Peer Reviewed Journal Articles
2024
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136. Durmush, G., Craven, R.G., Yeung, A.S., Mooney, J., Horwood, M., Vasconcellos, D., & Franklin, A. (2024). Indigenous youth wellbeing in higher education: A Systematic Review of Qualitative Studies. Cambridge Journal of Education 54(3), 295-315.
doi.org/10.1080/0305764X.2024.2353032 [PDF]
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135. Olivier, E., Jolin, A., Dubé, C., Maïano, C., Tracey, D., Craven, R.G., & Morin, A.J.S. (2024). Psychosocial difficulties profiles among youth with intellectual disabilities. Journal of Autism and Developmental Disorders doi.org/10.1007/s10803-024-06359-6 [PDF]
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134. Maïano, C., Morin, A.J.S., Tracey, D., Hue, O., & Craven, R.G. (2024). A person-centered investigation of the associations between actual and perceived physical fitness among youth with intellectual disabilities. Journal of Sports Sciences 42(10), 903-917. doi.org/10.1080/02640414.2024.2370150 [PDF]
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133. Craven, R. G., Marsh, H. W., Yeung, A. S., Vasconcellos, D., Dillon, A., Ryan, R. M., Mooney, J., Franklin, A. Barclay, L., van Westenbrugge, A. (2024). The Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students. Contemporary Educational Psychology, 77, 102274.
doi.org/10.1016/j.cedpsych.2024.102274 [PDF]
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132. Dillon, A., Riley, P., Filardi, N., Franklin, A., Horwood, M., McMullan, J., Craven, R. G., & Schellekens, M. (2024). What are the success factors for schools in remote Indigenous communities? British Education Research Journal, 1-20. doi.org/10.1002/berj.3962 [PDF]
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2023
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131. Morin, Alexandre; Gillet, Nicolas; Chénard-Poirier, Léandre-Alexis; Craven, Rhonda; Mooney, Janet; Magson, Natasha; Vallerand, Robert (2023). On the Nature, Predictors, and Outcomes of Work Passion Profiles: A Comparative Study Across Samples of Indigenous and Non-Indigenous Australian Employees. Australian Journal of Management. [PDF]
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130. Durmush, G., Craven, R.G., Yeung, A.S., Mooney, J., Vasconcellos, D., Franklin, A., Duncan, C. and Gillane, R (2023). Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions. High Educ (2023). doi.org/10.1007/s10734-023-01067-z [PDF]
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129. Marsh, H., Guo, J., Parker, P. D., Pekun, R., Basarkod, G., Dicke, T., Parada, R. H., Reeve, J., Craven, R., Ciarrochi, J., Sahdra, B., Devine, E. (2023). Peer Victimization: An Integrative Review and Cross-National Test of a Tripartite Model. Educ Psychol Rev 35, 46 (2023). doi.org/10.1007/s10648-023-09765-x [PDF]
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128. Tikoft, C., Craven, R.G., Yeung, A.S., and Mooney, J. (2023) High-ability Aboriginal Australian students’ reasoning about source of effort. Cambridge Journal of Education, 53:3, 375-396.
doi.org/10.1080/0305764X.2022.2161475
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127. Maïano, C., Morin, A.J.S., Gagnon, C., Olivier, E., Tracey, D., Craven, R.G., and Bouchard, S. (2023) Validation of an adapted version of the Glasgow Anxiety Scale for people with Intellectual Disabilities (GAS-ID). J Autism Dev Disord 53, 1560–1572 (2023). doi.org/10.1007/s10803-021-05398-7
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126. Ciarrochi, J., Sahdra, B.K., Filardi, N., Devine, E., Bradshaw, E.L., Steward, B.A., Dabb, C., Riley, G., Craven, R., Parker, P.D. (2023) Upsides and Downsides of the Darkside: A Systematic Review and Meta-Analysis of the Social Costs and Benefits of Youth Aggression for Peer Relationships. Journal of Personality and Social Psychology: Personality Processes and Individual Differences. doi.org/10.31234/osf.io/48asx
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125. Bembenutty H., Liem G.A.D., Allen, K., King, R.B., Martin, A.J., Marsh, H.W., Craven, R.G., Kaplan, A., Schunk, D.H., DiBenedetto, M.K. and Datu, J.A.D. (2023) Culture, Motivation, Self‑Regulation, and the Impactful Work of Dennis M. McInerney. Educational Psychology Review 35:28. doi.org/10.1007/s10648-023-09743-3
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124. Marsh, H. W., Craven, R. G., Yeung, A. S., Mooney, J., Franklin, A., Dillon, A., Barclay, L., van Westenbrugge, A., Vasconcellos, D., See, S., Roy, D., Shaik Kadir, M., & Durmush, G. (2023). Self-Concept a Game Changer for Academic Success for High-achieving Australian Indigenous and Non-Indigenous Students: Reciprocal Effects Between Self-concept and Achievement. Contemporary Educational Psychology, Volume 72, 102135. doi.org/10.1016/j.cedpsych.2022.102135
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2022
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123. Dubé, C., Morin, A.J.S., Olivier, E., Tóth-Király, I., Tracey, D., Craven, R.G., & Maïano, C. (2022). Longitudinal associations between relationship quality and depression among youth with intellectual disabilities: A latent change perspective. Journal of Autism and Developmental Disorders 54, 673-690.
