Simone Volet  from Murdoch University in Perth Australia.
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(618) 9360 2119

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S.Volet@murdoch.edu.au

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    Professor Simone Volet
    DipEd, Lic ès Sciences de l'Education, PhD

    Professor of Educational Psychology

    About me

    Simone Volet is Professor (Emeritus) of Educational Psychology in the School of Education at Murdoch University in Perth, Australia. She was the Dean of Education from 2000 to 2003. She was awarded an Honorary Doctorate from the University of Turku, Finland in 2011.

    Simone was born and educated in Switzerland, completed a Licence ès sciences de l’éducation at the University of Geneva and a PhD at Murdoch University.

    Simone has been engaged in research on learning, motivation and cultural issues in higher education since the early 1990s and has been the Chief Investigator of many major projects funded by the Australian Research Council (Discovery, Linkage, and Large grants schemes) and the Australian National Training Authority.

    Most of her previous and continuous research is collaborative in nature, some projects with well known scholars in Finland, US and Germany, and others with Australian peers, postdoctoral fellows, and colleagues from other disciplines, including social psychology, sociology, information technology, computer science and veterinary sciences.

    Simone has extensive experience of supervising doctoral students and mentoring junior researchers locally and internationally, with a number of invitations to contribute to summer schools for junior researchers in Europe. A number of her doctoral students have completed their thesis by publication, under an apprenticeship model that involves joint publications, and guidance into the multi-faceted aspects of research and academic publishing.

    Simone had an on-going funded Visiting Professorship at the University of Turku, Fiinland between 2011-2016, which included extended visits every year for intensive collaborative work.  Since 2017 she is a Senior Fellow at the University of Turku, Finland, within continuous collaborative research and co-supervision of doctoral students.

    Research areas

    • Cognitive, motivational, emotional and social aspects of learning at university
    • Metacognitive, process-oriented pedagogical practices that foster the development of conceptual understanding and the integration of theory and practice
    • Self and social regulatory processes in productive learning with and from peers in academic, professional and clinical learning settings
    • Cultural transitions, two-way sociocultural adaptation and transformation by teachers and learners in culturally diverse environments, opportunities for enriched curricula and for the development of reciprocal understanding and intercultural identities
    • Internationalisation of higher education, social cohesion, and the significance of individual and contextual dimensions in students’ productive engagement in intercultural interactions and culturally mixed groups

    Some major contributions to theory include: a theoretical case for an integrative and concurrent conceptualization of regulatory constructs to explain adaptive learning in time-framed collaborative learning contexts; a multi-dimensional and multi-level cognitive-situative framework for understanding learning and motivation at the “experiential interface”, across contexts and cultural educational practices; and a situative framework combining the constructs of social regulation and content processing for the analysis of productive high-level co-regulation and co-construction of knowledge in collaborative learning. Her empirical work incorporates multiple data sources including observations, videos, interviews, focus groups, surveys, on-line questionnaires and various experience-sampling methods. One current interest is the development of analytical tools for the study of interpersonal regulation in small group learning interactions as they unfold in real time.

    Current projects

    Major projects

    • Advancing future primary teachers’ engagement in science inquiry learning, Australian Research Council Discovery Project Grant, 2015-2017, $300,900 (with Stephen Ritchie and Deborah Pino-Pasternak, Murdoch University, Marja Vauras, the University of Turku, Finland, and Ken Tobin, City University of New York, USA)
    • Productive co-regulation of learning at university: A situative perspective, Australian Research Council Discovery Project Grant, 2009-2011, $160,000
    • Fostering the development of intercultural confidence as an integral part of university education, Australian Research Council Discovery Project Grant, 2009-2011, $140,000 (with Professor Farida Fozdar, University of Western Australia)

    Other projects

    • A critical analysis of research methodologies and analytical tools for the study of the interactive and dynamic nature of interpersonal regulation of learning (collaborative project with Professor Marja Vauras, University of Turku, Finland and Dr Deborah Pino-Pasternak, Murdoch University)
    • Developing preservice teachers’ beliefs about active learning to enhance classroom motivation (collaborative project with Dr Caroline Mansfield, Murdoch University)
    • Exploring university teaching as emotional practice (collaborative project with Dr Gerda Hagenauer, The University of Salzburg, Austria).

    Awards and grants

    Awards

    • Lifetime Achievement Recognition award from the Special Interest Group (SIG) Motivation and Emotion of the European Association for Research on Learning and Instruction, 2018
    • University of Turku, Finland, Honorary doctorate, “in recognition of her international contribution to education science, especially in the study of educational psychology”, 2011
    • Murdoch University Vice-Chancellor’s Excellence in Research Award, 2008
    • European Association for Research on Learning and Instruction (EARLI), First author of the journal article which received the inaugural “Outstanding Publication Award”, 1997
    • Western Australian Institute for Educational Research, Early Career Award, 1990

