STEPS Publications


Books and Special Issues

  • Watt, H. M. G., Jansen, N., & Joukes, G. (Guest Eds.). (2013). 'Gendered pathways towards (and away from) STEM fields'. International Journal of Gender, Science and Technology, 5(3). [weblink]
  • Watt, H. M. G. & Eccles, J. S. (Eds.). (2008). Gender and occupational outcomes: Longitudinal assessments of individual, social and cultural influences. Washington, D.C.: APA Books [promotional flyer and order form] [publisher link] [recent review]
  • Watt, H. M. G. & Eccles, J. S. (Guest Eds.). (2006). 'Understanding women's choice of mathematics and science related careers: Longitudinal studies from four countries'. Educational Research and Evaluation, 12(4).


Journal Articles

  • Beswick, K., Watt, H. M. G., Granziera, H., Geiger, V., & Fraser, S. (2023). Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school. ZDM Mathematics Education, 55(2), 315-329. doi: 10.1007/s11858-022-01464-1 
  • Toh, L. & Watt, H. M. G. (2023). How do occupational goals influence adult women's and men's decisions to opt out of aspired mathematics related careers during adolescence? Australian Educational Researcher. Online first. https://doi.org/10.1007/s13384-022-00606-4 
  • Toh, L. & Watt, H. M. G. (2022). How does starting a family affect pathways for women and men who aspired to mathematics related careers in secondary school? International Journal of Gender Science and Technology, 14(2), 127-148. 
  • Toh, L. & Watt, H. M. G. (2022). How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood? Contemporary Educational Psychology, 69, 102057. https://doi.org/10.1016/j.cedpsych.2022.102057 
  • Hübner, N., Wagner, W., Meyer, J., & Watt, H. M. G. (2022). To those who have, more will be given? Effects of an instructional time reform on gender disparities in STEM subjects, stress, and health. Frontiers in Psychology, 13, 816358, doi: 10.3389/fpsyg.2022.816358 
  • Powers, T. E. & Watt, H. M. G. (2021). Understanding why apprentices consider dropping out: Longitudinal prediction of apprentices’ workplace interest and anxiety. Empirical Research in Vocational Education and Training, 13(9), 1-23. https://doi.org/10.1186/s40461-020-00106-8 
  • Poon, D. B., Watt, H. M. G., & Stewart, S. E. (2020). Future counselors’ career motivations, perceptions, and aspirations. Higher Education, Skills and Work-Based Learning, 10(1), 155-170. doi: 10.1108/HESWBL-02-2019-0031 
  • Watt, H. M. G., Bucich, M., & Dacosta, L. (2019). Adolescents’ motivational profiles in mathematics and science: Associations with achievement striving, career aspirations and psychological wellbeing. Frontiers in Psychology, 10, 244-266. doi: 10.3389/fpsyg.2019.00990 
  • Watt, H. M. G., Carmichael, C., & Callingham, R. (2017). Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education. School Psychology International, 38(2), 166-183. doi: 10.1177/0143034316688373 
  • Watt, H. M. G. & Goos, M. (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Journal, 29(2), 133-142. doi: 10.1007/s13394-017-0206-6 
  • Watt, H. M. G., Hyde, J. S., Petersen, J., Morris, Z. A., Rozek, C. S., & Harackiewicz, J. M. (2017). Mathematics - A critical filter for STEM-related career choices? A longitudinal examination among Australian and U.S. adolescents. Sex Roles, 77(3-4), 254-271. doi: 10.1007/s11199-016-0711-1 
  • Carmichael, C., Callingham, R., & Watt, H. M. G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM Mathematics Education, 49, 449-460. doi: 10.1007/s11858-016-0831-7 
  • Gniewosz, B. & Watt, H. M. G. (2017). Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students’ mathematics task values. Developmental Psychology, 53(7), 1371-1383. doi: http://dx.doi.org/10.1037/dev0000332 
  • Lazarides, R. & Watt, H. M. G. (2017). Student-perceived mothers’ and fathers’ beliefs, mathematics and English motivations, and career choices. Journal of Research on Adolescence, 27(4), 826-841. doi: 10.1111/jora.12317 
  • Spearman, J. & Watt, H. M. G. (2013). Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls’ motivations for science. Learning Environments Research, 16(2), 217-238. doi:10.1007/s10984-013-9129-7 
  • Watt, H. M. G., Jansen, N., & Joukes, G. (2013). Gendered pathways towards (and away from) STEM fields. International Journal of Gender, Science and Technology, 5(3), 178-183.  
  • Lazarides, R. & Watt, H. M. G. (2015). Girls’ and boys’ perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51-61. DOI http://dx.doi.org/10.1016/j.cedpsych.2014.11.005 [pdf available]
  • Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology. Advance online publication. doi: 10.1037/a0027838 [pdf available] [media publicity weblink]
  • Frenzel, A.C., Goetz, T., Pekrun, R., & Watt, H.M.G. (2010). Development of mathematics interest in adolescence: Influences of gender, family and school context. Journal of Research on Adolescence, 20(2), 507-537. [pdf available]
  • Nagy, G., Watt, H.M.G., Eccles, J.S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students' mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482-506. [pdf available]
  • Watt, H.M.G. (2008). A latent growth curve modeling approach using an accelerated longitudinal design: The ontogeny of boys' and girls' talent perceptions and intrinsic values through adolescence. In C. Ding (Ed.), 'Examining individual change: Analyzing longitudinal data through different growth models'. Educational Research and Evaluation, 14(4), 287-304. [pdf available]
  • Watt, H.M.G. & Richardson, P.W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408-428. [pdf available]
  • Watt, H.M.G. & Richardson, P.W. (2008). Guest editorial: Motivation for teaching. Learning and Instruction, 18,405-407. [pdf available]
  • Richardson, P.W. & Watt, H.M.G. (2008). Career change? Monash Business Review, 4(3), 7 & 9 [pdf available].
  • Watt, H.M.G. & Richardson, P.W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the ‘FIT-Choice’ Scale. Journal of Experimental Education, 75(3), 167-202. [feature article: pdf available]
  • Watt, H.M.G. (2007). A trickle from the pipeline: Why girls under-participate in maths. Professional Educator, 6(3), 36-41. [pdf available]
  • Watt, H.M.G., Eccles, J.S., & Durik, A. M. (2006). The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA. In P. Wynarczyk (Ed.), 'An international investigation into gender inequality in science, technology, engineering and mathematics (STEM)'. Equal Opportunities International, 25(8), 642-659. [pdf available] [link to full special issue]
  • Watt, H.M.G. (2006). The role of motivation in gendered educational and occupational trajectories related to math. In H.M.G. Watt & J.S. Eccles (Eds.). ‘Understanding women's choice of mathematics and science related careers: Longitudinal studies from four countries’. Educational Research and Evaluation, 12(4), 305-322. [pdf available]
  • Watt, H.M.G. & Eccles, J.S. (2006). Preface to the special issue. In H.M.G. Watt & J.S. Eccles (Eds.). ‘Understanding women's choice of mathematics and science related careers: Longitudinal studies from four countries’. Educational Research and Evaluation, 12(4), 295-296. [pdf available]
  • Richardson, P.W. & Watt, H.M.G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. [pdf available]
  • Watt, H.M.G. (2005). Explaining gendered math enrollments for NSW Australian secondary school students. In R.W. Larson & L.A. Jensen (Series Eds.) & J.E. Jacobs & S.D Simpkins (Vol. Eds.), 'Leaks in the Pipeline to Math, Science, and Technology Careers', New Directions for Child and Adolescent Development, 110 (Winter), 15-29. [pdf available]
  • Watt, H.M.G. (2005). Exploring adolescent motivations for pursuing maths-related careers. Australian Journal of Educational and Developmental Psychology, 5, 107-116. [pdf available]
  • Richardson, P.W. & Watt, H.M.G. (2005). “I’ve decided to become a teacher”: Influences on career change. Teaching and Teacher Education, 21, 475-489. [available online] [pdf available]
  • Watt, H.M.G. (2004). Development of adolescents’ self perceptions, values and task perceptions according to gender and domain in 7th through 11th grade Australian students. Child Development, 75, 1556-1574. [pdf available]
  • Watt, H.M.G. (2002). Exploring adolescent personal and social gender stereotypes about maths: An explanation for continued gender differences in participation? Change: Transformations in Education, 5(2), 39-54. [pdf available]
  • Watt, H.M.G. (2000). Measuring attitudinal change in mathematics and English over the first year of junior high school: A multidimensional analysis. Journal of Experimental Education, 68, 331-361. [pdf available]
  • Watt, H.M.G. & Bornholt, L.J. (2000). Social categories and student perceptions in high school mathematics. Journal of Applied Social Psychology, 30, 1492-1503. [pdf available]
  • Dickson, J., Fleet, A., & Watt, H.M.G. (2000). Success or failure in a core University unit: What makes the difference? Higher Education Research and Development, 19, 59-73. [pdf available]
  • Hayes, A. & Watt, H.M.G. (1998). Work and family life: Contemporary realities, current expectations and future prospects. Australian Journal of Early Childhood, 23(3), 33-39. [pdf available]
  • Watt, H.M.G. & Bornholt, L.J. (1994). Gendered perceptions of talent and planned participation in mathematics. Australian Journal of Career Development, 3(3), 43-50. [pdf available]


