumert, J. (2010). The development of students' mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482-506. [More Information]

show 3 more

2009

Watt, H., Richardson, P., Pietsch, J. (2009). Choosing to teach in the "STEM" disciplines: Characteristics and motivations of science, technology, and mathematics teachers from Australia and the United States. In A. Selkirk & M. Tichenor (Eds.), Teacher education: Policy, practice and research, (pp. 285-309). New York: Nova Science Publishers.

2008

Watt, H. (2008). A latent growth curve modeling approach using an accelerated longitudinal design: The ontogeny of boys' and girls' talent perceptions and intrinsic values through adolescence. Educational Research and Evaluation, 14(4), 287-304. [More Information]
Richardson, P., Watt, H. (2008). Career change? Monash Business Review, 4(3), 7-9.
Watt, H. (2008). Gender and occupational outcomes: An introduction. In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences, (pp. 3-24). Washington, DC: American Psychological Association.
Watt, H., Eccles, J. (2008). Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. Washington, DC: American Psychological Association.
Watt, H., Richardson, P. (2008). Guest editorial: Motivation for teaching. Learning and Instruction, 18, 405-407.
Watt, H., Richardson, P. (2008). Motivation for teaching: Theoretical perspectives and empirical findings. Learning and Instruction, 18(5).
Watt, H., Richardson, P. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428. [More Information]
Watt, H. (2008). What motivates females and males to pursue sex-stereotyped careers? In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences, (pp. 87-113). Washington, DC: American Psychological Association.

show 5 more

2007

Watt, H. (2007). A trickle from the pipeline: Why girls under-participate in maths. Professional Educator, 6(3), 36-41.
Watt, H., Richardson, P. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167-202.
Watt, H., Richardson, P., Tysvaer, N. (2007). Profiles of beginning teachers' professional engagement and career development aspirations. In A. Berry, A. Clemans & A. Kostogriz (Eds.), Dimensions of professional learning: Professionalism, practice and identity, (pp. 155-176). Rotterdam, The Netherlands: Sense Publishers.
Richardson, P., Watt, H., Tysvaer, N. (2007). What motivates people from business-related careers to change to teaching? In M. F. Ozbilgin & A. Malach-Pines (Eds.), Career choice in management and entrepreneurship: A research companion, (pp. 219-239). Cheltenham, U.K.: Edward Elgar Publishing.

show 1 more

2006

Watt, H., Eccles, J. (2006). Preface to the special issue - 'Understanding women's choice of mathematics and science related careers: Longitudinal studies from four countries'. Educational Research and Evaluation, 12(4), 295-296. [More Information]
Watt, H., Eccles, J., Durik, A. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. Equal Opportunities International, 25(8), 642-659. [More Information]
Watt, H. (2006). The role of motivation in gendered educational and occupational trajectories related to maths. Educational Research and Evaluation, 12(4), 305-322. [More Information]
Watt, H., Eccles, J. (2006). Understanding women's choice of mathematics- and science-related careers: Longitudinal studies from four countries. Educational Research and Evaluation, 12(4).
Richardson, P., Watt, H. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. [More Information]

show 2 more

2005

Richardson, P., Watt, H. (2005). 'I've decided to become a teacher': Influences on career change. Teaching and Teacher Education, 21(5), 475-489. [More Information]
Watt, H. (2005). Attitudes to the use of alternative assessment methods in mathematics: a study with secondary mathematics teachers in Sydney, Australia. Educational Studies in Mathematics, 58(1), 21-44. [More Information]
Watt, H. (2005). Explaining gendered math enrollments for NSW Australian secondary school students. New Directions for Child and Adolescent Development, 110(Winter), 15-29. [More Information]
Watt, H. (2005). Exploring adolescent motivations for pursuing maths-related careers. Australian Journal of Educational and Developmental Psychology, 5, 107-116.

show 1 more

2004

Watt, H. (2004). Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75(5), 1556-1574. [More Information]
Cocks, R., Watt, H. (2004). Relationships Among Perceived Competence, Intrinsic Value And Mastery Goal Orientation In English And Maths. Australian Educational Researcher, 31(2), 81-111. [More Information]

