Publications for Paul Ginns
Publications for Paul Ginns
2016
Ginns, P., Hu, F., Byrne, E., Bobis, J. (2016).
Learning by tracing worked examples. Applied
Cognitive Psychology, 30(2), 160-169. <a
href="http://dx.doi.org/10.1002/acp.3171">[Mor
e Information]</a>
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. <a
href="http://dx.doi.org/10.1037/edu0000086">[
More Information]</a>
Barnhardt, B., Ginns, P. (2016). Psychological
teaching-learning contracts: Academic integrity
and moral psychology. Ethics and Behavior,
Online first. <a
href="http://dx.doi.org/10.1080/10508422.2016.
1167604">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.lindif.2015.12.0
02">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1080/01443410.2015.
1044945">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1080/01443410.2016.
1165799">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1111/bjep.12066">[M
ore Information]</a>
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. <a
href="http://dx.doi.org/10.1080/07294360.2014.
956701">[More Information]</a>
Hu, F., Ginns, P., Bobis, J. (2015). Getting the
point: Tracing worked examples enhances
learning. Learning and Instruction, 35, 85-93. <a
href="http://dx.doi.org/10.1016/j.learninstruc.20
14.10.002">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1007/s10648-015-931
5-5">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1177/0734282914546
287">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.lindif.2015.01.0
14">[More Information]</a>
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
Publications for Paul Ginns
learning theory. Higher Education: the
international journal of higher education
research, 68(6), 789-805. <a
href="http://dx.doi.org/10.1007/s10734-014-974
4-y">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1111/bjep.12052">[M
ore Information]</a>
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. <a
href="http://dx.doi.org/10.3102/0002831214532
164">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1017/edp.2014.19">[
More Information]</a>
Macken, L., Ginns, P. (2014). Pointing and
tracing gestures may enhance anatomy and
physiology learning. Medical Teacher, 36(7),
596-601. <a
href="http://dx.doi.org/10.3109/0142159X.2014.
899684">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.jrp.2014.10.001
">[More Information]</a>
Ginns, P., Martin, A., Papworth, B. (2014).
Student Learning Theory goes (back) to (high)
school. Instructional Science, 42(4), 485-504. <a
href="http://dx.doi.org/10.1007/s11251-013-929
1-4">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.lindif.2013.06.0
06">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1353/jhe.2013.0029">
[More Information]</a>
Ginns, P., Martin, A., Marsh, H. (2013).
Designing Instructional Text in a Conversational
Style: A Meta-analysis. Educational Psychology
Review, 25(4), 445-472. <a
href="http://dx.doi.org/10.1007/s10648-013-922
8-0">[More Information]</a>
Zeng, L., Webster, B., Ginns, P. (2013).
Publications for Paul Ginns
Measuring the research experience of research
postgraduate students in Hong Kong. Higher
Education Research & Development, 32(4),
672-686. <a
href="http://dx.doi.org/10.1080/07294360.2012.
754410">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1002/pits.21638">[Mo
re Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.learninstruc.20
11.11.003">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1111/j.2044-8279.201
1.02045.x">[More Information]</a>
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
Publications for Paul Ginns
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. <a
href="http://dx.doi.org/10.1037/a0024221">[Mo
re Information]</a>
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. <a
href="http://dx.doi.org/10.5116/ijme.4c50.b666"
>[More Information]</a>
Ginns, P., Fraser, J. (2010). Personalization
enhances learning anatomy terms. Medical
Teacher, 32(9), 776-778. <a
href="http://dx.doi.org/10.3109/0142159100369
2714">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1080/1356251100374
0783">[More Information]</a>
2009
Ginns, P., Barrie, S. (2009). Developing and
testing a student-focussed teaching evaluation
survey for university instructors. Psychological
Reports, 104(3), 1019-1032. <a
href="http://dx.doi.org/10.2466/PR0.104.3.10191032">[More Information]</a>
Ellis, R., Ginns, P., Piggott, L. (2009). E-learning
in higher education: some key aspects and their
Publications for Paul Ginns
relationship to approaches to study. Higher
Education Research & Development, 28(3),
303-318. <a
href="http://dx.doi.org/10.1080/0729436090283
9909">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1111/j.1467-8535.200
8.00861.x">[More Information]</a>
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. <a
href="http://dx.doi.org/10.3109/0142159080252
0899">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1348/978185408X394
347">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1080/1360144080224
2382">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1177/0022022107313
905">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1080/0260293070169
8959">[More Information]</a>
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. <a
href="http://dx.doi.org/10.1016/j.iheduc.2006.10.
003">[More Information]</a>
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.
<a
href="http://dx.doi.org/10.1080/0260293050026
0761">[More Information]</a>
Publications for Paul Ginns
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.