    National Competitive Research Grants

    • Advancing future primary teachers’ engagement in science inquiry learning, Australian Research Council Discovery Project Grant, 2015-2017, $300,900 (with Stephen Ritchie, and Deborah Pino-Pasternak, Murdoch University, Marja Vauras, the University of Turku, Finland, and Ken Tobin, City University of New York, USA).
    • Productive co-regulation of learning at university: A situative perspective, Australian Research Council Discovery Project Grant, 2009-2011, $160,000
    • Fostering the development of intercultural confidence as an integral part of university education, Australian Research Council Discovery Project Grant, 2009-2011, $140,000 (with Farida Fozdar, Murdoch University, then University of Western Australia)
    • Internationalisation of higher education: Sociocultural dynamics of group learning, Australian Research Council Discovery Project Grant, 2006-2008, $189,000
    • Production challenges in the on-line learning environment, Australian Research Council Linkage Grant, 2002-2004 in collaboration with the ABC, $107,000 (with Gail Phillips, Dorit Maor and Suellen Tapsall).
    • Face-to-face electronically mediated interactions, Australian Research Council Small Grant, 1999, $9,500 (with Chris Lund, Murdoch University)
    • Barriers to the effective use of online tertiary courses by first time users, Australian Research Council Small Grant, 1999, $14,000 (with Chris Lund, Murdoch University)
    • Linking organisational change, learning opportunities and quality, Australian National Training Authority, 1997, $42,500
    • The adaptation of students from South-east Asia to undergraduate university study in Australia, Australian Research Council Large Grant, 1995-1997, $74,000 (with Peter Renshaw, University of Queensland)
    • Developing competence through innovative work-based learning processes and practices, Australian National Training Authority, 1996, $76,249.
    • Asia literacy in the Vocational Education and Training sector, Australian National Training Authority, 1995-1996, $58,000 (with Don Smart, Murdoch University)
    • From learning to coping: Understanding and improving TAFE overseas student learning. Australian Research Council Grant (Collaboration with Industry), 1993-1994, $67,900
    • Describing and improving the academic study of overseas students through the application of an interactive model of learning, Australian Research Council Small Grant, 1991-1992, $25,500 (with Peter Renshaw, Murdoch University)

    Events and speaking engagements

    Invited as a keynote speaker at numerous international conferences in Europe (Finland, Germany, Greece, Italy, Sweden, Switzerland and UK), South-east Asia (Malaysia, Singapore and Thailand) and Australia. Topics have included intercultural issues and the internationalisation of higher education, as well as conceptual and methodological developments in the study of learning, motivation, emotions and conceptual understanding in collaborative academic and clinical settings.

    Professional and community service

    Editor

    • Educational Research Review, 2014 -

    Member of Journal Editorial Boards

    • Learning and Instruction, 1995 – (Associate Editor 1999-2006)
    • Metacognition and Learning, 2012 -
    • Empirical Research in Vocational Education and Training, 2008-
    • Applied Psychology: An International Review, 2003-2009
    • Australian Journal of Educational and Developmental Psychology, 2000 –

    Ad hoc reviewer

    Educational Psychologist (US), Cognition and Instruction, Handbook of Psychology, British Journal of Educational Psychology, European Journal of Psychology and Education, Higher Education, Educational Research Evaluation, Educational Research Review, Studies in Higher Education, International Journal of Intercultural Relations, Journal of Studies in International Education, Higher Education Research and Development, Asia Pacific Journal of Education, Asia Pacific Journal of Teacher Education and Development, Journal of Veterinary Medical Education, Australian Educational Researcher, Australian Vocational Education Review.

    Other professional service

    • President of the Educational and School Psychology Division of the International Association of Applied Psychology, 2002 to 2006
    • Coordinator of the Special Interest Group Motivation and Emotion of the European Association for Research on Learning and Instruction, 2001-2005.
    • Member, International Advisory Board, of a national research program on supporting learning strategies in vocational education, funded by the Swiss Federal Government’s Department of Economics, 2004-2006.
    • International expert assessor of large-scale research grant applications for a number of national and international scientific funding bodies, including:
      • Australian Research Council
      • US National Science Foundation
      • European Science Foundation
      • Singapore National Institute of Education
      • Swiss Federal Institute for Vocational Education and Training Research
      • Academy of Finland (Chair of the Education panel of the Academy in 2010).
    • External observer and commentator at the Annual meeting of the Swiss Federal Institute of Vocational and Professional Education research, 2010
    • Contribution (by invitation) as a lecturer, facilitator and mentor to a number of week-long international summer schools or seminars for doctoral students in Europe, including: 1st Summer School on Motivation, SIG Motivation/ EARLI, Landau, Germany; Summer School on Self-directed learning, Dutch Centre for Educational Research, Crete; Doctoral seminar on Motivation, Francophone Swiss Universities, Fribourg, Switzerland; 2nd Summer School on Motivation, SIG Motivation/ EARLI, Turku, Finland; Advanced seminar on Educational Reconstruction, University of Oldenburg, Germany.

     

    Doctoral and masters supervisions

    Doctoral theses completed under my supervision

    • Ding, Xing Fu (PhD) A comparative study of macro and micro aspects of distance education (Australia and China), (Associate supervisor) 1996
    • MacCallum, Judy (PhD) Motivational change in transition contexts (Main supervisor), 1997
    • Myers, Kerris (PhD) Schizophrenia: From the inside looking out (Main supervisor), 1999
    • Rosengren, Julie (EdD) Change in attitudes and behaviours towards learning in the workplace (Main supervisor), 2001
    • Bell, Joyce (EdD) Cross-cultural aspects of reading practices: A longitudinal study of Thai and Indian/Bangladeshi postgraduate students’ metacognitive and framing abilities when reading at an Australian university (Main supervisor), 2002
    • Meerwald, Agnes (PhD) Chineseness at the crossroads: Negotiations of Chineseness and the politics of liminality in diasporic Chinese women’s lives in Australia (Associate supervisor), 2002
    • Beltman, Susan (PhD) Motivation of high-achieving athletes and musicians: A person-context perspective (Main supervisor), 2005
    • Pearce, Jane (PhD) Teacher identity in university classrooms: Reflexitivity and professional learning (Associate supervisor), 2005
    • Ahmad, Ashri (EdD) Quality assurance of the assessment process in Brunei Darussalam Vocational and Technical education: Stakeholders’ perceptions and future challenges (Main supervisor), 2007
    • Ujitani, Eiko (EdD) Intercultural relational development between Australian students and host Japanese students: A longitudinal study of students’ socio-emotional experiences and interpretations (Main supervisor), 2007
    • Chandra Julia. (PhD) A Vygotskian perspective on promoting critical thinking in young children through mother-child interactions (Associate supervisor), 2008
    • Le Clus, Megan (PhD) Affordances and constraints on informal learning in the workplace: A sociocultural perspective (Main supervisor), 2008
    • Turner, Marianne (PhD) Adult South Sudanese students in Australia: A systemic approach to the investigation of participation in cross-cultural learning (Associate supervisor), 2008
    • Kimmel, Karen (PhD) University students’ intercultural interactions and attitudes: A person-in-multiple-contexts perspective (Main supervisor), 2010
    • Glaister, Karen (PhD) A Biopsychosocial model of diabetes self-management: Mediators and moderators (Main supervisor), 2012
    • Whitsed, Craig (PhD) Standing in the Genkan: Adjunct foreign English language teachers in the Japanese higher education internationalisation context (Main supervisor), 2012
    • Lewis, Elaine (PhD) Impact of education for sustainability at a Montessori primary school: From silos to systems thinking (Associate supervisor), 2012
    • Hecimovich, Mark (PhD) Insight into the development of professional self-confidence in health education: a multi-method study involving the development of two original scales grounded in the Rasch measurement model (Main supervisor), 2012
    • Tsedendamba, Naranchimeg (PhD) Learning and living in English (Associate supervisor), 2013
    • Khosa, Deep (PhD) Processes of metacognitive regulation and knowledge co-construction in case-based collaborative learning at university (Main supervisor), 2014
    • Colvin, Cassandra (PhD) Exploring intercultural interactions on a university campus through the lens of a local student: a multi-dimensional, multi-theoretical analysis (Main supervisor), 2016
    • Suprawati, Nimas (PhD) Stories for primary-aged Indonesian students and their potential to introduce children to the importance of effort toward challenges (Associate supervisor), 2019
    At the University of Turku, Finland: Doctoral theses completed with my co-supervision 