2003

Kritikos, V., Watt, H., Krass, I., Sainsbury, E., Bosnic-Anticevich, S. (2003). Pharmacy students' perceptions of their profession relative to other health care professions. International Journal of Pharmacy Practice, 11(2), 121-129. [More Information]
Tonkin, S., Watt, H. (2003). Self-concept over the transition from primary to secondary school: A case study on a program for girls. Issues In Educational Research, 13(2), 27-54.
Summerville, B., Watt, H. (2003). Skin cancer risk behaviours among adolescents in a Sydney metropolitan school. Health Promotion Journal of Australia, 14(2), 123-127.
Summerville, B., Watt, H. (2003). Skin cancer risk behaviours among adolescents in a Sydney metropolitan school. Health Promotion Journal of Australia, 14(2), 123-127.

show 1 more

2002

Watt, H. (2002). Exploring adolescent personal and social gender stereotypes about maths: An explanation for continued gender differences in participation? Change: Transformations in Education, 5(2), 39-54.

2000

Watt, H. (2000). Measuring attitudinal change in mathematics and English over the 1st year of junior high school: A multidimensional analysis. Journal of Experimental Education, 68, 331-361. [More Information]
Watt, H., Bornholt, L. (2000). Social categories and student perceptions in high school mathematics. Journal of Applied Social Psychology, 30(7), 1492-1503. [More Information]
Dickson, J., Fleet, A., Watt, H. (2000). Success or failure in a core university unit: What makes the difference? Higher Education Research and Development, 19(1), 59-73. [More Information]

1998

Hayes, A., Watt, H. (1998). Work and family life: Contemporary realities, current expectations and future prospects. Australian Journal of Early Childhood, 23(3), 33-39.

1994

Watt, H., Bornholt, L. (1994). Gendered perceptions of talent and planned participation in mathematics. Australian Journal of Career Development, 3(3), 43-50.

Selected Grants

2025

Advancing Gender Equality in Australia - Activating the Working for Women Strategy Through a Multi-Year Mixed-Methods Research Partnership, Cooper R, Hill E, Foley M, Galea N, Good L, Groutsis D, Hamilton M, Liu J, Seetahul S, Watt H, Commonwealth Department of the Prime Minister and Cabinet/Working for Women Program (WfWP)
Network Gender & STEM conference 2028, Watt H, Faculty of Arts and Social Sciences/Research Conference Support

2023

Do Triarchic Model of Grit Dimensions Predict SubsequentAchievement Goals, Math and Science Engagement, and Well-BeingOutcomes among Children in Hong Kong and Macau?, Watt H, Research Council of Hong Kong/Research Grant

2022

Promoting adolescents mathematics engagement and participation in NSW, Watt H, Anderson J, Reid O'Connor B, Holmes K, Berger N, Mackenzie E, Department of Education (NSW)/Strategic Research Fund

2021

Understanding and Building the Strengths and Skills of Non-Specialist Mathematics Teachers and Schools Capacities for Junior Secondary Mathematics, Watt H, Bobis J, Anderson J, Holmes K, Richardson P, Department of Education (NSW)/Strategic Research Fund

2018

Building the Evidence Base for Improved STEM Learning, Watt H, Department of Education and Training (Federal)/Principals as STEM Leaders

2017

Gendered Engagement and Participation in Sciences and Mathematics, Watt H, Australian Research Council (ARC)/Future Fellowships (FT)

2016

Attracting and sustaining engaged science and mathematics teachers, Watt H, Rice S, Richardson P, Australian Research Council (ARC)/Linkage Projects (LP)

2014

Building an evidence base for national best practice in mathematics education, Callingham R, Beswick K, Goos M, Anderson J, Watt H, Thornton S, Hurrell D, Carmichael C, Department of Industry, Science and Resources/Research Support

2013

Pathways to work engagement, wellbeing and positive teaching among mid-career teachers: The role of personal and workplace resources, Richardson P, Watt H, Australian Research Council (ARC)/Discovery Projects (DP)