Book Chapters

  • Watt, H. M. G. (2024). Furthering theory and practice to promote gender equitable outcomes for youth. In P. W. St. J. Watson, C. M. Rubie-Davies, & B. Ertl (Eds.), The Routledge international handbook of gender beliefs, stereotype threat, and teacher expectations (Ch. 28, pp. 343-354). Routledge. doi: 10.4324/9781003275763-34  
  • Watt, H. M. G. (2016). Gender and motivation. In K. Wentzel & D. Miele (Eds.), Handbook of motivation at school, 2nd ed (pp. 320-339). NY: Routledge, Taylor & Francis. 
  • Spearman, J. & Watt, H. M. G. (2013). Women's aspirations towards "STEM" careers: A motivational analysis'. In W. Patton (Ed.), Conceptualising women's working lives: Moving the boundaries of discourse. Rotterdam: Sense Publishers (pp. 175-192). doi:10.1007/978-94-6209-209-9_10  
  • Watt, H.M.G. (2010). Gender and occupational choice. In J. C. Chrisler & D. R. McCreary (Eds.), Handbook of gender research in Psychology (Ch 16, pp. 379-400). New York: Springer. [pdf available] [weblink]
  • Watt, H.M.G., Richardson, P.W., & Pietsch, J. (2009). Choosing to teach in the “STEM” disciplines: Characteristics and motivations of science, technology, and mathematics teachers from Australia and the United States. In A. Selkirk & M. Tichenor (Eds.), Teacher education: Policy, practice and research. New York: Nova Science Publishers. ISBN: 978-1-60692-506-5 [pdf available] [weblink]
  • Watt, H.M.G. (2008). What motivates females and males to pursue sex-stereotyped careers? (Ch 3, pp. 87-113). In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. Washington, D.C.: APA books. [pdf available]
  • Watt, H.M.G. (2008). Gender and occupational outcomes: An introduction. (pp. 3-24). In H. M. G. Watt & J. S. Eccles (Eds.), Gender and occupational outcomes: Longitudinal assessments of individual, social, and cultural influences. Washington, D.C.: APA books. [pdf available]