doi:10.1007/s10803-022-05805-7
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122. Dubé, C., Morin, A.J.S., Tóth-Király, I., Olivier, E., Tracey, D., Smodis McCune, V., Craven, R.G., & Maïano, C. (2022). Social interaction profiles among youth with intellectual disabilities: Associations with indicators of psychosocial adjustment. Journal of Autism and Developmental Disorders 54(2), 458-476.
doi.org/10.1007/s10803-022-05783-w
121. Marsh, H., Reeve, J., Guo, J., Pekrun, R., Parada, R., Parker, P., Basarkod, G., Craven, R., Jang, H., Dicke, T., Ciarrochi, J., Sahdra, B., Devine, E., Cheon, S. (2022). Overcoming Limitations in Peer Victimization Research that Impede Successful Intervention: Challenges and New Directions. Perspectives on Psychological Science (2022). https://doi.org/10.1177/17456916221112919
120. Magson, N., Craven, R., Ryan, R., Dillon, A., Blacklock, F., Yeung, A., Kadir, M. S., & Egan, A. (2022). The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees. Transcultural Psychiatry, 13634615221111634.
119. Dillon, A., Craven, R., G, Guo, J., Yeung, A., Mooney, J., Franklin, A., & Brockman, R. (2022). Boarding Schools: A longitudinal examination of Australian Indigenous and non-Indigenous borders’ and non-Borders’ wellbeing. British Educational Research Journal. DOI: https://doi.org/10.1002/berj.3792 (link at http://dx.doi.org/10.1002/berj.3792)
118. Maïano, C., Morin, A.J.S., Gagnon, C., Tracey, D., Dubé, C., & Craven, R.G. (In Press). Validation of a Revised version of the Physical Self-Inventory-Very Short form for youth with Intellectual Disabilities (PSI-VS-ID-R): A Bayesian structural equation modelling approach. Psychology of Sport & Exercise.
117. Magson, N. R., Craven, R. G., Ryan, R. M., Dillon, A., Mooney, J., Blacklock, F., Yeung, A. S., Kadir, M. S., & Franklin, A. (2022). A cross-cultural investigation of basic psychological need satisfaction at work in an Indigenous and non-Indigenous Australian sample across occupation types. Journal of Cross-Cultural Psychology, 1-26. https://doi.org/DOI: 10.1177/00220221211060441
116. Maïano, C., Morin, A. J., Gagnon, C., Olivier, E., Tracey, D., Craven, R. G., & Bouchard, S. (2022). Validation of an Adapted Version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID). Journal of Autism and Developmental Disorders, 1-13.
2021
115. Durmush, G., Craven, R. G., Brockman, R., Yeung, A. S., Mooney, J., Turner, K., & Guenther, J. (2021). Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education​✰​. International Journal of Educational Research, 109, 101798/
114. Dubé, C., Olivier, E., Morin, A. J., Tracey, D., Craven, R. G., & Maïano, C. (2021). Toward a Comprehensive Assessment of Relationships with Teachers and Parents for Youth with Intellectual Disabilities. Journal of Autism and Developmental Disorders, 1-19.
113. Christophe Maïano, Alexandre J. S. Morin, Danielle Tracey, Cynthia Gagnon, Victoria Smodis McCune & Rhonda G. Craven (2022) A psychometric validation of the motives for physical activity measure for youth with intellectual disabilities (MPAM-ID), Disability and Rehabilitation, 44:22, 6841-6850, DOI: 10.1080/09638288.2021.1970828.