2010

Participation in mathematics and science careers: Longitudinal study of motivational and contextual predictors, Watt H, Australian Research Council (ARC)/Discovery Projects (DP)

Previous funding

Participation in mathematics and science careers: Longitudinal study of motivational and contextual predictors. Watt, H. M. G. Australian Research Fellowship (for salary cover 5 years) 2011-2015.
Monash College Pty Ltd. Transition Pathways Project. Richardson, P. W. & Watt, H. M. G.: $688,000; focused on the experiences and achievements of international students and their psychosocial adjustment in the Australian context. 2009-2012.
Employment details, experiences of support and induction, self-efficacies, and career aspirations for short-term contract vs. permanent beginning teachers in Victoria, 2007. Watt, H. M. G., Richardson, E., & Richardson, P. W.: Victorian Institute of Teaching, $30,000 2007-2008.
Motivations for choosing teaching as a career and development in the profession: A multicohort longitudinal study of beginning teachers. Richardson, P. W., Watt, H. M. G., & Eccles, J. S.: ARC DP0666253, $185,000 2006-2009.

Keynotes

Watt, H.M.G. (2018). Gendered career decisions: Lifelong, lifewide, STEM-wide. Keynote Address of the biennial Network Gender & STEM conference, Eugene Oregon, 31 July - 2 Aug., 2018.
Watt, H.M.G. (2018). Youth career motivations according to choice of a future teaching career: Differences among potential secondary teachers, primary teachers, and those unattracted to teaching. Keynote Address of the “Pathways to the Teaching Profession” focus conference. Brugg-Windisch Switzerland, 13-14 Sept., 2018.
Watt, H.M.G. (2017, 22 July). Harnessing girls' and women's talent potentials in STEM domains. Keynote Address at the 22nd Biennial WCGTC (World Council for Gifted and Talented Children) World Conference. Sydney, 20-23 July 2017. http://worldgifted2017.com
Watt, H. M. G. & Richardson, P. W. (2014, Dec.). "FIT" to teach: How do initial motivations and coping strategies impact early career teaching style and wellbeing? Invited Motivation & Learning SIG Joint Keynote presented at the AARE Conference, Brisbane, December 1-5.
Watt, H. M. G. (2014, July). Gendered STEM motivations and trajectories. In Invited Distinguished Symposium “Longitudinal Analyses on Gender and STEM”. Gender & STEM 2nd Network Conference, 3-5 July 2014.
Watt, H. M. G. (June, 2014). Passion and persistence in STEM pathways. Invited Conference Keynote at ICM (International Congress on Motivation) Biennial conference, Helsinki, June 12-14. icm2014.fi/
Watt, H. M. G. & Richardson, P.W. (July, 2014). What motivates future teachers, with what consequences for professional engagement, effectiveness, and wellbeing? Invited Presidential Keynote Symposium, ICAP (International Congress of Applied Psychology) 4-yearly conference, Paris, July 8-12. www.icap2014.com/
Watt, H. M. G. & Richardson, P.W. (May, 2014). Early career teachers’ effectiveness, engagement and wellbeing. Invited Joint Keynote for NAFOL (the Norwegian National Doctoral School), Tromsø, Norway, May 20-21.
Watt, H. M. G. (Apr., 2012) “Gendered educational and occupational choices related to mathematics: The role of expectancies and values through adolescence”. In keynote panel: Gender, motivation and performance: Questions that remain. Gender Development Research Conference, April 19-20, 2012, San Francisco.
Watt, H. M. G. (June, 2010). Girls and Maths: Why do gender differences persist in educational and occupational outcomes? Keynote presentation at Insights: A National Conference on Girls' Education, Melbourne, June 16-18.
Watt, H. M. G. (Dec., 2009).The Big Theories - Making a real difference to advancing research and practice: Expectancy-value theory. Invited ML-SIG Keynote Panelist at the AARE Conference, Camberra, Nov. 29 - Dec. 3.

