Associate Professor Richard Walker

PhD(Sydney)
Associate Professor in Educational Psychology
Co-ordinator, Master of Education (Educational Psychology)

A35 - Education Building
The University of Sydney

Telephone +61 2 93516274
Fax +61 2 93512606

Website Contact details

Biographical details

Dr Richard Walker is an Associate Professor in the Faculty of Education and Social Work at The University of Sydney. Richard teaches educational psychology at undergraduate and postgraduate levels and has been awarded several Excellence in Teaching Awards for his teaching in this field.

Richard's research interests have centred on ways of enhancing the learning, motivation and academic achievement of students at all levels of education. His early investigations into the effects of training in metacognitive skills and motivation with primary students were followed by research at tertiary level into autonomous and controlled motivation, as well as investigations into student motivation across a number of faculties at the University of Sydney.

An interest in sociocultural theory has led Richard to investigate student learning in electronic learning environments designed to support collaborative and cooperative interactions amongst students; the use of textbooks and other learning resources; after-school homework support; and identity formation. His most recent research activities have focussed on the development of sociocultural approaches to the understanding of motivation, identity formation, and learning through homework activities.

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Keywords: achievement, sociocultural, motivation, learning, identity

Current research students

Project title Research student
Historical Thinking and New Media James GOULDING
Emotional availability and attachment in early childhood: Building foundations for learning. Wendy (sae Me) LEE

Associations

  • Member of Editorial Board, Educational Research Review

Awards and honours

  • University of Sydney Excellence in Teaching Award 1998

  • Faculty of Education Excellence in Teaching Award 1994

Selected grants

2009

  • Developing student motivation and interest; Bartimote-Aufflick K, Walker R, Sharma M, Collier M, Smith L, Taylor C, George A; Faculty of Education and Social Work, University of Sydney/Research Grant.

2004

  • A sociocultural analysis of schooling for homeless students; Walker R; DVC Research/Research and Development Scheme: Research and Development (R&D).

Selected publications

Download citations: PDF RTF Endnote

Books

  • Horsley, M., Walker, R. (2013). Reforming Homework: Practices, learning and policies. South Yarra: Palgrave Macmillan.

Edited Books

  • McInerney, D., Walker, R., Liem, A. (2011). Sociocultural theories of learning and motivation: Looking back, looking forward. USA: Information Age Publishing.

Book Chapters

  • Walker, R., Anderson, M., Gibson, R., Martin, A. (2015). Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 115-131). New York: Bloomsbury Academic.
  • Walker, R. (2011). Design-Based Research: Reflections on Some Epistemological Issues and Practices. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 51-56). New York: Springer.
  • Sainsbury, E., Walker, R. (2011). The changing face of conceptual change learning: an emerging sociocultural approach. In McInerney, D.M. Walker, R.A. Liem, A. (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward, (pp. 253-282). USA: Information Age Publishing.
  • Walker, R., Sainsbury, E., Pressick-Kilborn, K., MacCallum, J. (2010). A Sociocultural Approach to Motivation: A Long Time Coming But Here at Last. In Urdan T, Karabenick S (Eds.), Advances in motivation and achievement: The next decade of research in motivation and achievement, (pp. 1-42). Bingley, UK: Emerald Group Publishing.
  • Walker, R., Burridge, N. (2010). Teaching within diversity. In Cantwell RH, Scevak, JJ (Eds.), An Academic Life: A Handbook for New Academics, (pp. 97-107). Melbourne: ACER Press.
  • Horsley, M., Walker, R. (2008). Best practice in designing and managing after school homework support: A sociocultural interpretation of homework and affording learning through homework practices. In McInerney D, Liem A (Eds.), Teaching and learning: International best practice, (pp. 79-109). United States of America: Information Age Publishing.
  • Arnold, L., Walker, R. (2008). Co-constructing classroom environments that improve academic outcomes. In Towndrow P, Koh C, Soon TH (Eds.), Motivation and practice for the classroom, (pp. 165-184). Rotterdam, Netherlands: Sense Publishers.
  • Sainsbury, E., Walker, R. (2007). Same words, different meanings: Learning to talk the scientific language of pharmacy. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 13-25). NSW, Australia: Sydney University Press.
  • Walker, R., Horsley, M. (2006). Textbook pedagogy: a sociocultural analysis of effective teaching and learning. In D M McInerney;M Dowson;S Van Etten1 (Eds.), Effective Schools, (pp. 105-133). USA: Information Age Publishing.
  • Horsley, M., Walker, R. (2005). Pasifika Australia: Culturally responsive curriculum and teaching. In D. M. McInerney and S. Van Etten (Eds.), Focus on Curriculum, (pp. 327-351). Greenwich, ACT: Information Age Publishing.
  • Walker, R. (2003). Teacher development through communities of learning. In Mcinerney, Van Etten (Eds.), Sociocultural Influences and Teacher Education Programs, (pp. 223-246). USA: Information Age Publishing.
  • Walker, R., Pressick-Kilborn, K. (2002). The social construction of interest in a learning community. Sociocultural Influences on Motivation and Learning: An Historical Perspective, (pp. 153-182). UK: Information Age Publishing.
  • Walker, R. (2001). Social and cultural perspectives on professional knowledge and expertise. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 22-28). United States: Butterworth Heinemann.

