Dr Paul Ginns

Senior Lecturer in Educational Psychology
Research Progress Manager - Division of Doctoral Studies

A35 - Education Building
The University of Sydney

Telephone +61 2 93512611
Fax +61 2 93515027

Website Contact details

Biographical details

Paul is an active educational researcher, and has worked independently and in collaboration with both Australian and international colleagues on a wide variety of educational research projects.

Paul uses numerous research methodologies (for example, experimental and survey-based research) and analytic methods, including general linear models, exploratory and confirmatory factor analysis, structural modelling and meta-analysis. His research has two broad foci:

  • How the university student experience might be improved through institutionally-aligned, student-focused teaching evaluation systems.
  • Applying the principles of cognitive science to instructional design.

In his research into the university experience, Paul has sought to understand the systemic relations between university students’ approaches to and engagement in learning; the quality of the learning environment; and student learning outcomes, with the ultimate goal of improving all parts of this teaching and learning system. His success in this field led him to be commissioned to write for the national project, “Rewarding and recognising quality teaching and learning in higher education”, funded by the Carrick Institute for Learning and Teaching in Higher Education (now the Australian Learning and Teaching Council).

The second focus of Paul’s draws on theories of the human cognitive architecture – consisting of a limited working memory that can be circumvented for learning and problem-solving by the long-term memory store – to maximise the effectiveness and efficiency of learning by managing the cognitive load. In this field, Paul has published both original research and meta-analytic reviews of specific instructional design effects.

Research interests

Learning sciences; psychology of education
  • Assessment and evaluation
  • Learning technologies and new media
  • Learning, cognition and motivation

Current research students

Project title Research student
The effects of computerised cognitive training on executive function, academic achievement and fluid intelligence in Year 3 and Year 5 students. David HEGARTY
Mind, Body and Sol(utions) The Impact of Drama-Inspired Attention Focus Exercise � Mirroring- on Mathematical Learning. Eleni SMYRNIS
Montessori in the New Millennium Pointing and Tracing for Learning: A Cognitive Load Perspective Michael TANG

Selected grants

2009

  • Exploring the Effects of Boarding School on Academic and Non-academic Outcomes: A Longitudinal Study of Boarding and Day Students; Martin A, Hawkes T, Ginns P, Hawkes T; Australian Research Council (ARC)/Linkage Projects (LP).

Selected publications

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Books

  • KEMBER, D., Ginns, P. (2012). Evaluating Teaching and Learning: A practical handbook for colleges, universities and the scholarship of teaching. New York: Routledge imprint of Taylor & Francis.

Book Chapters

  • Martin, A., Ginns, P., Papworth, B., Ghasemi-Nejad, M. (2013). Aboriginal/Indigenous Students in High School: Understanding their Motivation, Engagement, Academic Buoyancy, and Achievement. In Gregory Arief D. Liem, Allan B. I. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis M. McInerney, (pp. 273-294). Charlotte, NC: Information Age Publishing.
  • Martin, A., Ginns, P., Papworth, B., Ghasemi-Nejad, M. (2013). The Role of Academic Buoyancy in Aboriginal/Indigenous Students' Educational Intentions: Sowing the Early Seeds of Success for Post-school Education and Training. In Rhonda G. Craven, Janet Mooney (Eds.), Seeding Success in Indigenous Australian Higher Education (volume 14), (pp. 57-79). Bingley, UK: Emerald Group Publishing Ltd.
  • Ginns, P. (2011). Quantitative Modelling of Experimental Data in Educational Research: Current Practice and Future Possibilities. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 225-232). New York: Springer.
  • Ginns, P., Liem, A., Martin, A. (2011). The role of personality in learning processes and learning outcomes in applied settings. In Simon Boag, Niko Tiliopoulos (Eds.), Personality and Individual Differences: Theory, Assessment and Application, (pp. 93-102). New York: Nova Science Publishers.