    • Iiskala, Tuike (PhD) Socially shared metacognitive regulation during collaborative learning processes in students dyads and small groups (co-supervisor), 2015.
    • Kajamies, Anu (PhD) Towards optimal scaffolding of low-achievers’ learning: Combining intertwined, dynamic and multi-domain perspectives (co-supervisor), 2017.
    • Jiang, Jingwen (PhD) Support for student psychological needs: Intertwined with teacher emotions and beliefs (co-supervisor), 2019.

    Masters dissertations completed under my supervision

    • Glaister, K. (1998) Developing competence in dosage calculations: An evaluation of computerised and traditional learning approaches.
    • Hull, E. (1997) Student workers: Learning and earning.
    • Lorrimar, J. (1997) Teamwork and workteam at TAFE: Providing the keystone for building a post-entrepreneurial organisation.
    • Cordingley, A. (1996) Self-regulation of learning and achievement of nursing students
    • Pemberton, M. (1996) Independence through metacognition: A strategies based approach.
    • Mangan, M. (1996) Rice ecosystem concepts of Chinese farmers before and after farmer field school training
    • Smith, J. (1995) Generating positive attitudes towards science: Impact of various visit formats at Scitech.
    • Moorcroft, G. (1994) Adult students’ approaches to learning in a non-tertiary vocational programme
    • Slater, P. (1994) Registered nurses’ perceptions of caring.
    • Temperley, K. (1994) Teaching the experts to teach the novices in a nursing context
    • Allen, L. (1992) Facilitating metacognitive awareness in early childhood: A classroom intervention with year one children.
    • Horsfall, K. (1992)  Preceptorship in nursing.
    • Millsteed, J. (1991) Factors affecting job enrichment and professional competence in occupational therapy
    • MacGill, J. (1990) The reciprocal teaching of self-regulatory strategies for second-language writing

    Current doctoral supervision

    • Understanding the complexities of intercultural relationship development: A socio-ecological exploration at Japanese universities
    • First-year university students’ small group work and inter-personal affect

    At the University of Turku, Finland, current doctoral co-supervision

    • Emotions in virtual collaborative science learning environments
    • Participatory roles in virtual collaborative science learning

    Publications

    Most of my publications can be accessed directly via Murdoch University research repository: http://researchrepository.murdoch.edu.au/view/author/Volet,_Simone.html

    Books

    • Volet, S. & Vauras, M. (Eds). (2013). Interpersonal regulation of learning and motivation: Methodological advances. EARLI Series, New perspectives on learning and instruction. London: Routledge.
    • Volet, S.E. & Järvelä, S. (Eds).  (2001).  Motivation in learning contexts: Theoretical advances and methodological implications.  EARLI Series, Advances in Learning and Instruction.  London/New-York: Elsevier.

    Guest editorships

    • Latest developments in research on multiple goals in learning and workplace contexts. Special Issue, Applied Psychology: An international Review, 61(4), 2012 (with Marold Wosnitza).
    • Motivation and learning in multiple contexts. Special Issue, European Journal of Psychology of Education, 27(2), 2012 (with Karen Kimmel).
    • Feelings and emotions in the learning process. Special Issue, Learning and Instruction, 15 (5), 2005 (with Anastasia Efklides).
    • Looking for motivation in context: New methods and empirical evidence. Special Issue, European Psychologist, 9(4), 2004 (with Sanna Järvelä).
    • Learning and motivation in higher education: Cross-cultural issues and multiple perspectives.  Special Issue, Asia-Pacific Journal of Education, 19(2), 1999.
    • Process-oriented instruction: Improving student learning.  Special Issue of the European Journal of Psychology of Education, 10(4), 1995 (with Frank de Jong).

    Book chapters

    Vauras, M., Volet, S., & Nolen, S. (2019). Supporting motivation in collaborative learning: Challenges in the face of an uncertain future. In E. Gonida & M. Lemos (Eds), Motivation in education at a time of global change: Theory, research and implications for practice.Series, Advances in motivation and achievement (vol. 20) (pp.187-203). New York: Emerald.

    Volet, S. E. (2015).  On the articulation of training and work: Insights from Francophone research traditions. In L. Filliettaz & S. Billett (Eds). Francophone perpectives of learning through work (pp. 323-345). Dordrecht: Springer.