Journals

  • Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, Online first. [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]
  • Li, H., Walker, R., Armstrong, D. (2014). International note: Parenting, academic achievement and problem behaviour among Chinese adolescents. Journal of Adolescence, 37(4), 387-389. [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]
  • Li, H., Martin, A., Armstrong, D., Walker, R. (2011). Risk, protection, and resilience in Chinese adolescents: A psycho-social study. Asian Journal of Social Psychology, 14(4), 269-282. [More Information]
  • Walker, R. (2010). Motivating Science Undergraduates: Ideas and Interventions. International Journal of Innovation in Science and Mathematics Education, 18(1), 1-13.
  • Sainsbury, E., Walker, R. (2007). Assessment as a vehicle for learning:extending collaboration into testing. Assessment and Evaluation in Higher Education, , 1-18. [More Information]
  • Pressick-Kilborn, K., Sainsbury, E., Walker, R. (2005). Making sense of theoretical frameworks and methodological approaches: Exploring conceptual change and interest in learning from a socio-cultural perspective. A E R (Australian Educational Researcher), 32(2), 25-48.
  • Walker, R., Pressick-Kilborn, K., Arnold, L., Sainsbury, E. (2004). Investigating Motivation In Context: Developing Sociocultural Perspectives. European Psychologist, 9(4), 245-256.
  • Marsh, H., Dowson, M., Pietsch, J., Walker, R. (2004). Why Multicollinearity Matters: A Reexamination Of Relations Between Self-Efficacy, Self-Concept, And Achievement. Journal of Educational Psychology, 96(3), 518-522.
  • Pietsch, J., Walker, R., Chapman, E. (2003). The relationship among self-concept, self-efficacy and performance in Mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.
  • Walker, R., Debus, R. (2002). Educational Psychology: Advances in learning, cognition and motivation. Change: Transformations in Education, 5(1), 1-25.

Conferences

  • 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.
  • 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.
  • 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.
  • Walker, R. (2012). Engaging middle school-aged students in classroom science and mathematics: Implications for design and research (Symposium: discussant). ICLS 2012: 10th International Conference of the Learning Sciences, Sydney: International Society of the Learning Sciences.
  • 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.
  • Sainsbury, E., Walker, R. (2011). A sociocultural discourse model of conceptual change learning. Third International Society for Cultural Activity Research (ISCAR) Congress 2011.
  • Walker, R. (2011). Collaboration in delivering health professional education: Reflections on an interdisciplinary Masters program. The 2nd MEdEx conference - Medical Education Excellence, 2011, Not published: Not Published.
  • Sainsbury, E., Walker, R. (2011). Collaborative conceptual change in the science classroom: discourse as process and outcome of learning. 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Horsley, M., Walker, R. (2011). It’s all online: Print and digital classroom teaching materials for the future (Workshop). 11th International Association for Research on Textbooks and Educational Media (IARTEM) Conference 2011.
  • 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).
  • Matheson, C., Walker, R. (2010). Transfer of learning in professional development programs for university teachers: An exploratory study of transitions between teacher development and teaching practice. Enhancing Learning Experiences in Higher Education: International Conference, Online: University of Hong Kong.
  • Bartimote-Aufflick, K., Walker, R., Smith, L., Sharma, M., Collier, M., George, A. (2009). A multidisciplinary approach to improving university student motivation and interest. 13th Biennial Conference on Research on Learning and Instruction (EARLI 2009), Amsterdam: University of Amsterdam.
  • Sainsbury, E., Walker, R. (2009). Motivation, learning and group work-the effect of friendship on collaboration. UniServe Science, The University of Sydney Conference 2009, Australia: Uniserve Science.
  • Bartimote-Aufflick, K., Walker, R., Smith, L., Taylor, C., George, A., Sharma, M., Collier, M. (2008). Collaborating across the disciplines to develop university student motivation and interest. Motivation in Action: 11th International Conference on Motivation, Finland: University of Turku.