Mentored Student Publications

  • De Alwis, N. & Watt, H. M. G. (2010). Entrepreneurial and other career motivations among Engineering students (Ch 15, pp. 267-280). In A. Malach-Pines & M. F. Özbilgin (Eds.), Handbook of Research on High-Technology Entrepreneurs. Cheltenham, U.K.: Edward Elgar Publishing. [pdf available] [weblink]
  • Hawkins, C.C., Watt, H.M.G., & Sinclair, K.E. (2006). Psychometric properties of the Frost Multidimensional Perfectionism Scale with Australian adolescent girls: Clarification of multidimensionality and perfectionist typology. Educational and Psychological Measurement, 66(6), 1001-1022. [pdf available]
  • Cocks, R.J. & Watt, H.M.G. (2004). Relationships among perceived competence, intrinsic value and mastery goal orientation in English and Maths. Australian Educational Researcher, 31(2), 81-111. [pdf available]
  • Kritikos, V., Watt, H.M.G., Krass, I., Sainsbury, E.J., & Bosnic-Anticevich, S.Z. (2003). Pharmacy students’ perceptions of their profession relative to other health care professions. International Journal of Pharmacy Practice, 11, 121-129. [pdf available]
  • Tonkin, S.E. & Watt, H.M.G. (2003). Self-concept over the transition from primary to secondary school: A case study on a program for girls. Issues in Educational Research, 13(2), 27-54. [pdf available]


Contracted Reports

  • Fraser, S., Beswick, K., Geiger, V., Watt, H. M. G., Dennett, G., Holland-Twining, B., Page, L., & Dacosta, L. (2021). Principals as STEM Leaders: Building the evidence base for improved STEM learning. Final Report. Canberra, ACT: Department of Education, Skills and Employment. http://dx.doi.org/10.25959/100.00038498 
  • Geiger, V., Fraser, S., Beswick, K., Boden M., Branson, C. M., Clark, J., Elliot, M., Falloon, G., Hatisaru, V., Hurrell, D., Jones, M., Miller, J., Pierpoint, A., Watt, H. M. G., & Viller, S. (2021). Principals as STEM Leaders: Building the evidence base for improved STEM learning [Website]. Canberra, ACT: Department of Education, Skills and Employment. 
  • Beswick, K., Geiger, V., Fraser, S., Boden M., Branson, C.M., Clark, J., Elliot, M., Falloon, G., Hatisaru, V., Hurrell, D., Jones, M., Miller, J., Pierpoint, A., Watt, H. M. G., & Viller, S. (2021). Principals as STEM Leaders: Building the evidence base for improved STEM learning. Professional Learning Modules. Canberra, ACT: Department of Education, Skills and Employment. 
  • Watt, H. M. G. (2016, 2014, 2013, 2012). STEPS: Study of Transitions and Education Pathways Participating School Annual Reports (9 schools across Sydney & Melbourne: www.stepsstudy.org); approx. 80 pp. report per school, per year.  

 