112. Tracey, D., Maïano, C., Gagnon, C., Craven, R., McCune, V. S., & Morin, A. J. (2021). The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID). Psychology of Sport and Exercise,  56, 102006.
111. Olivier, E., Lacombe, C., Morin, A. J., Houle, S. A., Gagnon, C., Tracey, D., Craven, R., & Maïano, C. (2021). Validation of a Revised Version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R). Journal of Autism and Developmental Disorders, 1-14.
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110. Olivier, E., Morin, A. J., Tracey, D., Verma, N., Dubé, C., Gagnon, C., ... & Maïano, C. (2021). Development and validation of a multi-informant measure of social behaviors for youth with intellectual disabilities. Research on child and adolescent psychopathology, 49(12), 1649-1667.
109. Marsh H., Guo J., Parker P. D., Pekrun, R., Basarkod, G., Dicke, T., Parada, R. H., Reeve, J., Craven, R., Ciarrochi, J., Sahdra, B., & Devine, E. K. (2021). An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being. PsyArXiv. DOI: 10.31234/osf.io/qfmek.
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2020
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108. Sahdra, B. K., Ciarrochi, J., Parker, P. D., Craven, R., Brockman, R., Devine, E. K.,
Conigrave, J., & Chang, D. F. (2020, Online First). Discrimination as a Frame-of-Reference Effect in overlapping friendship communities of ethnically diverse youth. Cultural Diversity and Ethnic Minority Psychology.  Online First. doi: 10.1037/cdp0000247
107. Marsh, H. W., Guo, J., Dicke, T., Parker, P. D., & Craven, R. G. (2020). Confirmatory
Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM) & Set-ESEM: Optimal Balance between Goodness of Fit and Parsimony. Multivariate Behavioral Research, 55(1), 102-19. doi: 10.1080/00273171.2019.1602503
106. Dillon, A., Craven, R. G., Kaur, G., & Yeung, A. S. (2020). Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school. International Journal of Educational Research, 9, 101520. doi: 10.1016/j.ijer.2019.101520
2019
105. Hanly, M., Edwards, B., Goldfeld, S., Craven, R. G., Mooney, J., & Jorm, L. (2019).
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia. Early Childhood Research Quarterly, 48(3rd Quarter), 325-340. doi: 10.1016/j.ecresq.2019.01.008.
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2017
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104. Craven, R. G. Seaton, M., & Yeung, A. S. (2017). Attitude to Non-Violence Scale: Validity and Practical Use. Journal of Interpersonal Violence, 32(13), 2018-2045. doi: 10.1177/0886260515590785
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103. Bodkin-Andrews, G., Whittaker, A., Harrison, N., Craven, R. G., Parker, P., Trudgett, M., & Page, S. (2017). Exposing the patterns of statistical blindness: Centering Indigenous standpoints on student identity, motivation, and future aspirations. Australian Journal of Education, 61(3), 225-249. doi: 10.1177/0004944117731360
102. Falster, K. Jorgensen, M., Hanly, M., Banks, E., Brownell, M., Eades, S., Craven, R. G., Goldfeld, S., Randall, D., & Jorm, L. (2017). Data Resource Profile: Seeding Success: a cross-sectoral data resource for early childhood health and development research in Australian Aboriginal and non-Aboriginal children. International Journal of Epidemiology, 46(5), 1365-1366j. doi: 10.1093/ije/dyx051
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101. Hanly, M., Falster, K., Craven, R. G., & Jorm, L. (2017). Social and geographical inequalities in school starting age in Australia: A population data linkage study. International Journal of Population Data Science, 1, 101. doi: 10.23889/ijpds.v1i1.120
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100. Jorgensen. M., Falster, K., Hanly, M., Goldfeld, S., Jorm, L., & Craven, R. G. (2017). Preschool attendance and early childhood development outcomes in the first year of school for Aboriginal and non-Aboriginal children in New South Wales, Australia. International Journal of Population Data Science, 1(1), 104. doi: 10.23889/ijpds.v1i1.123
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99. Morin, A. J. S., Arens, A. K., Tracey, D., Parker, P. D., Ciarrochi, J., Craven, R. G., & Maïano, C. (2017). Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability. American Journal on Intellectual and Developmental Disabilities, 122(6), 539-560. doi: 10.1352/1944-7558-122.6.539
98. Morin, A. J. S., Arens, A. K., Maïano, C., Ciarrochi, J., Tracey, D., Parker, P. D., & Craven, R. G. (2017). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence, 46(4), 801-825. doi: 10.1007/s10964-016-0574-3
2016