Journals

  • Ginns, P., Hu, F., Byrne, E., Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30(2), 160-169. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Malmberg, L. (2016). Motivation, engagement, and social climate: An international study of boarding schools. Journal of Educational Psychology, Online first. [More Information]
  • Barnhardt, B., Ginns, P. (2016). Psychological teaching-learning contracts: Academic integrity and moral psychology. Ethics and Behavior, Online first. [More Information]
  • Collie, R., Martin, A., Papworth, B., Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76. [More Information]
  • Colgate, O., Ginns, P. (2016). The effects of social norms on parents' reading behaviour at home with their child. Educational Psychology, 36(5), 1009-1023. [More Information]
  • Colgate, O., Ginns, P., Bagnall, N. (2016). The role of invitations to parents in the completion of a child’s home reading challenge. Educational Psychology, Online first. [More Information]
  • Fryer, L., Van den Broeck, A., Ginns, P., Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the lens of a latent profile analysis. Psychologica Belgica, 56(3), 226-243. [More Information]
  • Martin, A., Yu, K., Ginns, P., Papworth, B. (2016). Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, Online first. [More Information]
  • Collie, R., Martin, A., Malmberg, L., Hall, J., Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130. [More Information]
  • Ginns, P., Loughland, A., Tierney, R., Fryer, L., Amazan, R., McCormick, A. (2015). Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context. Higher Education Research & Development, 34(2), 311-323. [More Information]
  • Hu, F., Ginns, P., Bobis, J. (2015). Getting the point: Tracing worked examples enhances learning. Learning and Instruction, 35, 85-93. [More Information]
  • Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S., Leahy, W., Paas, F. (2015). Giving learning a helping hand: Finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27(3), 427-443. [More Information]
  • Martin, A., Yu, K., Papworth, B., Ginns, P., Collie, R. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 33(2), 103-114. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Malmberg, L., Collie, R., Calvo, R. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35. [More Information]
  • Barnhardt, B., Ginns, P. (2014). An alienation-based framework for student experience in higher education: New interpretations of past observations in student learning theory. Higher Education: the international journal of higher education research, 68(6), 789-805. [More Information]
  • Fryer, L., Ginns, P., Walker, R. (2014). Between students' instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612-630. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Liem, G. (2014). Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation. American Educational Research Journal, 51(5), 1007-1049. [More Information]
  • Hu, F., Ginns, P., Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.
  • Martin, A., Durksen, T., Williamson, D., Kiss, J., Ginns, P. (2014). Personal best (PB) goal setting and students’ motivation in science: A study of science valuing and aspirations. Australian Educational and Developmental Psychologist, 31(2), 85-96. [More Information]
  • Macken, L., Ginns, P. (2014). Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher, 36(7), 596-601. [More Information]
  • Ginns, P., Martin, A., Liem, G., Papworth, B. (2014). Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. Journal of Research in Personality, 53, 182-192. [More Information]
  • Ginns, P., Martin, A., Papworth, B. (2014). Student Learning Theory goes (back) to (high) school. Instructional Science, 42(4), 485-504. [More Information]
  • Martin, A., Ginns, P., Brackett, M., Malmberg, L., Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. [More Information]
  • Martin, A., Wilson, R., Liem, G., Ginns, P. (2013). Academic momentum at university/college: exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. Journal of Higher Education, 84(5), 640-674. [More Information]
  • Ginns, P., Martin, A., Marsh, H. (2013). Designing Instructional Text in a Conversational Style: A Meta-analysis. Educational Psychology Review, 25(4), 445-472. [More Information]
  • Zeng, L., Webster, B., Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research & Development, 32(4), 672-686. [More Information]