    Vauras, S., & Volet, S.E. (2013). The study of interpersonal regulation in learning challenges the research methodology. In S. Volet & M. Vauras (Eds). Interpersonal regulation of learning and motivation: Methodological advances (pp. 1-13). London: Routledge.

    Volet, S., & Summers, M. (2013). Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies. In S. Volet & M. Vauras (Eds).Interpersonal regulation of learning and motivation: Methodological advances (pp. 204-220). London: Routledge.

    Volet, S.E. Vauras, M., Khosa, D., & Iisakala, T. (2013). Metacognitive regulation in collaborative learning: Theoretical advances and methodological contextualizations. In S. Volet & M. Vauras (Eds). Interpersonal regulation of learning and motivation: Methodological advances (pp. 67-101). London: Routledge.

    Volet, S. E. & Jones, C. (2012). Cultural transitions in higher education: Individual adaptation, transformation and engagement. In S. Karabenick & T. Urdan (Eds). Advances in Achievement and Motivation Series (Vol. 17): Transitions across schools and cultures (pp. 237-279).  Bingley, UK: Emerald.

    Kimmel, K. & Volet, S.E. (2010). Culture in motivation research: A challenging and enriching contribution. In E. Baker, Peterson & B. McGaw (Eds). International Encyclopedia of Education (Vol. 6) (pp. 576-584). Elsevier.

    Wosnitza, M. & Volet, S.E. (2009). A framework for personal content goals in social learning contexts. In M. Wosnitza, S.A. Karabenick, A. Efklides & P. Nenniger (Eds.). Contemporary motivation research: From global to local perspectives. (pp.49-67).  Göttingen and New York: Hogrefe  & Huber.

    Volet, S.E. & Karabenick, S. (2006). Help-seeking in cultural context.  In S. Karabenick & R. Newman (Eds). Help seeking in academic settings: Goals, groups and contexts. (pp. 117-150). Mahwah, NJ: Erlbaum.

    Volet, S.E. (2004). Understanding learning and motivation in context: What do alternative research traditions have to offer? In M. Wosnitza, A. Frey & R. S. Jäger  (Eds.) Lernprozess, Lernumgebung und Lerndiagnostik. Wissenschaftliche Beitrage zum Lernen im 21 Jahrhundert. [Learning Process, Learning Environment and Learning Diagnostics. Scientific contributions to Learning in the 21st century]. (pp. 276-293). Landau: VEP.

    Volet, S.E. (2004). Challenges of internationalisation: Enhancing intercultural competence and skills for critical reflection on the situated and non-neutral nature of knowledge. In P. Zeegers & K.Dellar-Evans (Eds). Language & Academic Skills in Higher Education (Vol. 6) (pp.1-10). Adelaide: Flinders University.

    Volet, S.E. (2001). Emerging trends in recent research on motivation in context.  In S.E. Volet & S. Järvelä (Eds).  Motivation in learning contexts:  Theoretical advances and methodological implications(pp 319-334)  London, UK: Elsevier.

    Volet, S.E. (2001).  Learning and motivation in context: A multi-dimensional and multi-level, cognitive-situative perspective.  In S.E. Volet & S. Järvelä (Eds).  Motivation in learning contexts:  Theoretical advances and methodological implications(pp 57-82)  London, UK: Elsevier.

    Volet, S.E. (2001).  Significance of cultural and motivational variables on students’ appraisals of group work.  In F. Salili, C.Y. Chiu, & Y.Y. Hong (Eds). Student Motivation: The Culture and Context of Learning (ch15) (pp. 309-334).  New York: Plenum.

    Van Houlters, B., Simons, P. & Volet, S.E. (2000).  Learning to learn: Active independent learning. In  P.R.J. Simons, J.L. Van der Linden & T.M. Duffy (Eds).  New Learning (pp. 21-36).  Dordrecht: Kluwer.

    Volet, S.E. (1999). Motivation within and across cultural-educational contexts: A multi-dimensional perspective.   In T. Urdan (Ed). Advances in motivation and achievement (vol.11) (pp. 185-231).   Greenwich, Connecticut: JAI Press.

    Volet, S.E. (1999).  Internationalisation of higher education: Opportunities for intercultural development of Chinese and Australian students.  In J. Lu (Ed.) Education of the Chinese: The global prospect of national cultural tradition. (pp240-256). Nanjing: Nanjing University Press.

    Volet, S.E. (1997).  Directions and strategies for internationalising the curriculum.  In M. Berrell & K. Kachar (Eds.), Internationalizing Malaysian higher education: Towards Vision 2020 (pp. 16-30), Kuala Lumpur, Malaysia: YPM publication.

    Volet, S. E. (1997).  Internationalisation of Higher Education:  Staff and students academic and social adjustments. In M. Berrell & K. Kachar (Eds.), Internationalizing Malaysian higher education: Towards Vision 2020 (pp. 31-41), Kuala Lumpur, Malaysia: YPM publication.

    Volet, S. E. & Renshaw, P. D.  (1996).  Chinese students at an Australian university: Adaptability and continuity. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences.  (pp.205-220). CERC The University of Hong Kong/ACER.

    Volet, S.E.  (1993). The significance of cognitive and affective processes in adult literacy learning. In S. McConnell & A. Treloar (Eds.), Voices of Experience:  A Professional Development Package for Adult and Workplace Literacy Teachers. (pp.48-57)  Melbourne:  DEET.

    Lawrence, J.A. & Volet, S.E.  (1991).  The Significance and function of students’ goals:  Adjustment in academic study.  In L. Oppenheimer & J. Valsiner (Eds.), The origins of action:  Interdisciplinary and international perspectives, (pp.133-157)  New York:  Springer-Verlag.

    Volet, S.E. & Renshaw, P.  (1990).  The significance of metacognitive assessment for university students’ learning.  In M. Bezzina & J. Butcher (Eds.), The changing face of professional education (pp. 897-903) Sydney:  AARE.

