Browsing by Author Ginns, Paul

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Issue DateTitleAuthor(s)Citation
2013Aboriginal/Indigenous Students in High School: Understanding their Motivation, Engagement, Academic Buoyancy, and AchievementGhasemi-Nejad, Mohamad Hadi Harry; Ginns, Paul; Martin, Andrew; Papworth, Brad; Education and Social Work - Research; Fac Ed & Soc Wk - Research; School Development & Learning; Research DivisionAboriginal/Indigenous Students in High School: Understanding their Motivation, Engagement, Academic Buoyancy, and Achievement in Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis M. McInerney, Information Age Publishing, 2013, pp. 273-294
2013Academic buoyancy and psychological risk: Exploring reciprocal relationshipsGinns, Paul; Martin, Andrew; Brackett, Marc A; Hall, James; Malmberg, Lars-Erik; Fac Ed & Soc Wk - Research; School Development & LearningAcademic buoyancy and psychological risk: Exploring reciprocal relationships, Learning and Individual Differences, vol.27, N/A, 2013,pp 128-133
2017Academic buoyancy mediates academic anxiety's effects on learning strategies: An investigation of English- and Chinese-speaking Australian studentsGinns, Paul; Papworth, Brad; Collie, Rebecca J.; Martin, Andrew; School of Education and Social Work Research Operations; School of Education and Social Work Research OperationsAcademic buoyancy mediates academic anxiety's effects on learning strategies: An investigation of English- and Chinese-speaking Australian students, Educational Psychology, vol.37, 8, 2017,pp 947-964
2015Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school studentsGinns, Paul; Collie, Rebecca J.; Hall, James; Malmberg, Lars-Erik; Martin, Andrew; Fac Ed & Soc Wk - ResearchAcademic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students, British Journal of Educational Psychology, vol.85, 1, 2015,pp 113-130
2013Academic momentum at university/college: exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across timeGinns, Paul; Martin, Andrew; Wilson, Rachel; Liem, Gregory Arief D.; Fac Ed & Soc Wk - Research; School Development & Learning; School Development & LearningAcademic momentum at university/college: exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time, Journal of Higher Education, vol.84, 5, 2013,pp 640-674
2012The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environmentFryer, Luke Kutszik; Ginns, Paul; Walker, Richard; Nakao, Kaori; Education and Social Work - Research; Fac Ed & Soc Wk - Research; School Development & LearningThe adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment, British Journal of Educational Psychology, vol.82, 4, 2012,pp 549-563
2014An alienation-based framework for student experience in higher education: New interpretations of past observations in student learning theoryBarnhardt, Bradford; Ginns, Paul; Research Division; Fac Ed & Soc Wk - ResearchAn 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 and educational planning, vol.68, 6, 2014,pp 789-805
2006Anonymity and in-class learning: The case for electronic response systemsBlayney, Paul; Freeman, Mark; Ginns, Paul; Accounting; Accounting; School of Education and Social Work Research OperationsAnonymity and in-class learning: The case for electronic response systems, Australasian Journal of Educational Technology (Online), vol.22, 4, 2006,pp 568-580
2006Anonymity and in-class learning: The case for electronic response systemsBlayney, Paul; Freeman, Mark; Ginns, Paul; Accounting; Accounting; School of Education and Social Work Research OperationsAnonymity and in-class learning: The case for electronic response systems, Australasian Journal of Educational Technology (Online), vol.22, 4, 2006,pp 568-580
2014Between students' instrumental goals and how they learn: Goal content is the gap to mindGinns, Paul; Walker, Richard; Fryer, Luke; Fac Ed & Soc Wk - Research; School Development & LearningBetween students' instrumental goals and how they learn: Goal content is the gap to mind, British Journal of Educational Psychology, vol.84, 4, 2014,pp 612-630
2014Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigationGinns, Paul; Papworth, Brad; Liem, Gregory Arief D.; Martin, Andrew; Fac Ed & Soc Wk - Research; Research DivisionBoarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation, American Educational Research Journal, vol.51, 5, 2014,pp 1007-1049
2012Cognitive training for children: effects on inductive reasoning, deductive reasoning,and mathematics achievement in an Australian school settingBarkl, Sophie; Ginns, Paul; Porter, Amy; Psychology; Fac Ed & Soc Wk - ResearchCognitive training for children: effects on inductive reasoning, deductive reasoning,and mathematics achievement in an Australian school setting, Psychology in the Schools, vol.49, 9, 2012,pp 828-842
2017Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum EducatorsGinns, Paul; Burns, Emma C.; Durksen, Tracy L.; Kiss, Julia; Martin, Andrew; Williamson, Derek; School of Education and Social Work Research OperationsConducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum Educators, Journal of Museum Education, vol.42, 3, 2017,pp 273-283
2013Designing Instructional Text in a Conversational Style: A Meta-analysisGinns, Paul; Martin, Andrew; Marsh, Herbert W.; Fac Ed & Soc Wk - Research; School Development & LearningDesigning Instructional Text in a Conversational Style: A Meta-analysis, Educational Psychology Review, vol.25, 4, 2013,pp 445-472
2009Developing and testing a student-focussed teaching evaluation survey for university instructorsBarrie, Simon; Ginns, Paul; Institute Teaching and Learning; Fac Ed & Soc Wk - ResearchDeveloping and testing a student-focussed teaching evaluation survey for university instructors, Psychological Reports, vol.104,(N/A),2009,pp 1019-1032
2008Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher EducationGinns, Paul; Kitay, Jim (Gerald); Prosser, M; Fac Ed & Soc Wk - Research; Work and Organisational StudiesDeveloping conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education, International Journal for Academic Development, vol.13, 3, 2008,pp 175-185
2016Does a Drama-Inspired 'Mirroring' Exercise Enhance Mathematical Learning?Ginns, Paul; Smyrnis, Eleni; Fac Ed & Soc Wk - Research; Undergraduate DivisionDoes a Drama-Inspired 'Mirroring' Exercise Enhance Mathematical Learning?, The Educational and Developmental Psychologist, vol.33, 2, 2016,pp 178-186
2014Does tracing worked examples enhance geometry learning?Bobis, Janette; Ginns, Paul; Hu, Fang-Tzu; Education and Social Work - Research; Fac Ed & Soc Wk - Research; Education and Social Work - ResearchDoes tracing worked examples enhance geometry learning?, Australian Journal of Educational and Developmental Psychology, vol.14, N/A, 2014,pp 45-49
2009E-learning in higher education: some key aspects and their relationship to approaches to studyEllis, Robert; Ginns, Paul; Piggott, Leanne; ICT in Teaching & Learning; Fac Ed & Soc Wk - Research; Centre for International Security StudiesE-learning in higher education: some key aspects and their relationship to approaches to study, Higher Education Research and Development, vol.28,(3),2009,pp 303-318
2005Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assuranceBarrie, Simon; Ginns, Paul; Prosser, Michael; Institute Teaching and Learning; Fac Ed & Soc Wk - Research; Institute Teaching and LearningEarly impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance, Assessment & Evaluation in Higher Education, vol.30, 6, 2005,pp 641-656