  • Barkl, S., Porter, A., Ginns, P. (2012). Cognitive training for children: effects on inductive reasoning, deductive reasoning,and mathematics achievement in an Australian school setting. Psychology in the Schools, 49(9), 828-842. [More Information]
  • Liem, A., Ginns, P., Martin, A., Stone, B., Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22(3), 222-230. [More Information]
  • Fryer, L., Ginns, P., Walker, R., Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82(4), 549-563. [More Information]
  • Marsh, H., Ginns, P., Morin, A., Nagengast, B., Martin, A. (2011). Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103(3), 733-748. [More Information]
  • Ginns, P. (2010). A mind is a terrible thing to waste: Enhancing student learning through a focus on cognitive architecture. Synergy, (30), 28-32.
  • Martin, A., Marsh, H., Cheng, J., Ginns, P. (2010). Fathers and male teachers: Effects on boys' academic and non-academic development. Childhood Education, 86, 404-408.
  • Dolmans, D., Wolfhagen, I., Ginns, P. (2010). Measuring approaches to learning in a problem based learning context. International Journal of Medical Education, 1, 55-60. [More Information]
  • Ginns, P., Fraser, J. (2010). Personalization enhances learning anatomy terms. Medical Teacher, 32(9), 776-778. [More Information]
  • Ginns, P., Kitay, J., Prosser, M. (2010). Transfer of academic staff learning in a research-intensive university. Teaching in Higher Education, 15(3), 235-246. [More Information]
  • Ginns, P., Barrie, S. (2009). Developing and testing a student-focussed teaching evaluation survey for university instructors. Psychological Reports, 104(3), 1019-1032. [More Information]
  • Ellis, R., Ginns, P., Piggott, L. (2009). E-learning in higher education: some key aspects and their relationship to approaches to study. Higher Education Research & Development, 28(3), 303-318. [More Information]
  • Ginns, P., Ellis, R. (2009). Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663. [More Information]
  • Hendry, G., Ginns, P. (2009). Readiness for self-directed learning: validation of a new scale with medical students. Medical Teacher, 31(10), 918-920. [More Information]
  • Ginns, P., Marsh, H., Behnia, M., Cheng, J., Scalas, L. (2009). Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges. British Journal of Educational Psychology, 79, 577-598. [More Information]
  • Ginns, P., Kitay, J., Prosser, M. (2008). Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education. International Journal for Academic Development, 13(3), 175-185. [More Information]
  • Leung, D., Ginns, P., KEMBER, D. (2008). Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39(3), 251-266. [More Information]
  • Brew, A., Ginns, P. (2008). The relationship between engagement in the scholarship of teaching and learning and students' course experiences. Assessment and Evaluation in Higher Education, 33(5), 535-545. [More Information]
  • Ginns, P., Ellis, R. (2007). Quality in blended learning: Exploring the relationships between On-line and Face-to-face Teaching and Learning. The Internet and Higher Education, 10(1), 53-64. [More Information]
  • Ginns, P., Prosser, M., Barrie, S. (2007). Students' perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32(5), 603-615.
  • Barrie, S., Ginns, P. (2007). The linking of institutional performance indicators to improvements in teaching and learning in classrooms. Quality in Higher Education, 13(3), 275-286.
  • Freeman, M., Blayney, P., Ginns, P. (2006). Anonymity and in-class learning: The case for electronic response systems. Australasian Journal of Educational Technology (Online), 22(4), 568-580.
  • Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511-525.
  • Dolmans, D., Ginns, P. (2005). A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability. Medical Teacher, 27(6), 534-538.
  • Barrie, S., Ginns, P., Prosser, M. (2005). Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance. Assessment and Evaluation in Higher Education, 30(6), 641-656. [More Information]
  • Ginns, P. (2005). Imagining instructions: Mental practice in highly cognitive domains. Australian Journal of Education, 49(2), 128-140.
  • Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313-331.
  • Trigwell, K., Prosser, M., Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research & Development, 24(4), 349-360.
  • Ginns, P., Barrie, S. (2004). Reliability Of Single-Item Ratings Of Quality In Higher Education: A Replication. Psychological Reports, 95(3), 1023-1030.