    Volet, S.E. & Lawrence, J.A.  (1989).  Goals in the adaptive learning of university students.  In H. Mandl, E. de Corte, N. Bennett, & H.F. Friedrich (Eds.), Learning and instruction:  European research in an international context:  Volumes II & III, (pp.497-516)  Oxford: Pergamon.

    Volet, S.E., Lawrence, J.A. & Dodds, A.E.  (1986).  Adolescents organisational strategies for planning errands.  In C. Pratt, A. Garton, W. Tunmer & A. Nesdale, Research Issues in Child Development, (pp.69-77) Sydney:  Allen & Unwin.

    Lawrence, J.A., Volet, S.E., Dodds, A.E. & McGaw, B.  (1985).  “You tell me your theory and I’ll tell you mine.”  Students’ and instructors’ representations of problems.  In D. Boud (Ed.), Problem-Based Learning in Education for the Profession, (pp.221-228) Sydney: HERDSA.

    Refereed journal articles

    Suprawati, N., Volet, S. & Pino-Pasternak, D. (2020). How effort towards challenge is depicted for young children: An Indonesian study. Asia Pacific Education ReviewDOI.org/10.1007/s12564-020-09627-z.

    Heinimäki, O-P., Volet, S. & Vauras, M. & (2020). Core and activity specific functional participatory roles in collaborative science learning.  Frontline LearningResearch,8(2), 65-89. DOI: 10.14786/flr.v8i2.469.

    Kudo, K., Volet, S.E. & Whitsed, C. (2020). Intercultural relationship development and institutional internationalisation: A qualitative investigation based on a three-stage ecological and person-in-context conceptual framework. Higher Education. DOI.org/10.1007/s10734-020-00523-4.

    Pietarinen, T., Volet, S., Lehtinen, E., & Vauras, M. (2020). Affect in peer group learning during virtual science inquiry: Insights from self-reports and video observations.  Frontiers in Psychology – section Educational Psychology. DOI.org/10.3389/fpsyg.2019.02981.

    Pino-Pasternak, D. & Volet, S. (2020). Starting and staying strong: Pre-service primary teachers’ attitudinal profiles towards science learning and their outcomes in an introductory science unit. Special Issue on Quantitative methodology and analysis for survey research in education, of the Australian Educational Researcher. DOI: 10.1007/s13384-019-00372-w.

    Jiang, J., Vauras, M., Volet, S., & Salo, A-E. (2019). Teacher beliefs and emotion expression in light of support for student psychological needs: A qualitative study. Education Sciences, 9(2), 68. DOI:10.3390/educsci9020068.

    Jiang, J., Vauras, M., Volet, S., Salo, A-E., & Kajamies, A. (2019). Autonomy-supportive and controlling teaching in the classroom: A video-based case study.  Education Sciences, 9, 229DOI:10.3390/educsci9030229

    Koretsky, M., Vauras, M., Jones, C., Iiskala, T. & Volet, S. (2019). Productive disciplinary engagement in high- and low-outcome student groups: Observations from three collaborative science learning contexts. Research in Science Education. DOI: 10.1007/s11165-019-9838-8.

    Kudo, K., Volet, S., & Whitsed, C. (2019). Development of intercultural relationships at university: A three-stage ecological and person-in-context conceptual framework. Higher Education, 7, 473-489. DOI: 10.1007/s10734-018-0283-9

    Pietarinen, T., Vauras, M., Laakkonen, E., Kinnunen, R., & Volet, S. (2019). High school students’ perceptions of affect and collaboration during virtual science inquiry learning. Journal of Computer Assisted Learning, 35(3), 334-348. DOI: 10.1111/jcal.12334.

    Volet, S., Jones, C. & Vauras, M. (2019). Attitude-, group- and activity-related differences in the quality of preservice teacher students’ engagement in collaborative science learning. Learning and Individual Differences, 73, 79-91DOI.org/10.1016/j.lindif.2019.05.002.

    Volet, S., Seghezzi, C., & Ritchie, S. (2019). Positive emotions in student-led collaborative science activities: Relating types and sources of emotions to engagement in learning. Studies in Higher Education, 44(10), 1734-1746. DOI:10.1080/03075079.2019.1665314.

    Pino-Pasternak, D., & Volet, S. (2018). Evolution of pre-service teachers’ attitudes towards learning science during an introductory science course. International Journal of Science Education. DOI: 10.1080/09500693.2018.1485421.

    Yang, Y., Volet, S., & Mansfield, C. (2018). Chinese doctoral students: Motivations and influences in Chinese doctoral students’ decision for STEM study abroad.  Educational Studies, 44(3), 264-278. DOI: 10.1080/03055698.2017.1347498.

    Kudo, K., Volet, S., & Whitsed, C.  (2017). Intercultural relationship development at university: A systematic literature review from an ecological and person-in-context perspective. Educational Research Review.20, 99-116.  DOI.org/10.1016/j.edurev.2017.01.001

    Volet, S., Vauras, M., Salo, A-E., & Khosa, D. (2017). Individual contributions in student-led collaborative learning: Insights from two analytical approaches to explain the quality of group outcome. Learning and Individual Differences, 53, 79-92. DOI.org/10.1016/j.lindif.2016.11.006

    Fozdar, F. & Volet, S.E. (2016). Cultural identification and orientations to cross-cultural mixing on an Australian university campus.  Journal of Intercultural Studies, 37(1), 51-68. DOI: 10.1080/07256868.2015.1119674

    Hagenauer G., Gläser-Zikuda, M., & Volet, S. (2016). University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts.  Frontline Learning Research, 4(3), 60-91. 

    Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Students’ perceptions of teachers’ emotions and teachers’ emotion regulation strategies. Teaching and Teacher Education, 54, 22-31. DOI.org/10.1016?j.tate.2015.11.008

    Colvin, C., Fozdar, & Volet, S.E. (2015) Intercultural interactions of mono-cultural, mono-lingual local students in small group learning activities: A Bourdieusian analysis. British Journal of Sociology of Education, 36(3), 414-433. DOI.org/10.1080/01425692.2013.823834.

