Professor Helen Watt

A35 - Education Building
The University of Sydney

Website Contact details

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

Current research students

Project title Research student
Examining factors affecting lower secondary students� interest in mathematics with structural equation modelling Kester LEE
To investigate the array of STEM programs currently being offered in Australian schools, their structure and their impact on all students' curiosity towards STEM subjects. Based on findings, Mathematics has played little contribution in STEM programs Jake LITTLE

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)

In the media

  • 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

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. & 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.

Selected grants

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).

2015

  • 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.

2014

  • 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).

2013

  • Gender & STEM Network conference: What schools, families, and workplaces can do?; Lazarides R, Watt H; Deutsche Forschungsgemeinschaft (DFG)/Research Grant.

2011

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

2009

  • Early career teachers' personal wellbeing and professional commitment; Watt H, Richardson P; Australian Research Council (ARC)/Discovery Projects (DP).

Selected publications

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Edited Books

  • Watt, H., Richardson, P., Smith, K. (2017). Global perspectives on teacher motivation. Cambridge: Cambridge University Press.
  • 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., 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.
  • 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.
  • 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.
  • 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.
  • 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.

Journals

  • 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]
  • 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.
  • 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]
  • Hawkins, C., Watt, H., Sinclair, K. (2006). Psychometric properties of the Frost Multidimensional Perfectionism Scale With Australian adolescent girls: Clarification of multidimensionality and perfectionist typology. Educational and Psychological Measurement, 66(6), 1001-1022. [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.
  • 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.
  • 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.

Edited Journals

  • 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). Motivations 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).

Conferences

  • Watt, H. (2016). Promoting girls' and boys' engagement and participation in senior secondary STEM fields and occupational aspirations (invited professional article). ACER 2016 Research Conference Proceedings, Melbourne Vic: Australian Council for Educational Research (ACER).
  • Suryani, A., Watt, H., Richardson, P. (2013). Teaching as a career: Perspectives of Indonesian future teachers. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide. [More Information]
  • Guns, A., Richardson, P., Watt, H. (2012). How do life goals and motivations of international students studying in Australia impact their achievement outcomes? Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney. [More Information]
  • Morris, Z., Richardson, P., Watt, H. (2012). What is popular is not always right - Measuring teacher professional behaviour. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney. [More Information]
  • Guns, A., Watt, H., Richardson, P. (2011). The influence of pre-service teachers motivations and perceptions on career trajectories. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart. [More Information]
  • Ku, W., Watt, H. (2009). Effects of gender and gender role orientation on high school students' teaching perceptions and aspirations in Hong Kong. Australian Association for Research in Education (AARE) Conference 2009, Canberra. [More Information]
  • Quin, K., Watt, H. (2009). The relationship of personality traits to choice of teaching as a career. Australian Association for Research in Education (AARE) Conference 2009, Canberra. [More Information]
  • Watt, H., Richardson, P., Pietsch, J. (2007). Choosing to teach in the "STEM" disciplines: Characteristics and motivations of science, ICT, and mathematics teachers. 30th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2007), Hobart: MERGA. [More Information]
  • Watt, H. (2002). A qualitative investigation of perceived influences shaping adolescents' plans to pursue (or not to pursue) maths-related careers. Australian Association for Research in Education (AARE) Annual Conference, Melbourne: Australian Association for Research in Education (AARE).
  • Richardson, P., Watt, H. (2002). A survey investigation of influences and choices in attracting graduates into teaching. Australian Association for Research in Education (AARE) Annual Conference, Melbourne: Australian Association for Research in Education (AARE).
  • Watt, H. (2001). The nature and development of boys' and girls' self-perceptions and value judgements in math through grades 7 to 11 in Australia: An application of latent growth modeling. 2001 American Educational Research Association Annual Conference, : Ads & Adea.

2018

  • 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]

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.
  • Watt, H., Richardson, P., Smith, K. (2017). Global perspectives on teacher motivation. Cambridge: Cambridge University Press.
  • 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.

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.
  • Watt, H. (2016). Promoting girls' and boys' engagement and participation in senior secondary STEM fields and occupational aspirations (invited professional article). ACER 2016 Research Conference Proceedings, Melbourne Vic: Australian Council for Educational Research (ACER).

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.

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.
  • Suryani, A., Watt, H., Richardson, P. (2013). Teaching as a career: Perspectives of Indonesian future teachers. Australian Association for Research in Education (AARE) Annual Conference, 2013, Adelaide. [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]
  • 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]

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]
  • Guns, A., Richardson, P., Watt, H. (2012). How do life goals and motivations of international students studying in Australia impact their achievement outcomes? Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney. [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.
  • Watt, H., Richardson, P. (2012). Teaching motivations in different countries: Comparisons using the FIT-Choice Scale. Asia-Pacific Journal of Teacher Education, 40(3).
  • Morris, Z., Richardson, P., Watt, H. (2012). What is popular is not always right - Measuring teacher professional behaviour. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney. [More Information]

2011

  • Watt, H., Richardson, P. (2011). FIT-Choice: Attracting and sustaining 'fit' teachers in the profession. Professional Educator, 10(2), 28-29.
  • Guns, A., Watt, H., Richardson, P. (2011). The influence of pre-service teachers motivations and perceptions on career trajectories. Australia Association for Research in Education (AARE) Annual Conference, 2011, HObart. [More Information]

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.
  • 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]

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.
  • Ku, W., Watt, H. (2009). Effects of gender and gender role orientation on high school students' teaching perceptions and aspirations in Hong Kong. Australian Association for Research in Education (AARE) Conference 2009, Canberra. [More Information]
  • Quin, K., Watt, H. (2009). The relationship of personality traits to choice of teaching as a career. Australian Association for Research in Education (AARE) Conference 2009, Canberra. [More Information]

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). Motivations 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.

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., Pietsch, J. (2007). Choosing to teach in the "STEM" disciplines: Characteristics and motivations of science, ICT, and mathematics teachers. 30th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2007), Hobart: MERGA. [More Information]
  • 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.

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]
  • Hawkins, C., Watt, H., Sinclair, K. (2006). Psychometric properties of the Frost Multidimensional Perfectionism Scale With Australian adolescent girls: Clarification of multidimensionality and perfectionist typology. Educational and Psychological Measurement, 66(6), 1001-1022. [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]

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.

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.

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.
  • 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.

2002

  • Watt, H. (2002). A qualitative investigation of perceived influences shaping adolescents' plans to pursue (or not to pursue) maths-related careers. Australian Association for Research in Education (AARE) Annual Conference, Melbourne: Australian Association for Research in Education (AARE).
  • Richardson, P., Watt, H. (2002). A survey investigation of influences and choices in attracting graduates into teaching. Australian Association for Research in Education (AARE) Annual Conference, Melbourne: Australian Association for Research in Education (AARE).
  • 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.

2001

  • Watt, H. (2001). The nature and development of boys' and girls' self-perceptions and value judgements in math through grades 7 to 11 in Australia: An application of latent growth modeling. 2001 American Educational Research Association Annual Conference, : Ads & Adea.

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.

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