Invited Professional Articles

Invited Presentations

  • Watt, H. M. G. (2018, July). Gendered career decisions: Lifelong, lifewide, STEM-wide. Keynote Address of the biennial Network Gender & STEM conference, Eugene Oregon, 31 July - 2 Aug. 
  • Watt, H. M. G. (2018, Sept.). Youth career motivations according to choice of a future teaching career: Differences among potential secondary teachers, primary teachers, and those unattracted to teaching. Keynote Address of the Pathways to the Teaching Profession focus conference. Brugg-Windisch Switzerland, 13-14 Sept. 
  • Watt, H. M. G. (2017, July). Harnessing girls' and women's talent potentials in STEM domains. Keynote Address at the 22nd Biennial World Council for Gifted and Talented Children conference. Sydney, 20-23 July. 
  • Watt, H. M. G. (2016, Aug.). Improving STEM Learning: What will it take? Australian Council for Educational Research conference. Brisbane, 7-9 Aug. 
  • Watt, H. M. G. (2014, July). Gendered STEM motivations and trajectories. In Invited Distinguished Symposium “Longitudinal Analyses on Gender and STEM”. Gender & STEM 2nd Network Conference, 3-5 July. 
  • Watt, H. M. G. (2012, Apr.) Gendered educational and occupational choices related to mathematics: The role of expectancies and values through adolescence. In keynote panel: Gender, motivation and performance: Questions that remain. Gender Development Research Conference, San Francisco, 19-20 April. 
  • Watt, H. M. G. (2010, June). Girls and Maths: Why do gender differences persist in educational and occupational outcomes? Keynote presentation at Insights: A National Conference on Girls' Education, Melbourne, June 16-18. 
  • Watt, H. M. G. (2009, Dec.). The Big Theories - Making a real difference to advancing research and practice: Expectancy-value theory. Invited ML-SIG Keynote Panelist at the Australian Association for Research in Education conference. Canberra, 29 Nov.- 3 Dec. 
  • Watt, H. M. G. (2007, Mar.). More girls in STEM: What secondary education can do? Keynote at the VHTO [Vrouwen in Hogere Technische Opleidingen / Women in Higher Technical Education] conference. Maarssen, Amsterdam, 8 March. 
  • Watt, H. M. G. (2022, May). Mathematics motivations and engagement through adolescence: Different profiles lead to different educational and occupational outcomes. Oxford University, May 19. 
  • Watt, H. M. G. (2014, June). STEPS: Study of Transitions and Education Pathways. Helsinki Collegium for Advanced Studies, University of Helsinki, June 6. 
  • Watt, H. M. G. (August, 2012). Overview and current directions in STEPS (Study of Transitions and Education Pathways) and FIT-Choice (Factors Influencing Teaching Choice) longitudinal projects. Helsinki Collegium for Advanced Studies, University of Helsinki, Aug. 8. 
  • Watt, H. M. G. (Sep, 2012). An expectancy-value motivational typology in mathematics and science: Implications for career aspirations & psychological wellbeing. Invitational motivation retreat, University of Tubingen, Sept. 12. 
  • Watt, H. M. G. (Sept., 2011). Why do gender differences persist in educational and occupational outcomes? LMU University of Munich, Sept. 6. 
  • Watt, H. M. G. (Sept., 2010). Gender and occupational choice in STEM domains. Science and Mathematics Education Cluster seminar, University of Melbourne, Sept. 17. 
  • Watt, H. M. G. (2007, March). The ontogeny of academic values and talent perceptions through adolescence. University of Goettingen, March 6. 
  • Watt, H. M. G. (2004, Oct.). The ontogeny of ability self concepts and task values: An Australian study. The Max Planck Institute for Human Development, Berlin (funded by Max Planck Institute for Human Development, Berlin). 
  • Watt, H. M. G. (2004, March). Gendered developmental trajectories for competence beliefs and values through adolescence across two academic domains. Faculté des sciences de l'éducation, Université Laval, Québec, Canada, address presented simultaneously in Montréal University by 'video- conference' 18 Mar. (funded by GRIP 'Groupe de Recherche sur l'Inadaptation Psychosociale chez l'enfant' Director, R. Tremblay, University of Montréal, S. Larose, Université Laval). 
  • Watt, H. M. G. (2004, February). Gendered developmental trajectories for competence beliefs and values through adolescence across two academic domains: Applying latent growth modelling to accelerated longitudinal designs. Gender and Achievement Research Program, University of Michigan, Feb. 12. 
  • Watt, H. M. G. (1999, Jan.). What makes high-school girls think they are talented (or not talented) at math? Combined Program in Education and Psychology, University of Michigan, Jan. 12.  
  • Watt, H.M.G. (June, 2010). Girls and Maths: Why do gender differences persist in educational and occupational outcomes? Invited Keynote presented at Insights: A National Conference on Girls' Education, Melbourne, June 16-18, 2010 [weblink].
  • Watt, H.M.G. (March, 2007). Gender differences in educational and occupational outcomes: The influences of self-concepts and task values through adolescence. Invited Keynote presented at the VHTO [Vrouwen in Hogere Technische Opleidingen / Women in Higher Technical Education] Conference: 'More Girls in STEM: What secondary education can do?', Maarssen, Amsterdam, March 8, 2007.