Conferences

  • Fryer, L., Ginns, P. (2015). "To skip" or "skip to" class: The mediating role of class attendance. 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.
  • Martin, A., Collie, R., Malmberg, L., Hall, J., Ginns, P. (2015). A longitudinal analysis of academic buoyancy, achievement, and control. American Educational Research Association 2015 Annual Meeting, Chicago IL.
  • Fryer, L., Nakao, K., Ginns, P., Walker, R. (2015). Modeling the regulation of students' study behaviors and motivational deficits: A longitudinal test of order and effect. World Education Research Association (WERA)Focal Meeting 2015, Budapest, Hungary.
  • Collie, R., Burns, E., Martin, A., Papworth, B., Ginns, P. (2015). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. American Psychological Association 123rd Annual Convention, Toronto.
  • Fryer, L., Ginns, P., Walker, R. (2014). Connecting students' approaches to learning and their perceptions of teaching: The right tool for the job (Symposium presentation). Earli SIG4 & SIG17 Conference 2014: Assessing transitions in learning, Leuven, Belgium.
  • Fryer, L., Ginns, P., Walker, R. (2014). The why (not) and how of first-year university students' studies: The "how" is essential to understanding and intervening in the "why (not)" (Symposium presentation). Earli SIG4 & SIG17 Conference 2014: Assessing transitions in learning, Leuven, Belgium.
  • Fryer, L., Walker, R., Ginns, P. (2014). What students want and how they get it: Students’ goals and future strategies (Symposium presentation). International Conference on Motivation 2014, Helsinki, Finland.
  • Hu, F., Ginns, P., Bobis, J. (2013). A helping hand in geometry learning: Does haptic tracing promote learning from worked examples? EARLI Biennial Conference, 2013, Munich.
  • Martin, A., Ginns, P., Brackett, M., Malmberg, L., Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and individual differences. American Psychological Association 121st Annual Convention, Honolulu.
  • Fryer, L., Walker, R., Ginns, P. (2013). Predictive validity of amotivation models: Relations with study strategies across eight months (Symposium presentation). EARLI Biennial Conference, 2013, Munich.
  • Ginns, P., Martin, A., Papworth, B. (2013). Student learning in high school: Extending the 3P model. EARLI Biennial Conference, 2013, Munich.
  • Barnhardt, B., Ginns, P. (2012). An alienation-based framework for student learning theory: Developing and justifying new interpretations of past empirical observations. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Hu, F., Ginns, P., Bobis, J. (2012). Does tracing worked examples enhance geometry learning? Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Loughland, A., Ginns, P., Amazan, R., Tierney, R. (2012). Learning to teach for social justice: Measuring beliefs across undergraduate and postgraduate pre-service education programmes. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Papworth, B., Martin, A., Ginns, P., Liem, G., Hawkes, T. (2012). Motivation and engagement: A comparison of boarding and day students. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Martin, A., Papworth, B., Ginns, P., Liem, G. (2012). Real-time student motivation and engagement: Intensive longitudinal data collection using mobile technology during a month at school. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Fryer, L., Walker, R., Ginns, P. (2012). Students' goals and their longitudinal effect on learner beliefs and motivation to learn (Symposium presentation). 13th International Conference on Motivation 2012: Motivation in all Spheres of Life, Germany.
  • Fryer, L., Walker, R., Ginns, P., Nakao, K. (2012). The longitudinal effect of future-oriented goals on task motivation (Symposium presentation). 1st International Conference on Time Perspective: Converging Paths in Psychology Time Theory and Research, Coimbra, Portugal.
  • Papworth, B., Martin, A., Ginns, P., Liem, G., Hawkes, T. (2012). The role of boarding school in the academic and non-academic outcomes of high school students. American Educational Research Association 2012 Annual Meeting, Vancouver.
  • Papworth, B., Martin, A., Ginns, P., Hawkes, T. (2011). Attending boarding school: A comparison of boarding and day students on academic and nonacademic factors. American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Papworth, B., Martin, A., Ginns, P., Liem, G. (2011). Boarding school and students' academic and non-academic outcomes. British Educational Research Association Annual Conference, 2011, London.
  • Barkl, S., Ginns, P., Porter, A. (2011). Cognitive training for children: Effects on fluid intelligence, self-concept, and mathematics achievement in an Australian school setting. American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Fryer, L., Ginns, P. (2011). Measurement and conceptual clarity of achievement goals in Japan: Contributing to an international discussion. World Educational Research Association Conference, Kaohsiung, Taiwan.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). The effect of reasons to study and not study on approaches to learning and achievement (Symposium presentation). 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). The longitudinal effect of reasons to study and not study on approaches to learning and achievement. 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). Why I do and don’t study: The longitudinal effect of amotivation and instrumental goals on regulatory strategies (Poster). American Educational Research Association Annual Conference 2011 - Inciting the Social Imagination: Education Research for the Public Good, New Orleans, USA.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2010). Self-regulation: Goals are important but what about all those reasons not to study. 12th International Conference on Motivation, University of Porto (Portugal).
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2010). Students' self-reported patterns of learning approaches: Assessing other associated motivations. Future Visions for Learning and Teaching: Joint Conference of SIG Higher Education and SIG Teaching and Teacher Education, Helsinki, Finland.
  • Punmongkol, P., Walker, R., Ginns, P. (2010). The regulation of academic emotions. 12th International Conference on Motivation, University of Porto (Portugal).
  • Govendir, M., Ginns, P., Symons, R., Tammen, I. (2009). Improving the research higher degree experience at the Faculty of Veterinary Science, The University of Sydney. Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference 2009, Milperra: HERDSA Inc.
  • Ginns, P., Hollender, N., Reimann, P. (2006). Meta-analysis of the Minimalist Training Model. American Educational Research Association 2006 Annual Meeting, Washington DC USA: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION.
  • Ginns, P., Behnia, M. (2006). Quality assurance of research degrees: the Student Research Experience Questionnaire. American Educational Research Association 2006 Annual Meeting, Washington DC USA: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION.
  • Ginns, P., Barrie, S. (2006). Response Modality Effects on CEQ and SCEQ responses. AUQF 2006, Melbourne, Victoria, Australia: Australian Universities Quality Agency.
  • Ginns, P. (2004). Quality Assurance And Improvement Of The Research Higher Degree Experience At The University Of Sydney. The Third Australian Universities Quality Forum (AUQF): Quality in a Time of Change, Melbourne, Victoria: Australian Universities Quality Agency.