    Hagenauer, G., Hascher, T., & Volet, S. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal dimension of the teacher-student relationship. European Journal of Educational Psychology, 30(4), 385-403DOI 10.1007/s10212-015-0250-0

    Iiskala, T., Volet, S.E., Lehtinen, E., & Vauras, M. (2015). The emergence of socially shared metacognitive regulation and students’ participation in asynchronous Computer Supported Collaborative Learning. Frontline Learning Research, 3(1), 77-111. DOI: hhtp://dx.doi.org/10.14786/flr.v3il.159.

    Colvin, C., & Volet, S.E. (2014). Scrutinizing local students’ accounts of positive intercultural interactions: A multidimensional analysis.  International Journal of Intercultural Relations, 42, 77-92.  DOI.org/10.1016/j.ijintrel.2014.06.004

    Colvin, C., Volet S, & Fozdar, F. (2014). Local university students and intercultural interactions: Conceptualising culture, seeing diversity and experiencing interactions. Higher Education Research and Development, 33(3), 440-455. DOI.org/10/1080/07294360.2013.841642.

    Hagenauer, G., & Volet, S.E. (2014). ‘I don’t hide my feelings even though I try to’: Insight into teacher emotion display at the university level.  Australian Education Researcher, 41(3), 261-281. DOI 10.1007/s13384-013-0129-5.

    Hagenauer, G., & Volet, S.E. (2014). “I don’t think I could, you know, just teach without any emotion”: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240-262. DOI:10.1080/02671522.2012.754929.

    Hagenauer, G., & Volet, S.E. (2014). Student-teacher relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3), 370-388. DOI.org/10.1080/03054985.2014.921613.

    Hecimovich, M., & Volet, S. E. (2014). Simulated learning in musculoskeletal assessment and rehabilitation education: Exploring its benefits on skills and confidence development, as well as motivation for future learning. BMC Medical Education, 14:253. DOI:10.1186/s12909-014-0253-6.

    Hecimovich, M., Styles, I. & Volet, S.E. (2014). Development and psychometric evaluation of scales to measure professional confidence in manual medicine: A Rasch measurement approach.  BMC Research Notes, 7:338. DOI:10.1186/1756-0500-7-338

    Khosa, D. & Volet, S.E. (2014). Cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in conceptual understanding? Metacognition and Learning, 9(3), 287-307. DOI.10.1007/s11409-014-9117-z.

    Khosa, D., Volet, S. & Bolton, J. (2014). Clinical case-based learning in health sciences: Analysis of collaborative concept mapping processes and reflections. Journal of Veterinary Medical Education,  41(4), 406-417. DOI: 10.3138/jvme.0314-035R1.

    Manfield, C., & Volet, S.E. (2014).  Impact of structured group activities on pre-service teachers’ beliefs about classroom motivation: An exploratory study.  Journal of Education for Teaching, 40(2), 155-172. DOI:10.1080/02607476.2013.869967.

    Wosnitza, M, & Volet, S.E. (2014). Trajectories of change in university students’ general views of group work following one single group assignment: Significance of instructional context and multi-dimensional aspects of experience. European Journal of Psychology of Education. 29(1), 101-115. DOI 10.1007/s10212-013-0189-y.

    Bennett, R.J., Volet, S.E., & Fozdar, F.E. (2013). Case study of a regretfully unusual pair: Exploration of possibilities and limitations of an international-domestic friendship at an Australian University.  Journal of Studies in International Education. 17(5), 533-552. DOI:10.1177/1028315312474937.

    Khosa, D., & Volet, S.E. (2013). Promoting effective collaborative case-based learning at university: A metacognitive intervention. Studies in Higher Education, 38(6), 870-889.  DOI:10.1080/03075079.2011.604409.

    Järvenoja, H., Volet, S.E., & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31-58.

    Tempelaar, D.T., Wosnitza M., Volet, S.E., Rienties, B., Giesbers, B., Gijselaers, W.H. & Schim van der Loeff, S. (2013). The role of self and social directed goals in a problem-based, collaborative learning context. Higher Education, 66(2), 253-267. DOI 10.1007/s/10734-012-9602-8.

    Volet, S., (2013). Extending, broadening and rethinking research on transfer of training. Educational Research Review, 8(1), 90-95.

    Warburton, N. & Volet, S. (2013). Enhancing self-directed learning through a content quiz group learning assignment.  Active Learning in Higher Education, 14(1), 9-22.  DOI:10.1177/1469787412467126

    Whitsed, C. & Volet, S.E. (2013). Positioning foreign English language teachers in the Japanese university context. Teachers and Teaching: Theory and Practice, 19 (6), 717-735 doi.org/10/1080/13540602.2013.827459

    D’Alessandro, S., & Volet, S.E. (2012). Balancing work with study: Impact on marketing students’ experience of group work. Journal of Marketing Education, 34(1), 96-107.

    Fozdar, F. & Volet, S.E. (2012). Intercultural learning among Community Development students: Positive attitudes, ambivalent experiences. Community Development, 43(3), 361-378.

    Hecimovich, M., & Volet, S.E. (2012). Tracing the evolution of students’ confidence in clinical and patient communication skills during a clinical internship: A multi-methods study. BMC Medical Education, 12(42).

    Kimmel, K. & Volet, S.E. (2012). Understanding motivation, engagement and experiences of intercultural interactions at university: A person-in-multiple contexts perspective. European Journal of Psychology of Education, 27(2), 227-245.

    Kimmel, K. & Volet, S.E. (2012). University students’ perceptions of and attitudes towards culturally diverse group work: Does context matter?  Journal of Studies in International Education, 16(2), 157-181.

    Volet, S.E. & Ang, G. (2012).  Culturally mixed groups on international campuses: An opportunity for intercultural learning. Higher Education Research & Development, 31(1), 21-37.

