Zoe A. Morris
Cited by
Cited by
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and†…
HMG Watt, JD Shapka, ZA Morris, AM Durik, DP Keating, JS Eccles
Developmental psychology 48 (6), 1594, 2012
Mathematics—A critical filter for STEM-related career choices? A longitudinal examination among Australian and US adolescents
HMG Watt, JS Hyde, J Petersen, ZA Morris, CS Rozek, JM Harackiewicz
Sex Roles 77 (3), 254-271, 2017
Self‐coping complexity: Role of self‐construal in relational, individual and collective coping styles and health outcomes
EA Hardie, C Critchley, Z Morris
Asian Journal of Social Psychology 9 (3), 224-235, 2006
Ethical practice in telepsychology
N Gamble, C Boyle, ZA Morris
Australian Psychologist 50 (4), 292-298, 2015
The Application of Adaptive Behaviour Models: A Systematic Review
JA Price, ZA Morris, S Costello
Behavioral Sciences 8 (1), 11, 2018
Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and mathematics teachers
HMG Watt, PW Richardson, ZA Morris
Global perspectives on teacher motivation, 349-376, 2017
The practices of psychologists working in schools during COVID-19: A multi-country investigation.
A Reupert, GE Schaffer, A Von Hagen, KA Allen, E Berger, G BŁttner, ...
School Psychology, 2021
What Is Popular Is Not Always Right--Measuring Teacher Professional Behaviour.
ZA Morris, PW Richardson, HMG Watt
Australian Association for Research in Education (NJ1), 2012
Contemporary professional boundaries and their relationship with teacher and student well-being
ZA Morris
Routledge International Handbook of Social Psychology of the Classroom, 400-410, 2015
The Link Between Class Climate and Teacher and Student Emotions
B Becker-Kurz, ZA Morris
Routledge Handbooks Online, 2015
Ethical and competent practice in the online age
N Gamble, Z Morris
InPsych, 2014
From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context
R Hine, P Patrick, E Berger, Z Diamond, M Hammer, ZA Morris, C Fathers, ...
Teaching and Teacher Education 115, 103727, 2022
Teacher professional boundaries: online & offline
ZA Morris
Monash University. Faculty of Education, 2016
Informed Consent, Confidentiality, and Practitioner Disclosure in Therapeutic Work with Youth: A Systematic Review of Practitioners’ Perspectives
RE Thannhauser, ZA Morris, N Gamble
Adolescent Research Review, 2021
A systematic review of evidence-based wellbeing initiatives for schoolteachers and early childhood educators
E Berger, A Reupert, TCH Campbell, Z Morris, M Hammer, Z Diamond, ...
Educational Psychology Review, 1-51, 2022
COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice
A Reupert, D Greenfeld, F May, E Berger, ZA Morris, KA Allen, ...
School Psychology International 43 (3), 219-236, 2022
Integrated Child and Family Hub models for detecting and responding to family adversity: protocol for a mixed-methods evaluation in two sites
T Hall, S Goldfeld, H Loftus, S Honisett, H Liu, D De Souza, C Bailey, ...
BMJ open 12 (5), e055431, 2022
Consent and confidentiality: exploring the ethical challenges of working with young people
Z Morris, N Gamble
International School Psychology Association Annual Conference 2021, 2021
Ethical challenges of working with young people: considering perspectives on consent & confidentiality
Z Morris, N Gamble, O Cosgrave
International Congress of Psychology 2020+: Psychology in the 21st Century†…, 2021
Educator Care: Moving Beyond Self-care
A Reupert, P Patrick, E Berger, Z Morris, Z Diamond, R Hine
Monash University, 2021
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