Reference Works

  • Walker, R. (2010). Sociocultural issues in motivation. In Peterson P, Baker E, McGaw B (Eds.), International Encyclopedia of Education. (pp. 712-717). Oxford: Elsevier.

2016

  • Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, Online first. [More Information]

2015

  • Walker, R., Anderson, M., Gibson, R., Martin, A. (2015). Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 115-131). New York: Bloomsbury Academic.
  • 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.

2014

  • 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]
  • 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.
  • Li, H., Walker, R., Armstrong, D. (2014). International note: Parenting, academic achievement and problem behaviour among Chinese adolescents. Journal of Adolescence, 37(4), 387-389. [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

  • 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.
  • Horsley, M., Walker, R. (2013). Reforming Homework: Practices, learning and policies. South Yarra: Palgrave Macmillan.

2012

  • Walker, R. (2012). Engaging middle school-aged students in classroom science and mathematics: Implications for design and research (Symposium: discussant). ICLS 2012: 10th International Conference of the Learning Sciences, Sydney: International Society of the Learning Sciences.
  • 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.

2011

  • Sainsbury, E., Walker, R. (2011). A sociocultural discourse model of conceptual change learning. Third International Society for Cultural Activity Research (ISCAR) Congress 2011.
  • Walker, R. (2011). Collaboration in delivering health professional education: Reflections on an interdisciplinary Masters program. The 2nd MEdEx conference - Medical Education Excellence, 2011, Not published: Not Published.
  • Sainsbury, E., Walker, R. (2011). Collaborative conceptual change in the science classroom: discourse as process and outcome of learning. 14th European Association for Research on Learning and Instruction (EARLI) conference 2011, Exeter, UK.
  • Walker, R. (2011). Design-Based Research: Reflections on Some Epistemological Issues and Practices. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 51-56). New York: Springer.
  • Horsley, M., Walker, R. (2011). It’s all online: Print and digital classroom teaching materials for the future (Workshop). 11th International Association for Research on Textbooks and Educational Media (IARTEM) Conference 2011.
  • Li, H., Martin, A., Armstrong, D., Walker, R. (2011). Risk, protection, and resilience in Chinese adolescents: A psycho-social study. Asian Journal of Social Psychology, 14(4), 269-282. [More Information]
  • McInerney, D., Walker, R., Liem, A. (2011). Sociocultural theories of learning and motivation: Looking back, looking forward. USA: Information Age Publishing.
  • Sainsbury, E., Walker, R. (2011). The changing face of conceptual change learning: an emerging sociocultural approach. In McInerney, D.M. Walker, R.A. Liem, A. (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward, (pp. 253-282). USA: Information Age Publishing.
  • 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.

2010

  • Walker, R., Sainsbury, E., Pressick-Kilborn, K., MacCallum, J. (2010). A Sociocultural Approach to Motivation: A Long Time Coming But Here at Last. In Urdan T, Karabenick S (Eds.), Advances in motivation and achievement: The next decade of research in motivation and achievement, (pp. 1-42). Bingley, UK: Emerald Group Publishing.
  • Walker, R. (2010). Motivating Science Undergraduates: Ideas and Interventions. International Journal of Innovation in Science and Mathematics Education, 18(1), 1-13.
  • 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).
  • Walker, R. (2010). Sociocultural issues in motivation. In Peterson P, Baker E, McGaw B (Eds.), International Encyclopedia of Education. (pp. 712-717). Oxford: Elsevier.
  • 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.
  • Walker, R., Burridge, N. (2010). Teaching within diversity. In Cantwell RH, Scevak, JJ (Eds.), An Academic Life: A Handbook for New Academics, (pp. 97-107). Melbourne: ACER Press.
  • Punmongkol, P., Walker, R., Ginns, P. (2010). The regulation of academic emotions. 12th International Conference on Motivation, University of Porto (Portugal).
  • Matheson, C., Walker, R. (2010). Transfer of learning in professional development programs for university teachers: An exploratory study of transitions between teacher development and teaching practice. Enhancing Learning Experiences in Higher Education: International Conference, Online: University of Hong Kong.