    Volet, S.E. & Kimmel, K. (2012). Editorial introduction: Motivation and learning in multiple contexts. European Journal of Psychology of Education, 27(2), 155-160.

    Wosnitza, M., & Volet, S.E. (2012). Editorial introduction: Multiple goals in learning contexts. Applied Psychology: An International Review, 61(4), 513-519.

    Wosnitza, M., & Volet, S.E. (2012). Group heterogeneity and homogeneity in personal content goals for a group learning activity: Impact on individual appraisals. Applied Psychology: An International Review. 61(4), 585-604.  

    Hecimovich, M. & Volet, S.E. (2011). Fostering the development of professional confidence in health care students: A review of learning opportunities. Health Education, 111(3), 177-197.

    Mills, J., Volet, S. & Fozdar, F. (2011). Cultural Awareness in Veterinary Practice: Student perceptions. Journal of Veterinary Medical Education, 38(3), 288-297.

    Whitsed, C. & Volet, S. (2011). Fostering the intercultural aspects of internationalization in higher education: Metaphors and challenges in the Japanese context. Journal of Studies in International Education, 15(2), 146-170.

    Järvelä, S, Volet, S.E. & Järvenoja, H.  (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.

    Khosa, D.K., Volet, S.E. & Bolton, J.R. (2010). An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.  Journal of Veterinary Medical Education, 37(4), 368-375.

    Kimmel, K. & Volet, S. (2010). Significance of context in students’ (meta)cognitions related to group work: A multi-layered, multidimensional and cultural approach. Learning and Instruction, (6), 449-464.

    Mansfield, C. & Volet, S. (2010). Developing conceptions about classroom motivation: Journeys of student teachers. Teaching and Teacher Education, 26, 1404-1415.

    Summers, M., & Volet, S.E. (2010). Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports. European Journal of Psychology of Education, 25(4), 473-492.

    Volet, S.E,, Vauras, M.,  & Salonen, P.  (2009). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.

    Hecimovich, M. & Volet, S. (2009). The importance of building confidence in patient communication and clinical skills among chiropractic students: A literature review. The Journal of Chiropractic Education, 23(2), 151-164.

    Raidal, S. & Volet, S.E. (2009). Preclinical students’ predispositions towards social forms of instruction and self-directed learning: A challenge for the development of autonomous and collaborative learners. Higher Education, 57(5), 577-596.

    Thurman, J., Volet, S. & Bolton, J. (2009). Collaborative, case-based learning: How do students actually learn from each other? Journal of Veterinary Medical Education, 36(3), 297-304.

    Volet, S.E., Summers, M., & Thurman, J. (2009) High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19, 128-143.

    Ujitani, E., & Volet, S.E. (2008). Socio-emotional challenges in international education: Insight into reciprocal understanding and intercultural relational development. Journal of Research in International Education, 7(3), 277-301.

    Summers, M. & Volet, S.E.  (2008). Students’ attitudes towards culturally mixed groups on international campuses: Impact of participation in diverse and non-diverse groups. Studies in Higher Education. 33(4), 357-370.

    Beltman, S. & Volet, S.E. (2007). Exploring the complex and dynamic nature of sustained motivation. European Psychologist, (12), 314-323.

    Maor D. & Volet, S.E. (2007). Interactivity in professional online learning: A review of research-based studies. Australasian Journal of Educational Technology, 23(2), 269-290.

    Maor, D. & Volet, S.E. (2007). Engagement in professional development courses offered online: A situated analysis of media professionals who did not make it. International Journal on E-Learning, 6(1), 95-117.

    Volet, S.E. & Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education, Research and Development, 25(4), 341-356.

    Efklides, A. & Volet, S. (2005). Emotional experiences during learning: Multiple, situated and dynamic. Learning and Instruction, 15(5), 377-380.

    Wosnitza, M., & Volet, S.E. (2005).  Origin, direction and impact of emotions in social online learning. Learning and Instruction, 15(5), 446-463.

    Järvelä, S. & Volet, S.E. (2004). Motivation in real-life, dynamic and interactive learning environments: Stretching constructs and methodologies. European Psychologist, 9(4), 193-197.

    Volet, S.E. & Wosnitza, M. (2004).  Social affordances and students’ engagement in cross-national online learning: An exploratory study. Journal of Research in International Education, 3(1), 5-29.

    Volet, S.E. (2001). Emerging trends in recent research on motivation in context.  In S.E. Volet & S. Järvelä (Eds).  Motivation in learning contexts:  Theoretical advances and methodological implications(pp 319-334)  London, UK: Elsevier.

    Volet, S.E.  (1999).  Learning across cultures: Appropriateness of knowledge transfer. International Journal of Educational Research, 31(7), 625-643.

    Volet, S.E. (1999). Cultural and multicultural perspectives on learning and motivation. Asia Pacific Journal of Education, 19(2), 9-14

    Volet, S.E. & Tan-Quigley, A. (1999) Interactions of South-east Asian students and administrative staff at university in Australia: The significance of reciprocal understanding.  Journal of Higher Education Policy and Management, 21(3), 95-115.

    Cordingley, A., Lai, Y.C., Pemberton, M. Smith, J., & Volet, S.E. (1998).  Regulation of learning in vocational education: An exploratory study.  Issues in Educational Research. 8(1), 15-32.

    Volet, S.E. & Ang, G. (1998).  Culturally mixed groups on international campuses: An opportunity for intercultural learning. Higher Education Research & Development, 17(1), 5-23.

    Volet, S. E. (1997). Cognitive and affective variables in academic learning: The significance of direction and effort in students’ goals.  Learning and Instruction, 7(3) 235-254.

    Chalmers, D. & Volet, S.E. (1997).  Common misconceptions about students from South-east Asia students studying in Australia. Higher Education Research & Development, 16(1), 87-99.

    McGill, T.J. & Volet, S.E.  (1997).  A conceptual framework for analysing students’ knowledge of the various components of programming.  Journal of Research on Computing in Education, 29(3) 276-297.