97. Arens, A. K., Marsh, H. W., Craven, R. G., Yeung, A. S., Randhawa, E., & Hasselhorn, M. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 36, 391-403. doi:10.1016/j.ecresq.2015.12.024
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96. Craven, R. G., Ryan, R., Mooney, J., Vallerand, R. J., Dillon, A., Blacklock, F., & Magson, N. (2016). Toward a positive psychology of indigenous thriving and reciprocal research partnership model. Contemporary Educational Psychology, 47, 32-43. doi:10.1016/j.cedpsych.2016.04.003
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95. Leung, K.C., Marsh, H. W., Craven, R. G, & Abduljabbar, A. S. (2016). Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample. European Journal of Psychological Assessment, 32(2), 128-139. doi: 10.1027/1015-5759/a000242
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94. Magson, N., Craven, R., Munns, G., & Yeung, A. (2016). It’s risky business: Can social capital reduce risk-taking behaviours among disadvantaged youth? Journal of Youth Studies, 19(5), 569-592. doi: 10.1080/13676261.2015.1098776
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93. Marsh, H. W., Craven, R. G., Parada, R. H., & Hamilton, R. L. (2016). Bullies, victims, and not-so-innocent bystanders: Measurement, psychosocial correlates, risk & protective factors, and intervention (Invited Symposium – 2016 International Union of Psychological Science). International Journal of Psychology, 51, 15-30
92. Marsh, H. W., Craven, R., Parker, P. D., Parada, R. H., Guo, J., Dicke, T., & Abduljabbar, A.S. (2016). Temporal ordering effects of adolescent depression, relational aggression and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology, 52(12), 1994-2009. doi:10.1037/dev0000241
91. Tracey, D., Craven, R., Yeung, A. S., Tregeagle, S., Burnstein, J., & Stanley, H. (2016). A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians. International Journal of Inclusive Education, 20(6), 641-658. doi: 10.1080/13603116.2015.1102341
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90. Yeung, A. S., Craven, R. G., Mooney, M., Tracey, D., Barker, K., Power, A., Dobia, B., Chen, Z., Schofield, J., Whitefield, P., & Lewis, T. J. (2016). Positive Behavior Interventions: The issue of sustainability of positive effects. Educational Psychology Review, 28(1), 145-170. doi: 10.1007/s10648-015-9305-7
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2015
89. Falster, K., Jorm, L., Eades, S., Lynch, J., Banks, E., Brownell, M. ... & Chilvers, M. (2015). What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study). BMJ open, 5(e007898). doi: 10.1136/bmjopen-2015-007898.
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88. Seaton, M., Marsh, H. W., Parker, P. D., Craven, R. G., & Yeung, A. S. (2015). The Reciprocal Effects Model revisited: Extending its reach to gifted students attending academically selective schools. Gifted Child Quarterly, 59(3), 143-156. doi:10.1177/0016986215583870
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2014
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87. Ali, J., McInerney, D. M., Craven, R. G., Yeung, A. S., & King. R. B. (2014). Socially-oriented motivational goals and academic achievement: Similarities between Native and Anglo Americans. The Journal of Educational Research, 107, 123-137. doi:10.1080/00220671.2013.788988
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86. Arens, A. K., Bodkin-Andrews, G. H., Craven, R. G., & Yeung, A. S. (2014). Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences, 32, 93-103. doi: 10.1016/j.lindif.2014.03.019
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85. Chandrasena, W., Craven, R. G., Tracey, D., & Dillon, A. (2014). Seeding science success: Psychometric properties of Secondary Science Questionnaire on students’ self-concept, motivation, and aspirations. Australian Journal of Educational & Developmental Psychology, 14, 186-201.
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84. Craven, R. G., & Dillon, A. (2014). Examining the Genetic Contribution to ADHD. Ethical Human Psychology and Psychiatry, 16(1), 20-28. doi: 10.1891/1559-4343.16.1.20
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83. Craven, R. G., Yeung, A. S., & Han, F. (2014). The impact of professional development and Indigenous education officers on Australian teachers’ Indigenous teaching and learning. Australian Journal of Teacher Education, 39(8), 85-108. doi: 10.14221/ajte.2014v39n8.6
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82. Hornery, S., Seaton, M., Tracey, D., Craven, R. G., & Yeung, A. S. (2014). Enhancing reading skills and reading self-concept of children with reading difficulties: Adopting a dual approach intervention. Australian Journal of Educational and Development Psychology, 14, 131-143.