Conference Papers

selection from last 5 years

  • Watt, H. M. G., Bucich, M., & Dacosta, L. (2022, July). Australian adolescents’ motivational profiles in mathematics: Antecedents and consequences. Paper presented at the biennial Network Gender & STEM conference, Munich / online, 21-23 July. 
  • Richardson, P.W., Heffernan, A, Westcott, S., & Watt, H. M. G. (2021). Hanging by a thread: Precarious futures for early career women academics in STEM. Paper presented at the biennial Network Gender & STEM conference, Sydney [online], 29-30 July. 
  • Toh, L. & Watt, H. M. G. (2021). Women’s preparation for a mathematical STEM career: How do expectancies and values predict attainment of a mathematical STEM tertiary degree? Paper presented at the biennial Network Gender & STEM conference, Sydney [online], 29-30 July. 
  • Viljaranta, J., Watt, H. M. G, Tuominen, H., Niemivirta, M., Lauermann, F., Eccles, J. S, Spinath, B., Steinmayr, R., & Salmela-Aro, K. (2018). Task value profiles among adolescents in Australia, Finland, the United States, and Germany. Paper presented in Symposium “The development of math- and Language Arts-related expectancy-value beliefs: Analyses of cross-domain developmental trajectories” at the ICM conference. Aarhus, Denmark: 15-17 Aug. 
  • Watt, H. M. G. (2018). Invited Discussant. For Symposium “Utility-value interventions: How effective are they and when do they work?" at the ICM conference. Aarhus, Denmark: 15-17 Aug. 
  • Watt, H. M. G., Carmichael, C., & Callingham, R. (2017). Students’ engagement profiles in mathematics according to learning environment dimensions. Paper presented in Symposium, “Emotions and motivation in mathematics education” at the EARLI conference. Tampere, Finland: 29 Aug.- 2 Sept. 
  • Watt, H. M. G. (2016). STEM career aspirations for adolescents within different motivational profiles. Paper presented in Symposium “Individual and contextual influences on adolescents’ STEM motivation and engagement” at the SRA conference. Baltimore: 31 March - 2 April. 
  • Gniewosz, B. & Watt, H. M. G. (2016). But my parents think I can – Intrinsic math motivation and student-perceived parental ability beliefs. Paper presented in Symposium “Parental effects on adolescents' and young adults' motivation and career plans in STEM” at the AERA conference. Washington DC: 8-12 Apr. 
  • Watt, H. M. G. (2016). Discussant for Featured Symposium: Unpacking the career aspirations of Australian school students, Convenor: Professor Jenny Gore, at the AARE conference. Melb.: 27 Nov. -1 Dec. 
  • Watt, H. M. G. (2016). Lessons learned from the Best Practice in Mathematics Education project: Advancing research and practice for student engagement. ML-SIG Feature Symposium, “Surveys: Design & Selected Findings”. [Panel Participants alphabetised: Judy Anderson, University of Sydney; Vince Geiger, Learning Sciences Institute Australia, ACU; Merrilyn Goos, University of Queensland; Tracey Muir, University of Tasmania; Helen M. G. Watt, Monash University]. AARE conference. Melb.: 27 Nov. -1 Dec. 
  • Watt, H. M. G. (2015). Gendered motivations for career choice through upper secondary school. Invited paper in Symposium “Outside-in, and inside-out, influences on young people’s aspirations” at the AARE conference. Fremantle: 29 Nov-3 Dec. 
  • Lazarides, R. & Watt, H. M. G. (2014). The role of teacher beliefs in girls’ and boys’ STEM career choices. in Symposium “Educational and vocational development as a foundation for sustainable well-being: Complementary theoretical and international perspectives” at the ICAP conference. Paris: 8-12 July. 
  • Hyde, J. S., Watt, H. M. G., Petersen, J. L., Morris, Z. A., & Harackiewicz, J. (2014). Gender and STEM in high school: The role of mathematics values, interest, and test scores in STEM career preferences. Paper in Symposium “Gender, educational and occupational choices: International perspectives” at the AERA conference. Philadelphia: 3-7 April. 
  • Watt, H. M. G. (2013). A motivational analysis of emerging adults' educational and occupational choices related to mathematics. Paper presented in Symposium “What determines adolescents’ interest in STEM careers? Effects of gender, motivational beliefs, values, and stereotypes” at the SRCD conference. Seattle: 18-20 April. 
  • Madjar, N., Watt, H. M. G., Malanchuk, O., & Eccles, J. S. (2013). Trajectories of educational aspirations and attainment through adolescence and beyond: Person, school and home influences. Paper presented in Symposium “Educational and occupational aspirations: Complementary theoretical perspectives and analytical approaches” at the AERA conference. San Francisco: 27 April - 1 May. 
  • Watt, H. M. G. (2013). 'Positively engaged', 'disengaged', 'struggling ambitious' and ‘indifferent', mathematics and science students in Australia: Relationships with gender, career aspirations and psychological wellbeing. Paper presented in Symposium “Socialisation and consequences of students' achievement motivations: International perspectives” at the Inaugural SPCIC conference. Auckland: 15-18 July. 
  • Watt, H. M. G. (2013). A math/science expectancy-value typology: Implications for career aspirations and wellbeing. Paper presented in Symposium “Gender & STEM: International perspectives on students’ motivation, career aspirations and choice” at the EARLI conference. Munich: 27-31 August. 
  • Findlay, C. & Watt, H. M. G. (2012). Socio-motivational determinants for girls' pathways of mathematical enrolment and career choice. Paper presented in symposium “Individual factors fostering students’ interest and learning outcomes in STEM education” at the SRA conference. Vancouver, 8-10 Mar. 
  • Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gender, motivation and mathematics participation: A comparison of samples from Australia, Canada and the USA. In Symposium “STEM Participation: Individual motivations, perceptions, and cultural values”. Gender & STEM Network Conference. Amsterdam: 5-6 September. 
  • Madjar, N. & Watt, H. M. G. (2012). Multidimensional engagement: Exploring individual and contextual factors in secondary math and English classrooms. Paper presented at the ICIRE conference. Vancouver, 11-12 April. 
  • Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations and career plans: A comparison of samples from Australia, Canada and the USA. In Symposium “Does gender still matter in student motivation? How, why, for what, and for whom?”. AERA conference. Vancouver: 13-17 April. 
  • Watt, H. M. G., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Comparing gendered motivational processes affecting maths (and non-maths) education and career plans across 3 country samples. Paper presented in Symposium titled ‘Synergy between quantitative methods and substantive research’. Paper presented at the AARE-APERA Conference/WERA Focal Meeting. Sydney: 2-6 December. 
