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 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)

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

2017

  • Gendered Engagement and Participation in Sciences and Mathematics; Watt H; Australian Research Council (ARC)/Future Fellowships (FT).
  • Attracting and sustaining engaged teachers of science and mathematics; Rice S, Watt H, Richardson P, Rose D; Australian Research Council (ARC)/Linkage Projects (LP).

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).

2011

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

Selected publications

Download citations: PDF RTF Endnote

Edited Books

  • Watt, H., Richardson, P., Smith, K. (2017). Global perspectives on teacher motivation. NY: Cambridge University Press.
  • Richardson, P., Karabenick, S., Watt, H. (2014). Teacher motivation: Theory and practice. NY: Routledge.

Book Chapters

  • 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.
  • Rice, S., Richardson, P., Watt, H. (2016). 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. (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.

Journals

  • 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. (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]
  • 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.
  • 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.

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).

Conferences

  • 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.

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., Smith, K. (2017). Global perspectives on teacher motivation. NY: Cambridge 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]

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.
  • Rice, S., Richardson, P., Watt, H. (2016). 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.

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.
  • 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]
  • 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).

2005

  • 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]

2004

  • 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.

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.

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