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81. Magson, N. R., Craven, R. G., & Bodkin-Andrews, G. H. (2014). Measuring social capital: The development of the social capital and cohesion and the associations between social capital and mental health. Australian Journal of Educational & Developmental Psychology, 14, 202-216.
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80. Magson, N. R., Craven, R. G., Nelson, G. F., Yeung, A. S., Bodkin-Andrews, G. H., & McInerney, D. M. (2014). Motivation matters: Profiling Indigenous and non-Indigenous students’ motivational goals. Australian Journal of Indigenous Education, 43(2), 96-112. doi 10.1017/jie.2014.19
79. Seaton, M., Parker, P. D., Marsh, H. W., Craven, R.G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation, and achievement: Juxtaposing academic self-concept and achievement goal orientations for Mathematics success. Educational Psychology, 34(1), 49-72. doi.10.1080/01443410.2013.825232
78. Tracey, D., Hornery, S., Seaton, M., Craven, R. G., & Yeung, A. S. (2014). Volunteers supporting children with reading difficulties in schools: Motives and rewards. School Community Journal, 24(1), 49-68.
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77. Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Influences of mastery goal and perceived competence on educational outcomes. Australian Journal of Education and Developmental Psychology, 14, 117-130.
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76. Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers’ self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education, 42(3), 305-320. doi: 10.1080/1359866X.2014.905670
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75. Yeung, A. S., Li, B., Wilson, I., & Craven, R. G. (2014). The role of self-concept in medical education. Journal of Further and Higher Education, 38(6), 794-812. doi: 10.1080/0309877X.2013.765944
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2013
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74. Arens, A. K., Yeung, A. S., Craven, R. G., Watermann, R., & Hasselhorn, M. (2013). Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school. International Journal of Educational Research, 57, 1-11. doi: 10.1016/j.ijer.2012.11.001
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73. Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2013). A short German version of the Self-Description Questionnaire I: Theoretical and empirical comparability. International Journal of Research and Method in Education, 36(4), 415-438. doi: 10.1080/1743727X.2012.710503
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72. Bodkin-Andrews, G. H., Newey, K., O’Rourke, V., & Craven, R. G. (2013). Promoting resiliency to counter racism: The lived wisdom within Aboriginal voices. InPsych: The bulletin of The Australian Psychological Society Limited, 35(4), 13-14.
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71. Leung, K. C., Marsh, H. W., Craven, R. G., Yeung, A. S., & Abduljabbar, A. S. (2013). Domain specificity between peer support and self-concept. The Journal of Early Adolescence, 33(2), 227-244. doi: 10.1177/0272431611436130
70. Magson, N. R., Bodkin-Andrews, G.H., Craven, R.G., Nelson, G.F., & Yeung, A.S. (2013). Questioning new directions in understanding student motivation: An investigation into the domain specificity of motivational goals. The Australian Educational and Developmental Psychologist, 30(2), 171-190. doi:10.1017/edp.2013.11
69. Yeung, A. S., Craven, R. G., & Ali, J. (2013). Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings. School Psychology International, 34(4), 405-427. doi: 10.1177/0143034312446890
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2012
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68. Angel E., Craven R. G., & Denson N. (2012). The Nurses' Self-Concept Instrument (NSCI): A comparison of domestic and international student nurses' professional self-concepts from a large Australian university. Nurse Education Today, 32(6), 636-640. doi: 10.1016/j.nedt.2011.09.006
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67. Angel, E., Craven, R. G., & Denson, N. (2012). The Nurses’ Self-Concept Instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. International Journal of Nursing Studies, 49(7), 880–886. doi: 10.1016/j.ijnurstu.2012.01.016
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66. Bodkin-Andrews, G. H., Craven, R. G., Yeung, A. S., Dillon, A., & O'Rourke, V. (2012). Engaging the Disengaged? A longitudinal analysis of the relations between Indigenous and non-Indigenous Australian students' academic self-concept and disengagement. Journal of Cognitive Education and Psychology, 11(2), 179–195. doi:10.1891/1945-8959.11.2.179
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​65. Griezel, L., Finger, L., Craven, R. G., Yeung, A. S., & Bodkin-Andrews, G. H. (2012). Uncovering the structure of, and gender and developmental differences in cyber bullying. The Journal of Educational Research, 105(6), 442-455. doi: 10.1080/00220671.2011.629692
64. Yeung, A. S., Craven, R. G., & Kaur, G. (2012). Mastery goal, value, and self-concept: What do they predict? Educational Research, 54(4), 469-482. doi: 10.1080/00131881.2012.734728
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2011
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63. Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103(4), 970–981. doi: 10.1037/a0025047
62. Jackman, K., Wilson, I. G., Seaton, M., & Craven, R. G. (2011). Big fish in a big pond: A study of academic self-concept in first year medical students. BMC Medical Education, 11, 48. doi:10.1186/1472-6920-11-48
61. Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701-732. doi:10.1037/a0024122
60. Seaton, M, & Craven, R. G. (2011). From frogs to fish: The big-fish-little-pond effect then and now. Horizons of Psychology, 20(3), 107–120.