In the media

•‘You can't conscript them’: Experts slam NSW STEM teacher campaign, Education HQ News, 29 September 2021
•'Concerning': HSC gender trends have not changed over 20 years, The Sydney Morning Herald, 15 October 2018
•Straight to the heart: Biomedical engineer Jacqui Savage says her body core temperature device is a life-saver, The Weekend Australian Magazine, 2 December 2017

STEPS study (Study of Transitions and Education Pathways): www.stepsstudy.org
• The Sydney Morning Herald: 15 October 2018 “'Concerning': HSC gender trends have not changed over 20 years”
• The Weekend Australian Magazine: 2 December 2017 “Straight to the heart”
• VHTO Conference Amsterdam: 12 November 2015 “Lost in Choices” Expert commentary: Gender & STEM
• Sydney Morning Herald: 27 Feb 2007 “Bravado puts boys in maths fast lane”
• Directions in Education 1 June 2007 “Girls and maths”
• Herald Sun article 6 March 2007 “Great math divide”
• The Age article 5 March 2007 “Doing the sums on maths and girls”
• Education Review 14 March 2007 “Girls think maths is out of their reach”

Radio interviews:
• 3cR Radio "Breakfast Show" interview 5 June 2012
• SYN FM "Panorama" interview 1 March 2007

FIT-Choice project (Factors Influencing Teaching Choice): www.fitchoice.org
• Education HQ: 20 Oct 2020: “Long-term effects of excessive teacher workloads revealed”
• Education Review: 20 Oct 2020 “Study finds ‘excessive demands’ on beginning teachers produce negative, long-lasting impacts on classroom management”
• The Educator: 21 Oct 2020 “How teachers' workloads impact classroom management”
• The Age: 6 Oct 2013 “Burnout in the classroom”
• Sydney Morning Herald: 6 Oct 2013 “Teachers under stress”
• Education Review: Sept 2013 “What’s getting under your skin”
• Victorian Institute of Teaching, Twilight Seminar 24/11/11 "‘FIT’ to teach: Sustaining a healthy workforce"
• Education Review: 20 Oct 2011 "Calling lost participants"
• The Age: 7 March 2011 “More teachers, but fewer staying the course”
• Victorian Institute of Teaching Newsletter, Issue 03 Nov 2009“Study reveals beginning teachers have differing career plans”
• The Age: 16 March 2009 “Many teachers use job as a career step”
• The Age: 10 July 2007 “Life lessons”
• The Age: 3 June 2007, p.7 “Sea change in the classroom”
• The Age: 3 June 2007, p.14 “Career of education should be a pooled resource”
• The Age: 27 Nov 2006, p.2 “Teaching’s good life simply a myth”
• Monash University recruitment 2006
• Victorian Institute of Teaching Research Discussions: “The Aspirations and Expectations of the New Generation of Teachers”
• Monash News: Oct. 2002

Radio interviews:
• SYN FM "Panorama" interview 6 June 2007
• ABC Radio Adelaide: Bald Brothers Breakfast program, 28 Nov 2006

Out-of-field STEM teaching:
• HeraldSun: 10 May 2020, "STEM classes taught by teachers outside their field of expertise"
• Campus Review: 11 May 2020, "Swathes of Year 10 students taught by out-of-field teachers: new study"
• Sydney Morning Herald: 12 May 2020, "One in eight STEM classes taught by 'out-of-field' teacher"
• The Age: 12 May 2020, "One in eight STEM classes taught by 'out-of-field' teacher"
• Education Review: 12 May 2020, "How thousands of Australian students are being taught STEM subjects by ‘out-of-field’ teachers"
• School News: 12 May 2020 "STEM classes taught by teachers outside of their field of expertise"
• Australian Teacher Magazine: 1 June 2020

Faculty of Arts and Social Sciences

Page not found

Professor Helen Watt

Selected publications

Publications

By Type

By Year

Selected Grants

2025

2023

2022

2021

2018

2017

2016

2014

2013

2010

Previous funding

Keynotes

In the media

Related research articles

Social sciences peak body welcomes four new Sydney faces

STEM classes taught by teachers outside of their field of expertise