Reference Works

  • Ginns, P. (2012). Imagination effect. In Norbert M. Seel (Eds.), Encyclopedia of the Sciences of Learning. (pp. 1484-1487). New York: Springer.

2016

  • Ginns, P., Hu, F., Byrne, E., Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30(2), 160-169. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Malmberg, L. (2016). Motivation, engagement, and social climate: An international study of boarding schools. Journal of Educational Psychology, Online first. [More Information]
  • Barnhardt, B., Ginns, P. (2016). Psychological teaching-learning contracts: Academic integrity and moral psychology. Ethics and Behavior, Online first. [More Information]
  • Collie, R., Martin, A., Papworth, B., Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76. [More Information]
  • Colgate, O., Ginns, P. (2016). The effects of social norms on parents' reading behaviour at home with their child. Educational Psychology, 36(5), 1009-1023. [More Information]
  • Colgate, O., Ginns, P., Bagnall, N. (2016). The role of invitations to parents in the completion of a child’s home reading challenge. Educational Psychology, Online first. [More Information]
  • Fryer, L., Van den Broeck, A., Ginns, P., Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the lens of a latent profile analysis. Psychologica Belgica, 56(3), 226-243. [More Information]
  • Martin, A., Yu, K., Ginns, P., Papworth, B. (2016). Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, Online first. [More Information]

2015

  • Fryer, L., Ginns, P. (2015). "To skip" or "skip to" class: The mediating role of class attendance. 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.
  • Martin, A., Collie, R., Malmberg, L., Hall, J., Ginns, P. (2015). A longitudinal analysis of academic buoyancy, achievement, and control. American Educational Research Association 2015 Annual Meeting, Chicago IL.
  • Collie, R., Martin, A., Malmberg, L., Hall, J., Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130. [More Information]
  • Ginns, P., Loughland, A., Tierney, R., Fryer, L., Amazan, R., McCormick, A. (2015). Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context. Higher Education Research & Development, 34(2), 311-323. [More Information]
  • Hu, F., Ginns, P., Bobis, J. (2015). Getting the point: Tracing worked examples enhances learning. Learning and Instruction, 35, 85-93. [More Information]
  • Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S., Leahy, W., Paas, F. (2015). Giving learning a helping hand: Finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27(3), 427-443. [More Information]
  • Fryer, L., Nakao, K., Ginns, P., Walker, R. (2015). Modeling the regulation of students' study behaviors and motivational deficits: A longitudinal test of order and effect. World Education Research Association (WERA)Focal Meeting 2015, Budapest, Hungary.
  • Martin, A., Yu, K., Papworth, B., Ginns, P., Collie, R. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 33(2), 103-114. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Malmberg, L., Collie, R., Calvo, R. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35. [More Information]
  • Collie, R., Burns, E., Martin, A., Papworth, B., Ginns, P. (2015). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. American Psychological Association 123rd Annual Convention, Toronto.