  • Watt, H. M. G. (2011). Emerging adults' intentions for mathematics-related careers: A gendered motivational analysis in Australia. Paper presented in Symposium "Occupational aspirations, values and choices: An international perspective" at the SRCD conference. Montreal: 31 Mar - 2 Apr. 
  • Findlay, C., Watt, H. M. G., & Kronborg, L. (2011). How mathematics motivations and their social antecedents impact girls’ senior high school and career choices related to mathematics. Paper presented in Symposium “Measuring motivations and motivation-related trajectories among Australian and international students in Australia” at the AARE conference. Hobart: 27 November - 1 December. 
  • Watt, H. M. G. (2010). The mediating role of motivations in gender-typed educational choices. Paper presented in Symposium titled "Factors associated with academic and vocational success in youth and young adults from Germany, Australia, Canada and the U.S." at the SRA Biennial Conference, Philadelphia, March 11-13, 2010. 
  • Toh, Y. & H. M. G. (2010). Combination of achievement goal effects on learning strategies and coping skills. ICAP conference. Melbourne: 11- 6 July. 
  • Toh, Y. & H. M. G. (2010). 2x2 Achievement goal framework in learning and coping. AARE conference. Melbourne: 29 Nov.- 2 Dec. [ Yvonne was awarded an AARE Postgraduate Student Research Award for an outstanding research paper. The national competition involved $1,200 and a certificate.] 
  • Watt, H. M. G. (2010). Multidimensional measurement of student engagement in context and over time. Paper presented in ML-SIG & AM-SIG Invitational Panel "Scientific approaches to measuring student engagement" at the AARE conference. Melbourne: 29 Nov.- 2 Dec. 
  • Watt, H. M. G. (2007). Australian adolescents' aspired senior high math enrollments: Trajectories, explanations, and consequences. Paper presented in Symposium 'Modeling adolescent educational and career aspirations: Perspectives from Canada, Finland, and Australia' at the SRCD conference. Boston: 29 March - 1 April. 
  • Nagy, G., Watt, H. M. G., Trautwein, U., Lüdtke, O., Eccles, J., & Baumert, J. (2006). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Paper presented at the 4th International Biennial SELF Research Conference, Ann Arbor MI, 23-27 July. 
  • Watt, H. M. G. (2006). The ontogeny of task values and self-perceptions across domains as a function of context and gender: Perspectives from NSW Australia. Paper presented in Symposium 'Contextual explanations for the development of interests and self-concepts from preadolescence through early adulthood' (Discussant - Adrian Beavis). Paper presented at the ISSBD Biennial Conference, Melbourne, 2-6 July. 
  • Watt, H. M. G. (2006). Emerging adults' intentions for math-related careers: A gendered motivational analysis. Paper presented in Symposium 'Motivations influencing young adults' participation in math and science careers: Perspectives from Canada, Australia and the USA' (Discussant - Frederic Guay). Paper presented at the SRA Biennial Conference, San Francisco, March 23-26, 2006. 
  • Watt, H. M. G. (2005). Developmental trajectories for intrinsic value and self-perceptions of talent: An Australian study with secondary school boys and girls in maths and English. Paper presented in Symposium 'The development of interest and self-concept in multiple domains: Results of large-scale longitudinal studies from the U.S., Australia, and Germany' at the EARLI conference, Nicosia Cyprus, 23-27 August. 
  • Watt, H. M. G. (2005). Using latent growth modeling to model development with overlapping cohort-sequential designs: The ontogeny of boys’ and girls’ ability beliefs and values through adolescence. Paper presented in Symposium 'Growth models and their applications in educational and psychological research' (Discussants – Mark Davison & Michael Furr). Paper presented at the AERA Annual Conference, Montreal, 11-15 April. 
  • Watt, H. M. G. (2005). The ontogeny of values across domains as a function of context and gender: Perspectives from NSW Australia. Paper presented in Symposium 'Contextual influences on the development of interest and values in adolescence' (Discussant – Mary Ainley). Paper presented at the SRCD Biennial Conference, Atlanta, 7-10 April. 
  • Watt, H. M. G. (2004). Adolescents’ engagement with English through Australian grades 7 to 11. Paper presented in Symposium 'Engagement in literacy over time, place and domain' (Discussant – Ilana Snyder). Paper presented at the AERA Annual Conference, San Diego, 12-16 April. 
  • Watt, H. M. G. (2004). Boys and English: Do boys 'disengage' from English through secondary school? Paper presented at the 3rd International Biennial SELF Research Conference, Berlin, 4-7 July. 
  • Watt, H. M. G. (2004). Are explanations for gendered career aspirations and senior high math enrolment domain specific? Paper presented in Symposium 'Math and science courses, grades and career goals: Longitudinal perspectives on the influence of gender and beliefs'. Paper presented at the SRA Biennial Conference, Baltimore, 11-14 March. 
  • Watt, H. M. G. (2004). How do boys’ and girls’ self-beliefs and values develop in math and English through Australian grades 7 to 11? Paper presented in Symposium 'Understanding the development of adolescents’ academic beliefs through school and beyond' (Discussant - Allan Wigfield). Paper presented at the SRA Biennial Conference, Baltimore, 11-14 March. 
  • Watt, H. M. G. (2004). Modelling grade contextual change for boys' and girls' self-beliefs and values across two academic domains through Australian grades 7 to 11. Paper presented at the ICM Biennial Conference, Lisbon Portugal, 30 Sept - 2 Oct. 
  • Hawkins, C.C., Watt, H. M. G., & Sinclair, K. (2004). Psychometric properties of the Frost Multidimensional Perfectionism Scale for Australian adolescent girls. AARE Annual Conference Papers, Melb., 28 Nov-2 Dec. 
  • Watt, H. M. G. (2004). Development of adolescents' self perceptions, values and task perceptions according to gender and domain through Australian grades 7 to 11. AARE conference [Paper ID WAT04298], Melbourne, 28 Nov - 2 Dec. 
  • Watt, H. M. G. (2003). Attitudinal predictors of gendered aspirations for maths-related careers and senior high enrolment: Australian longitudinal data. Paper presented in Symposium 'Antecedents of mathematics-related career paths and aspirations: perspectives from Australia, Canada and the USA' at the SRCD conference, Tampa, Florida, 24-27 April. 
  • Watt, H. M. G. (2003). Adolescent development of gendered academic motivation and perceived competence: Math and English Australian grades 7 to 11. SRCD conference, Tampa, Florida, 24-27 April. 
  • Watt, H. M. G. (2003). Gender differentiated self, task and value perceptions in math throughout adolescence: Applying latent growth modeling to longitudinal data through Australian grades 7 to 11. AERA conference, Chicago, 21-25 April. 