59. Seaton, M, Marsh, H. W., Craven, R. G., & Yeung, A. (2011). The big fish down under: Examining moderators of the big-fish-little-pond effect for Australia’s high achievers. Australian Journal of Education, 55(2), 93–114. doi: 10.1177/000494411105500202
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2010
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58. Bodkin-Andrews, G., Dillon, A. & Craven, R. G. (2010). Bangawarra'gumada—Strengthening the Spirit: Causal modelling of academic self-concept and patterns of disengagement for Indigenous and Non-Indigenous Australian students. Australian Journal of Indigenous Education, 39(1), 24–39. doi: 10.1375/S1326011100000892
57. Bodkin-Andrews, G. H., Ha, T. H., Craven, R. G., & Yeung, A. S. (2010). Factorial invariance testing and latent mean differences for the Self-Description Questionnaire II (short version) with Indigenous and non-Indigenous Australian secondary school students. International Journal of Testing, 10(1) 47–79. doi: 10.1080/15305050903352065
56. Bodkin-Andrews, G. H., O’Rourke, V. & Craven, R. G. (2010). The utility of general self-esteem and domain-specific self-concepts: Their influence on Indigenous and non-Indigenous students’ educational outcomes. Australian Journal of Education, 54(3), 277–306. doi: 10.1177/000494411005400305
55. Bodkin-Andrews, G. H.; O’Rourke, V., Grant, R., Denson, N., Craven, R. G. (2010). Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for indigenous and non-indigenous students. Educational Research and Evaluation, 16(6), 471–493. doi: 10.1080/13803611.2010.550497
54. Bodkin-Andrews, G. H., Seaton, M., Nelson, G. F. Craven, R. G., & Yeung, A. S. (2010). Questioning the general self-esteem vaccine: General self-esteem, racial discrimination, and standardised achievement across Indigenous and Non-Indigenous Students. Australian Journal of Guidance and Counselling, 20(1) 1–21. doi: 10.1375/ajgc.20.1.1
53. Seaton, M., Marsh, H. W., & Craven, R. G. (2010). Big-fish-little-pond-effect: Generalizability and moderation—two sides of the same coin. American Educational Research Journal, 47(2) 390–433. doi: 10.3102/0002831209350493
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2009
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52. Ellis, L. A., Marsh, H. W., & Craven, R. G. (2009). Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support. American Journal of Community Psychology, 44(1&2) 54–75. doi: 10.1007/s10464-009-9251-y
51. Seaton, M., Marsh, H. W., & Craven, R. G. (2009). Earning its place as a pan-human theory: Universality of the big-fish–little-pond effect (BFLPE) across 41 culturally and economically diverse countries. Journal of Educational Psychology, 101(2), 403–419. doi: 10.1037/a0013838
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2005–2008
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50. Cowin, L. S., Johnson, M., Craven, R. G., & Marsh, H. W. (2008). Causal modeling of self-concept, job satisfaction, and retention of nurses. International Journal of Nursing Studies, 45(10), 1449–1459. doi:10.1016/j.ijnurstu.2007.10.009
49. Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology, 25(2), 104–118.
48. Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20(3), 319–350. doi: 10.1007/s10648-008-9075-6
47. Craven, R. G. (2006). Turning Indigenous secondary students’ educational disadvantage around: How psychologists can begin to make a real difference. The Australian Community Psychologist, 18(1), 14–22.
46. Craven, R. G., & Bodkin-Andrews, G. H. (2006). New solutions for addressing Indigenous mental health: A call to counsellors to introduce the new positive psychology of success. Australian Journal of Guidance and Counselling, 16(1), 41–54. doi: 10.1375/ajgc.16.1.41
45. Dixon, R. M., Craven, R. G., & Martin, A. J. (2006). Underachievement in a whole city cohort of academically gifted children: What does it look like? The Australasian Journal of Gifted Education, 15(2), 9–15.
44. Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133–163. doi:10.1111/j.1745-6916.2006.00010.x
43. Marsh, H. W., Tracey, D., & Craven, R. G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMIC approach to factorial invariance and latent mean differences. Educational and Psychological Measurement, 66(5), 795–818. doi: 10.1177/0013164405285910
42. O'Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181–206. doi:10.1207/s15326985ep4103_4
41. Cowin, L. S., Craven, R. G., Johnson, M., & Marsh, H. W. (2006). A longitudinal study of student and experienced nurses’ self-concept. Collegian, 13(3), 25–31. doi: 10.1016/S1322-7696(08)60529-6
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2000–2004
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​40. Craven, R. G., & Marsh, H. W. (2004). The challenge for counsellors: Understanding and addressing Indigenous secondary students' aspirations, self-concepts and barriers to achieving their aspirations. Australian Journal of Guidance & Counselling, 14(1), 16–33. doi: 10.1017/S1037291100002648 [PDF]
39. Marsh, H. W., Hau, K. T., & Craven, R. G. (2004). The big-fish-little-pond effect stands up to scrutiny. American Psychologist, 59(4), 269–271. doi:10.1037/0003-066X.59.4.269 [PDF]
38. Craven, R. G., Marsh, H. W., & Mooney, J. (2003). Teaching preservice teachers Aboriginal studies: Do mandatory teacher education courses work? Journal of the Aboriginal Studies Association, 12, 57–68.
37. Craven, R. G., Parente, A., & Marsh, H. W. (2003). Indigenous students’ aspirations: Discerning dreams and realities. Journal of the Aboriginal Studies Association, 12(1–10).
36. Halse, C., Craven, R. G., & Mooney, J. (2003). Aboriginal studies in teacher education and teaching practice: Illuminating the relationship between Aboriginal studies in pre-service primary teacher education and the teaching of Aboriginal studies in primary schools. Journal of the Aboriginal Studies Association, 12, 79–90.
35. Marsh, H. W., Craven, R. G., Hinkley, J. W., & Debus, R. L. (2003). Evaluation of the big-two-factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies. Multivariate Behavioral Research, 38(2), 189–224. doi:10.1207/S15327906MBR3802_3 [PDF]
34. Parente, A., Craven, R. G., & Munns, G. (2003). What do Indigenous students say about their aspirations? Journal of the Aboriginal Studies Association, 12, 11–22.
33. Marsh, H. W., Ellis, L. A., & Craven, R. G. (2002). How do preschool children feel about themselves? Unravelling measurement and multidimensional self-concept structure. Developmental Psychology, 38(3), 376–393. doi:10.1037/0012-1649.38.3.376. [PDF]
32. Craven, R. G., Marsh, H. W., Debus, R. L., & Jayasinghe, U. (2001). Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions. Journal of Educational Psychology, 93(3), 639–645. doi:10.1037/0022-0663.93.3.639 [PDF]
31. Craven, R. G. (2000). New initiatives and suggested directions to facilitate the dawn to break in teacher education: Empowering social educators to teach the teachers Aboriginal studies. The Social Educator, 18, 63–75. [PDF]
30. Craven, R. G., Marsh, H. W., & Print, M. (2000). Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement. Australian Journal of Education, 44(1), 51–75. doi: 10.1177/000494410004400106 [PDF]
1995–1999
29. Craven, R. G. (1999). Ground control to Major Tom: Is the dawn at hand? It is time to empower all teachers to understand and teach Aboriginal studies. The Social Educator, 17(2), 18–28. [PDF]
28. Craven, R. G. (1999). Inspiring students' hearts, minds and deeds: The passion and power of Australian Aboriginal studies books. Blackbird, 37, 31–36. [PDF]
27. Craven, R. G. (1999). The pre- (whose?) History debate: Where are our Manning Clarks of archaeology and anthropology? Australian Archaeology, 49, 64–66.
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​26. Craven, R. G., Print, M., & Moroz, W. (1999). Civics and citizenship education in Australian schools: The challenge for the 21st century. The Social Educator, 17(3), 6–16.