2009

  • Bartimote-Aufflick, K., Walker, R., Smith, L., Sharma, M., Collier, M., George, A. (2009). A multidisciplinary approach to improving university student motivation and interest. 13th Biennial Conference on Research on Learning and Instruction (EARLI 2009), Amsterdam: University of Amsterdam.
  • Sainsbury, E., Walker, R. (2009). Motivation, learning and group work-the effect of friendship on collaboration. UniServe Science, The University of Sydney Conference 2009, Australia: Uniserve Science.

2008

  • Horsley, M., Walker, R. (2008). Best practice in designing and managing after school homework support: A sociocultural interpretation of homework and affording learning through homework practices. In McInerney D, Liem A (Eds.), Teaching and learning: International best practice, (pp. 79-109). United States of America: Information Age Publishing.
  • Arnold, L., Walker, R. (2008). Co-constructing classroom environments that improve academic outcomes. In Towndrow P, Koh C, Soon TH (Eds.), Motivation and practice for the classroom, (pp. 165-184). Rotterdam, Netherlands: Sense Publishers.
  • Bartimote-Aufflick, K., Walker, R., Smith, L., Taylor, C., George, A., Sharma, M., Collier, M. (2008). Collaborating across the disciplines to develop university student motivation and interest. Motivation in Action: 11th International Conference on Motivation, Finland: University of Turku.

2007

  • Sainsbury, E., Walker, R. (2007). Assessment as a vehicle for learning:extending collaboration into testing. Assessment and Evaluation in Higher Education, , 1-18. [More Information]
  • Sainsbury, E., Walker, R. (2007). Same words, different meanings: Learning to talk the scientific language of pharmacy. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 13-25). NSW, Australia: Sydney University Press.

2006

  • Walker, R., Horsley, M. (2006). Textbook pedagogy: a sociocultural analysis of effective teaching and learning. In D M McInerney;M Dowson;S Van Etten1 (Eds.), Effective Schools, (pp. 105-133). USA: Information Age Publishing.

2005

  • Pressick-Kilborn, K., Sainsbury, E., Walker, R. (2005). Making sense of theoretical frameworks and methodological approaches: Exploring conceptual change and interest in learning from a socio-cultural perspective. A E R (Australian Educational Researcher), 32(2), 25-48.
  • Horsley, M., Walker, R. (2005). Pasifika Australia: Culturally responsive curriculum and teaching. In D. M. McInerney and S. Van Etten (Eds.), Focus on Curriculum, (pp. 327-351). Greenwich, ACT: Information Age Publishing.

2004

  • Walker, R., Pressick-Kilborn, K., Arnold, L., Sainsbury, E. (2004). Investigating Motivation In Context: Developing Sociocultural Perspectives. European Psychologist, 9(4), 245-256.
  • Marsh, H., Dowson, M., Pietsch, J., Walker, R. (2004). Why Multicollinearity Matters: A Reexamination Of Relations Between Self-Efficacy, Self-Concept, And Achievement. Journal of Educational Psychology, 96(3), 518-522.

2003

  • Walker, R. (2003). Teacher development through communities of learning. In Mcinerney, Van Etten (Eds.), Sociocultural Influences and Teacher Education Programs, (pp. 223-246). USA: Information Age Publishing.
  • Pietsch, J., Walker, R., Chapman, E. (2003). The relationship among self-concept, self-efficacy and performance in Mathematics during secondary school. Journal of Educational Psychology, 95(3), 589-603.

2002

  • Walker, R., Debus, R. (2002). Educational Psychology: Advances in learning, cognition and motivation. Change: Transformations in Education, 5(1), 1-25.
  • Walker, R., Pressick-Kilborn, K. (2002). The social construction of interest in a learning community. Sociocultural Influences on Motivation and Learning: An Historical Perspective, (pp. 153-182). UK: Information Age Publishing.

2001

  • Walker, R. (2001). Social and cultural perspectives on professional knowledge and expertise. In Joy Higgs & Angie Titchen (Eds.), Practice Knowledge and Expertise in the Health Professions, (pp. 22-28). United States: Butterworth Heinemann.

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