  • Watt, H. M. G. (2003). Explaining the gender imbalance in maths participation in Australia: Predicting senior high maths enrolments and maths-related career plans using longitudinal data. Paper presented at the EARLI conference, Padova Italy, 26-30 August. 
  • Watt, H. M. G. (2002). A qualitative investigation of perceived influences shaping adolescents’ plans to pursue (or not pursue) maths-related careers. Paper presented in Symposium ‘Motivation, learning and participation’ at the AARE conference [Paper ID WAT02306] Brisbane, 1-5 Dec. 
  • Watt, H. M. G. (2001). The nature and development of boys' and girls' self-perceptions and value judgements in math through grades 7 to 11 in Australia. Paper presented in Session 'Gender, Identity and Socialization'. AERA conference, Seattle, 10-14 April. Division C 'Learning and Instruction' Graduate Student Research Excellence Award: $USD400 honorarium and plaque (Eric Reproduction Services ED 452 270). 
  • Watt, H. M. G. (2001). Ability and value perceptions in math and English: Developmental trajectories for boys and girls in Australia grades 7 to 11. SRCD conference, Minneapolis, 19-22 April. 
  • Watt, H. M. G. (2001). Self-, task- and value perceptions in math: Definition and relative prediction of academic choices in math participation through Australian grades 9 to 11. Paper presented in Symposium 'Structure and functionality of self-perceptions: Theoretical and empirical definition and relative predictive utility in early and middle adolescence in Australia' at the AHDA conference, Brisbane, 2-4 July. 
  • Watt, H. M. G. (2001). The nature and development of boys' and girls' self-perceptions and value judgements in English through grades 7 to 11: An application of latent growth modelling. AHDA conference, Bris. 2-4 July. 
  • Cocks, R.J. & Watt, H. M. G. (2001). Self-perceptions of academic competence: How they develop and how they relate to the intrinsic motivation for learning in English and Mathematics in Year 6 students. AARE conference papers [COC01033]. Fremantle, 2-6 Dec., ISSN 13249339. 
  • Hawkins, C.C., Watt, H. M. G., & Sinclair, K. (2001). The promises and pitfalls of perfectionistic behaviour in Australian adolescent girls. AARE conference papers [HAW01757]. Fremantle, 2-6 Dec., ISSN 13249339. 
  • Watt, H. M. G. (2001). The nature and development of boys’ and girls’ self-perceptions and value judgements in maths and English through grades 7 to 11: An application of latent growth modelling. AARE conference papers [WAT01030], Fremantle Perth, 2-6 Dec. 
  • Hawkins, C.C., Watt, H. M. G., & Sinclair, K. (2000). An empirical investigation of perfectionism in Australian secondary school students. International Conference on Special Education, Bangkok, 12-14 Jan. 
  • Watt, H. M. G. (2000). Change trajectories for adolescents' academic motivation and perceived competence: The case of mathematics and English in Australia. Paper presented in Symposium 'Stage- and context-specific development of key attitudes among adolescents from the USA, Germany, Australia and Israel' at the SRA conference, Chicago, 30 March - 2 April. 
  • Watt, H. M. G. (2000). Exploring perceived personal and social gender stereotypes of maths with secondary students: An explanation for continued gender differences in participation? AARE conference papers [Online- Paper ID WAT00302] Sydney, 4-7 Dec. (Eric Reproduction Services ED449096) ISSN 13249339. 
  • Watt, H. M. G. & Eccles, J.S. (1999). An international comparison of students’ maths- and English-related perceptions through high school using hierarchical linear modelling. AARE conference papers [Paper ID wat99215], Melbourne, 29 Nov.- 2 Dec. (Eric Reproduction Services ED 444 182). 
  • Watt, H. M. G. (1998). The impact of the first year of high school on student self-, task- and value perceptions and judgements about significant others in mathematics and English. ISSBD conference, University of Berne, Switzerland, 1-4 July (Eric Reproduction Services ED 422 450). 
  • Watt, H. (1998). Measuring attitudinal change in mathematics and English over the first year at high school: a multidimensional analysis. AERA conference, San Diego, 13-17 April (Eric Reproduction ED 421 492). 
  • Watt, H. M. G. (1998). What makes high-school girls think they are talented (or not talented) at maths? A qualitative examination of intra- and extra-personal influences and performance bases. AARE conference papers [Online- Paper ID WAT98021]. Adelaide, 1-4 Dec. 
  • Watt, H. M. G. (1997). Changes in student beliefs and perceived social context in relation to maths across the first year of high school. AARE conference papers [Online - Paper ID WATTH97293]. Bris. 1-4 Dec. 
  • Watt, H. M. G. (1996). Students' gendered perceptions of talent in high school according to academic domain, and their effect on career aspirations. Paper presented at the ERA & AARE Joint Conference, Singapore, 25-29 Nov. (Eric Reproduction Services ED 429 375). ISSN 1324-9339. 
  • Watt, H. M. G. (1995). Parental influences on students' perceptions of talent in relation to high school mathematics: Effects on mathematics participation. AARE conference papers [watth.332]. Hobart, 26-30 Nov. 
  • Watt, H. & Bornholt, L.J. (1994). Predictors of female participation in HSC mathematics and mathematics-related careers. AARE conference papers [Online- Paper ID watth94.086]. Newcastle, 27 Nov.-1 Dec.  
  • Watt, H. M. G. (2009, April). An expectancy-value approach to teacher motivation: Why choose teaching? Paper presented in symposium 'Motivation for teaching: Utilising diverse motivational theories' (Discussant - Avi Kaplan). Paper presented at the AERA Annual Conference, San Diego, April 13-17, 2009.
  • Watt, H. M. G., Richardson, P.W., & Gilbert, M. (2007, April). Motivations for beginning, aspiring to, or rejecting teaching careers from late adolescence through early adulthood. Paper presented at the AERA Annual Conference, Chicago, April 9-13, 2007.
  • Nagy, G., Watt, H. M. G., Trautwein, U., Lüdtke, O., Eccles, J., & Baumert, J. (July, 2006). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Paper presented at the 4th International Biennial SELF Research Conference, Ann Arbor MI, 23-27 July 2006.
  • Moje, E.B., Watt, H. M. G., & Tysvaer, N. (April, 2006). Understanding youth as whole beings: An examination of the place of literacy in relation to other activities and identities. Paper presented in Symposium 'Youth Literacy Motivations, Practices, and Achievement Across Time, Space, and Communities' (Discussant - David G. O'Brien). Paper presented at the AERA Annual Conference, San Francisco, April 8-12, 2006.
  • Hawkins, C.C., Watt, H. M. G., & Sinclair, K.E. (April, 2006). Perfectionism: Clarification of multidimensionality and perfectionist typology using the 'Frost Multidimensional Perfectionism Scale'. Paper presented at the AERA Annual Conference, San Francisco, April 8-12, 2006.