2014

  • Barnhardt, B., Ginns, P. (2014). An alienation-based framework for student experience in higher education: New interpretations of past observations in student learning theory. Higher Education: the international journal of higher education research, 68(6), 789-805. [More Information]
  • Fryer, L., Ginns, P., Walker, R. (2014). Between students' instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612-630. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Liem, G. (2014). Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation. American Educational Research Journal, 51(5), 1007-1049. [More Information]
  • Fryer, L., Ginns, P., Walker, R. (2014). Connecting students' approaches to learning and their perceptions of teaching: The right tool for the job (Symposium presentation). Earli SIG4 & SIG17 Conference 2014: Assessing transitions in learning, Leuven, Belgium.
  • Hu, F., Ginns, P., Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.
  • Martin, A., Durksen, T., Williamson, D., Kiss, J., Ginns, P. (2014). Personal best (PB) goal setting and students’ motivation in science: A study of science valuing and aspirations. Australian Educational and Developmental Psychologist, 31(2), 85-96. [More Information]
  • Macken, L., Ginns, P. (2014). Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher, 36(7), 596-601. [More Information]
  • Ginns, P., Martin, A., Liem, G., Papworth, B. (2014). Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. Journal of Research in Personality, 53, 182-192. [More Information]
  • Ginns, P., Martin, A., Papworth, B. (2014). Student Learning Theory goes (back) to (high) school. Instructional Science, 42(4), 485-504. [More Information]
  • Fryer, L., Ginns, P., Walker, R. (2014). The why (not) and how of first-year university students' studies: The "how" is essential to understanding and intervening in the "why (not)" (Symposium presentation). Earli SIG4 & SIG17 Conference 2014: Assessing transitions in learning, Leuven, Belgium.
  • Fryer, L., Walker, R., Ginns, P. (2014). What students want and how they get it: Students’ goals and future strategies (Symposium presentation). International Conference on Motivation 2014, Helsinki, Finland.

2013

  • Hu, F., Ginns, P., Bobis, J. (2013). A helping hand in geometry learning: Does haptic tracing promote learning from worked examples? EARLI Biennial Conference, 2013, Munich.
  • Martin, A., Ginns, P., Papworth, B., Ghasemi-Nejad, M. (2013). Aboriginal/Indigenous Students in High School: Understanding their Motivation, Engagement, Academic Buoyancy, and Achievement. In Gregory Arief D. Liem, Allan B. I. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis M. McInerney, (pp. 273-294). Charlotte, NC: Information Age Publishing.
  • Martin, A., Ginns, P., Brackett, M., Malmberg, L., Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. [More Information]
  • Martin, A., Ginns, P., Brackett, M., Malmberg, L., Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and individual differences. American Psychological Association 121st Annual Convention, Honolulu.
  • Martin, A., Wilson, R., Liem, G., Ginns, P. (2013). Academic momentum at university/college: exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. Journal of Higher Education, 84(5), 640-674. [More Information]
  • Ginns, P., Martin, A., Marsh, H. (2013). Designing Instructional Text in a Conversational Style: A Meta-analysis. Educational Psychology Review, 25(4), 445-472. [More Information]
  • Zeng, L., Webster, B., Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research & Development, 32(4), 672-686. [More Information]
  • Fryer, L., Walker, R., Ginns, P. (2013). Predictive validity of amotivation models: Relations with study strategies across eight months (Symposium presentation). EARLI Biennial Conference, 2013, Munich.
  • Ginns, P., Martin, A., Papworth, B. (2013). Student learning in high school: Extending the 3P model. EARLI Biennial Conference, 2013, Munich.
  • Martin, A., Ginns, P., Papworth, B., Ghasemi-Nejad, M. (2013). The Role of Academic Buoyancy in Aboriginal/Indigenous Students' Educational Intentions: Sowing the Early Seeds of Success for Post-school Education and Training. In Rhonda G. Craven, Janet Mooney (Eds.), Seeding Success in Indigenous Australian Higher Education (volume 14), (pp. 57-79). Bingley, UK: Emerald Group Publishing Ltd.

