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

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.

Current students, PhD (Monash University):

  • Trade ApprenticeshipMotivational predictors of trade take-up and persistence. Tim Powers
  • Burnout among beginning teachers. Natalia Rajendran, co-Supervised with A/Prof Paul Richardson.

Completed students, PhD:

  • 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 research students

Project title Research student
Examining factors affecting lower secondary students´┐Ż 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
Classroom and motivational influences on upper secondary students´┐Ż gendered STEM participation. Jacky PEI

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: AERA Open 2014+, and 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

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
  • 'Concerning': HSC gender trends have not changed over 20 years, The Sydney Morning Herald, 15 October 2018: https://www.smh.com.au/education/hsc-gender-stem-subjects-trends-education-20181009-p508jl.html

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. [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.

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. [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.

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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