Thesis Completions

  • Where do girls who aspired to mathematical careers in secondary school end up 20 years later? A longitudinal examination of women's and men's motivations, choices and pathways from adolescence to adulthood. (Lili Toh, 2023, PhD USyd - FT17 Scholarship winner). 
  • Using real-world scientific problems to promote students’ mathematics motivations: A mixed-methods study of grade 7 students and their teachers. (Jake Little, 2021, PhD USyd, co-supervised with A/Prof Judy Anderson). 
  • The measurement, structure and trajectories of cognitive and affective dimensions of mathematics interest among Australian grades 7-10 students. (Kester Lee, 2020, PhD USyd, co-supervised with A/Prof Judy Anderson). 
  • Factors Lifting Apprenticeship Retention Expectations (FLARE). (Tim Powers, 2020, PhD, Monash University, co-Supervised with Prof Paul Richardson). 
  • Belonging and socioemotional wellbeing among students in transition from primary to secondary school. (Kimberley O'Brien, 2016, Monash). 
  • The relationship of personality traits and achievement motivation to course and career choice: A theoretical exploration and empirical investigation. (Kevin Quin, 2016, Monash). 
  • Emotions in the classroom. (Betty Becker, 2013, co-Supervised with Prof Reinhard Pekrun, LMU Munich). 
  • The effect of gender and parental background on career motivations. (Ashwinnie Ponniah, 2013, MPsych, Monash). 
  • How mathematics motivations and their social antecedents impact girls' senior high school and career choices related to mathematics. (Caroline Findlay, 2011, MPsych, Monash). 
  • Effects of gender and gender role orientation on high school students' teaching perceptions and aspirations in Hong Kong. (Wai Shan Ku, 2009, MPsych, Monash).  
  • Attribution and motivation: A cultural study among Native and Chinese Indonesian university students (Novita W. Sutantoputri, 2012, PhD, Monash)
  • Coping patterns and goal achieving behaviour in the perfectionist. (Yvonne Toh 2011, PhD, Monash)
  • How mathematics motivations and their social antecedents impact girls' senior high school and career choices related to mathematics (Caroline Findlay 2011, MPsych, Monash, co-supervised with Dr Leonie Kronborg)
  • Perception shapes experience: The influence of actual and perceived classroom environment dimensions on girls' motivations for science (Juliette Spearman 2010, MPsych, Monash)
  • Factors affecting immigrant students' academic motivation and achievement (Emina Mehic 2010, MPsych, Monash)
  • Effects of gender and gender role orientation on high school students' teaching perceptions and aspirations in Hong Kong (Wai Shan Ku 2009, MPsych, Monash)
  • An investigation into the effects of positive psychology constructs and personality factors on student academic achievement and well-being (Nicole Luzza 2009, MPsych, Monash)
  • The nature of perfectionism and its academic implications for secondary school students (Colleen Hawkins, co-supervised with Assoc Prof Ken Sinclair, conferred 2005, PhD, USyd).
  • Motives for choosing to become a teacher, and for choosing Sydney University for the Bachelor of Education degree (Penny Anastasiou 2002, BEd Hons, USyd)
  • The impact of gifted and talented programs on students' academic self-concept (Karyn Tate 2001, BEd Hons, USyd)
  • Transition from primary to secondary school: A case study on the use of transition programs (Susanne Tonkin 2001, MTeach Hons, USyd) [view mentored publication here]
  • Self-perceptions of academic competence: How they develop and how they relate to intrinsic motivation for learning in English and Maths for Year Six students (Rachel J Cocks 2001, BEd Hons, USyd) [view mentored publication here]
  • Social relationships of the gifted and talented: Patterns of peer acceptance, friendship, friendship quality, loneliness and social satisfaction among gifted and talented students at the upper primary level (John H R Williams 2000, BEd Hons, USyd)
  • A comparison of single-sex and coeducational school students' views of the opposite sex (Justin Langley 2000, MTeach Hons, USyd)
  • Self-efficacy as a contribution to the selection of career choices: A path analysis (Huy Phan 1997, BEd Hons, USyd, co-supervised with Dr Richard Walker)