2012

  • Barnhardt, B., Ginns, P. (2012). An alienation-based framework for student learning theory: Developing and justifying new interpretations of past empirical observations. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Barkl, S., Porter, A., Ginns, P. (2012). Cognitive training for children: effects on inductive reasoning, deductive reasoning,and mathematics achievement in an Australian school setting. Psychology in the Schools, 49(9), 828-842. [More Information]
  • Hu, F., Ginns, P., Bobis, J. (2012). Does tracing worked examples enhance geometry learning? Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • KEMBER, D., Ginns, P. (2012). Evaluating Teaching and Learning: A practical handbook for colleges, universities and the scholarship of teaching. New York: Routledge imprint of Taylor & Francis.
  • Ginns, P. (2012). Imagination effect. In Norbert M. Seel (Eds.), Encyclopedia of the Sciences of Learning. (pp. 1484-1487). New York: Springer.
  • Loughland, A., Ginns, P., Amazan, R., Tierney, R. (2012). Learning to teach for social justice: Measuring beliefs across undergraduate and postgraduate pre-service education programmes. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Papworth, B., Martin, A., Ginns, P., Liem, G., Hawkes, T. (2012). Motivation and engagement: A comparison of boarding and day students. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Liem, A., Ginns, P., Martin, A., Stone, B., Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22(3), 222-230. [More Information]
  • Martin, A., Papworth, B., Ginns, P., Liem, G. (2012). Real-time student motivation and engagement: Intensive longitudinal data collection using mobile technology during a month at school. Australian Association for Research in Education (AARE) Annual Conference, 2012, Sydney.
  • Fryer, L., Walker, R., Ginns, P. (2012). Students' goals and their longitudinal effect on learner beliefs and motivation to learn (Symposium presentation). 13th International Conference on Motivation 2012: Motivation in all Spheres of Life, Germany.
  • Fryer, L., Ginns, P., Walker, R., Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82(4), 549-563. [More Information]
  • Fryer, L., Walker, R., Ginns, P., Nakao, K. (2012). The longitudinal effect of future-oriented goals on task motivation (Symposium presentation). 1st International Conference on Time Perspective: Converging Paths in Psychology Time Theory and Research, Coimbra, Portugal.
  • Papworth, B., Martin, A., Ginns, P., Liem, G., Hawkes, T. (2012). The role of boarding school in the academic and non-academic outcomes of high school students. American Educational Research Association 2012 Annual Meeting, Vancouver.

2011

  • Papworth, B., Martin, A., Ginns, P., Hawkes, T. (2011). Attending boarding school: A comparison of boarding and day students on academic and nonacademic factors. American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Papworth, B., Martin, A., Ginns, P., Liem, G. (2011). Boarding school and students' academic and non-academic outcomes. British Educational Research Association Annual Conference, 2011, London.
  • Barkl, S., Ginns, P., Porter, A. (2011). Cognitive training for children: Effects on fluid intelligence, self-concept, and mathematics achievement in an Australian school setting. American Educational Research Association 2011 Annual Meeting, New Orleans.
  • Fryer, L., Ginns, P. (2011). Measurement and conceptual clarity of achievement goals in Japan: Contributing to an international discussion. World Educational Research Association Conference, Kaohsiung, Taiwan.
  • Ginns, P. (2011). Quantitative Modelling of Experimental Data in Educational Research: Current Practice and Future Possibilities. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 225-232). New York: Springer.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). The effect of reasons to study and not study on approaches to learning and achievement (Symposium presentation). 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). The longitudinal effect of reasons to study and not study on approaches to learning and achievement. 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Ginns, P., Liem, A., Martin, A. (2011). The role of personality in learning processes and learning outcomes in applied settings. In Simon Boag, Niko Tiliopoulos (Eds.), Personality and Individual Differences: Theory, Assessment and Application, (pp. 93-102). New York: Nova Science Publishers.
  • Marsh, H., Ginns, P., Morin, A., Nagengast, B., Martin, A. (2011). Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103(3), 733-748. [More Information]
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2011). Why I do and don’t study: The longitudinal effect of amotivation and instrumental goals on regulatory strategies (Poster). American Educational Research Association Annual Conference 2011 - Inciting the Social Imagination: Education Research for the Public Good, New Orleans, USA.

2010

  • Ginns, P. (2010). A mind is a terrible thing to waste: Enhancing student learning through a focus on cognitive architecture. Synergy, (30), 28-32.
  • Martin, A., Marsh, H., Cheng, J., Ginns, P. (2010). Fathers and male teachers: Effects on boys' academic and non-academic development. Childhood Education, 86, 404-408.
  • Dolmans, D., Wolfhagen, I., Ginns, P. (2010). Measuring approaches to learning in a problem based learning context. International Journal of Medical Education, 1, 55-60. [More Information]
  • Ginns, P., Fraser, J. (2010). Personalization enhances learning anatomy terms. Medical Teacher, 32(9), 776-778. [More Information]
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2010). Self-regulation: Goals are important but what about all those reasons not to study. 12th International Conference on Motivation, University of Porto (Portugal).
  • Fryer, L., Walker, R., Ginns, P., Debus, R. (2010). Students' self-reported patterns of learning approaches: Assessing other associated motivations. Future Visions for Learning and Teaching: Joint Conference of SIG Higher Education and SIG Teaching and Teacher Education, Helsinki, Finland.
  • Punmongkol, P., Walker, R., Ginns, P. (2010). The regulation of academic emotions. 12th International Conference on Motivation, University of Porto (Portugal).
  • Ginns, P., Kitay, J., Prosser, M. (2010). Transfer of academic staff learning in a research-intensive university. Teaching in Higher Education, 15(3), 235-246. [More Information]