25. Marsh, H. W., Craven, R. G., & Debus, R. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 45(4), 567–601. [PDF]
24. Dunkin, M. J., Welch, A., Merritt, A., Phillips, R., & Craven, R. G. (1998). Teachers' explanations of classroom events: Knowledge and beliefs about teaching civics and citizenship. Teaching and Teacher Education, 14(2), 141–151. doi:10.1016/S0742-051X(97)00033-4 [PDF]
23. Marsh, H. W., & Craven, R. G. (1998). The big fish little pond effect, optical illusions, and misinterpretations: A response to Gross (1997). Australasian Journal of Gifted Education, 7(1), 6–15.
22. Marsh, H. W., Craven, R. G., & Debus, R. (1998). Structure, stability, and development of young children's self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1030–1053. doi:10.2307/1132361 [PDF]
21. Craven, R. G., & Marsh, H. W. (1997). Threats to gifted and talented students' self-concepts in the big pond: Research results and educational implications. Australasian Journal of Gifted Education, 6(2), 7–17.
20. Craven, R. G. (1996). 'Teaching the teachers Indigenous Australian studies': A Project of National Significance. The Social Educator, 14, 51–56. [PDF]
19. Craven, R. G. (1996). 'Teaching the teachers' launch: Achievements, special thank yous and future directions. Journal of the Aboriginal Studies Association, 5, 8–13.
18. Craven, R. G. (1995). Incorporating Aboriginal studies and perspectives into citizenship education. The Social Educator, 14(3), 36–43. [PDF]
17. Craven, R. G. (1995). Indigenous Australian studies: An essential component of citizenship education. The Social Educator, 14(3), 31–35. [PDF]
16. Craven, R. G. (1995). Wake up Australia. A letter to all Australian social educators. The Social Educator, 14(2), 70–73.
15. Marsh, H. W., Chessor, D., Craven, R. G., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32(2), 285–319. [PDF]
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1991–1994
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14. Craven, R. G. (1994). Using the right words: Indigenous studies in the visual arts classroom. Art Education Society Newsletter, 27–36.
13. Craven, R. G., & Marsh, H. W. (1994). Selective schools are the answer! Now what was the problem? Education Links, 47, 12–14.
12. Marsh, H. W., & Craven, R. G. (1994). Selective schools and self-concept: Big fish in little pond. Education Alternatives, 3, 2.
11. Marsh, H. W., & Craven, R. G. (1994). Who benefits from selective schools? The role of academic self-concept and a call for further research. Forum of Education, 49, 3–13.
10. Marsh, H. W., Hau, K. T., Roche, L., Craven, R. G., Balla, J., & McInerney, V. (1994). Problems in the application of structural equation modelling: Comment on Randhawa, Beamer, and Lundberg (1993). Journal of Educational Psychology, 86(3), 457–462. doi:10.1037/0022-0663.86.3.457 [PDF]
9. Craven, R. G. (1993). Aboriginal Guest teachers: What we do in schools. An interview with Pat Jarvis and Fay Richards (Aboriginal guest teachers from the Darug mob). Social Education Bulletin, 4, 21–28.
8. Craven, R. G. (1993). Breaking the conspiracy of silence. Education Links, 45, 18–22.
7. Craven, R. G. (1993). The role of teachers in the year of Indigenous people: Oodgeroo of the tribe Noonuccal (Kath Walker) interviewed by Rhonda Craven. Journal of the Aboriginal Studies Association, 3, 55–57.
6. Craven, R. G. (1992). A timeline of Aboriginal history with reference to the Georges River Region. Journal of the Aboriginal Studies Association, 2(1), 87–90.
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5. Craven, R. G. (1992). Teaching the teachers: A call for ideas. Journal of the Aboriginal Studies Association, 2(1), 12–21.
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4. Marsh, H. W., Byrne, B. M., & Craven, R. G. (1992). Overcoming problems in confirmatory factor analyses of MTMM data: The correlated uniqueness model and factorial invariance. Multivariate Behavioral Research, 27(4), 489–507. doi:10.1207/s15327906mbr2704_1 [PDF]
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3. Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83(1), 17–27. doi:10.1037/0022-0663.83.1.17 [PDF]
2. Marsh, H. W., & Craven, R. G. (1991). Self-other agreement on multiple dimensions of preadolescent self-concept: Inferences by teachers, mothers, and fathers. Journal of Educational Psychology, 83(3), 393–404. doi:10.1037/0022-0663.83.3.393 [PDF]
1. Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377–392. doi:10.1037/0022-0663.83.3.377 [PDF]