2009

  • Ginns, P., Barrie, S. (2009). Developing and testing a student-focussed teaching evaluation survey for university instructors. Psychological Reports, 104(3), 1019-1032. [More Information]
  • Ellis, R., Ginns, P., Piggott, L. (2009). E-learning in higher education: some key aspects and their relationship to approaches to study. Higher Education Research & Development, 28(3), 303-318. [More Information]
  • Ginns, P., Ellis, R. (2009). Evaluating the quality of e-learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663. [More Information]
  • Govendir, M., Ginns, P., Symons, R., Tammen, I. (2009). Improving the research higher degree experience at the Faculty of Veterinary Science, The University of Sydney. Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference 2009, Milperra: HERDSA Inc.
  • Hendry, G., Ginns, P. (2009). Readiness for self-directed learning: validation of a new scale with medical students. Medical Teacher, 31(10), 918-920. [More Information]
  • Ginns, P., Marsh, H., Behnia, M., Cheng, J., Scalas, L. (2009). Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges. British Journal of Educational Psychology, 79, 577-598. [More Information]

2008

  • Ginns, P., Kitay, J., Prosser, M. (2008). Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education. International Journal for Academic Development, 13(3), 175-185. [More Information]
  • Leung, D., Ginns, P., KEMBER, D. (2008). Examining the cultural specificity of approaches to learning in universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39(3), 251-266. [More Information]
  • Brew, A., Ginns, P. (2008). The relationship between engagement in the scholarship of teaching and learning and students' course experiences. Assessment and Evaluation in Higher Education, 33(5), 535-545. [More Information]

2007

  • Ginns, P., Ellis, R. (2007). Quality in blended learning: Exploring the relationships between On-line and Face-to-face Teaching and Learning. The Internet and Higher Education, 10(1), 53-64. [More Information]
  • Ginns, P., Prosser, M., Barrie, S. (2007). Students' perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32(5), 603-615.
  • Barrie, S., Ginns, P. (2007). The linking of institutional performance indicators to improvements in teaching and learning in classrooms. Quality in Higher Education, 13(3), 275-286.

2006

  • Freeman, M., Blayney, P., Ginns, P. (2006). Anonymity and in-class learning: The case for electronic response systems. Australasian Journal of Educational Technology (Online), 22(4), 568-580.
  • Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects. Learning and Instruction, 16(6), 511-525.
  • Ginns, P., Hollender, N., Reimann, P. (2006). Meta-analysis of the Minimalist Training Model. American Educational Research Association 2006 Annual Meeting, Washington DC USA: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION.
  • Ginns, P., Behnia, M. (2006). Quality assurance of research degrees: the Student Research Experience Questionnaire. American Educational Research Association 2006 Annual Meeting, Washington DC USA: AMERICAN EDUCATIONAL RESEARCH ASSOCIATION.
  • Ginns, P., Barrie, S. (2006). Response Modality Effects on CEQ and SCEQ responses. AUQF 2006, Melbourne, Victoria, Australia: Australian Universities Quality Agency.

2005

  • Dolmans, D., Ginns, P. (2005). A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability. Medical Teacher, 27(6), 534-538.
  • Barrie, S., Ginns, P., Prosser, M. (2005). Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance. Assessment and Evaluation in Higher Education, 30(6), 641-656. [More Information]
  • Ginns, P. (2005). Imagining instructions: Mental practice in highly cognitive domains. Australian Journal of Education, 49(2), 128-140.
  • Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313-331.
  • Trigwell, K., Prosser, M., Ginns, P. (2005). Phenomenographic pedagogy and a revised Approaches to Teaching Inventory. Higher Education Research & Development, 24(4), 349-360.

2004

  • Ginns, P. (2004). Quality Assurance And Improvement Of The Research Higher Degree Experience At The University Of Sydney. The Third Australian Universities Quality Forum (AUQF): Quality in a Time of Change, Melbourne, Victoria: Australian Universities Quality Agency.
  • Ginns, P., Barrie, S. (2004). Reliability Of Single-Item Ratings Of Quality In Higher Education: A Replication. Psychological Reports, 95(3), 1023-1030.

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