    McGill, T.J., Volet, S.E. & Hobbs, V.J. (1997) Studying Computer Programming Externally: Who Succeeds?  Distance Education, 18(2), 236-256.

    Mann, C. & Volet, S. E. (1996). Note-taking strategies for improving the quality of Year 7 summaries of expository materials.  The Australian Journal of Language and Literacy,19(3), 198-210.

    Rowland, F. & Volet, S.E.  (1996). Self-direction in community learning: A case study.  Australian Journal of Adult and Community Education, 36(2) 89-102.

    Volet, S. E. (1995).  Process-oriented instruction: A discussion.  European Journal of Educational Psychology, 10(4), 449-459.

    Volet, S.E. & Renshaw, P.D. (1995).  Cross-cultural differences in university students’ goals and perceptions of study settings for achieving goals.  Higher Education, 30(4), 407-433. 

    Volet, S.E., McGill, T.J. & Pears, H.E.  (1995).  Implementing process-based instruction in regular university teaching: Conceptual, methodological and practical issues.  The European Journal of Educational Psychology, 10(4) 385-400.

    McGill, T. J. & Volet, S. E. (1995). An investigation of the relationship between student algorithm quality and program quality.  SIGSE Bulletin, 27(2) 44-48

    Renshaw, P.D. & Volet, S.E. (1995).  South-East Asian students at Australian universities: A reappraisal of their tutorial participation and approach to study. Australian Educational Researcher, 22(2) 85-106.

    Volet, S.E. & Lund, C.P.  (1994).  Metacognitive instruction in introductory computer programming:  A better predictor of achievement than traditional factors.  Journal of Educational Computing Research 10 (4), 283-314.

    Volet, S.E., Renshaw, P. & Tietzel, K.  (1994).  A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs’ SPQ.  British Journal of Educational Psychology.(64), 301-318.

    Volet, S.E. & Chalmers, D.  (1992).  Investigation of qualitative differences in university students’ learning goals based on an unfolding model of stage development.  British Journal of Educational Psychology, 62, 17-34.

    Volet, S.E. & Styles, I.M.  (1992).  Predictors of study management and performance on a first-year computer course:  The significance of students’ study goals and perceptions.  Journal of Educational Computing Research, 8, 423-449.

    Volet, S.E.  (1991).  Modelling and coaching of relevant metacognitive strategies for enhancing university students’ learning.  Learning and Instruction, 1, 319-336.

    Volet, S.E. & Lawrence, J.A.  (1988).  University Students’ Representations of Study.  Australian Journal of Education, 32 (2), 139-155.

    Conference proceedings

    Le Clus, M. & Volet, S. (2008). Affordances and constraints on informal learning in the workplace. Proceedings of the 11th International Consortium for Experiential Learning (ICEL) Conference, Sydney Australia.

    Ward, S. & Volet, S. (2008). Working while studying: Impact on marketing students’ experience of group work. Proceedings of the Australian New Zealand Marketing Educators Conference, Sydney, Australia.  ISBN 186308 1445 Available via CD ROM.

    Ward, S. & Volet, S. (2007) Learning outcomes and student satisfaction with group projects in marketing, Proceedings of the Australian New Zealand Marketing Educators Conference, Otago, New Zealand ISBN: 978-1-877156-29-9 pp 3229-3234 Available via CD ROM.

    Ward, S. & Volet, S. (2006) Strength through diversity? Learning outcomes and student satisfaction with group projects in Marketing. Proceedings of the Australian New Zealand Marketing Educators Conference, Brisbane Queensland . ISBN 1 74107 159 3 Available via CD ROM.

    Hull, E., & Volet, S.E. (1999). Bridging the gap between research and practice: An example of collaborative, integrated approach to knowledge production.  In Changing practice through research: Changing research through practice.  (Proceedings of the 7th Annual International conference on post-compulsory education and training, vol 2) (pp. 109-116).  Griffith University: Centre for Learning and Work Research.

    Volet, S.E. (1999).  A situative perspective on the gap between research and practice.  In Changing practice through research: Changing research through practice. (Keynote address presented at the 7th Annual International Conference on Post-compulsory Education and Training) (pp 1-22).  Griffith University: Centre for Learning and Work Research.

    Lund, C. P. and Volet, S.,  (1998), “Barriers to studying online for the first time: Students’  perceptions”, In C. McBeath and R. Atkinson (Eds). Planning for Progress, Partnership and Profit. Proceedings EdTech’98 Conference. Perth: Australian Society for Educational Technology.   http://cleo.murdoch.edu.au/gen/aset/confs/edtech98/pubs/articles/l/lund.html

    Volet, S.E. (1997). International education: Reciprocity, responsibility and opportunities. In H. Bigelow & al (Eds.) International Education – In it together, Proceedings of the Eighth ISANA Conference, International Student Advisers’ Network of Australia, Melbourne (Keynote address). http://wwwstaff.murdoch.edu.au/~volet/SVisana.html

    Lund, C., Jennings, P., Volet, S., Brown, A., Pospisil, R. (1997). Energy Studies and the art of going online.  In R. Kevill, R. Oliver & R. Phillips (Eds.), What works and why.  Proceedings of the Annual Conference of the Australian Society for computers in Learning in Tertiary Education (ASCILITE) (pp. 372-380). Academic Computing Services, Curtin University of Technology, Perth.

    Harris, L. & Volet, S.E. (1996). Developing workplace learning cultures.   In Learning and work: The challenges.  Proceedings of the 4th Annual International Conference on Post-compulsory education and training (vol 2) (pp. 83-93).  Centre for Learning and Work Research, Griffith University.

    Monographs and technical reports

    Walker, I., Tilbury, F., Volet, S., Tungaraza, C., & Hastie, B. (2005).  Pathways to apprenticeships and traineeships for people from culturally and linguistically diverse backgrounds. Perth: Murdoch University / Australian Academy of Race Relations. 131p.

    Smart D., Volet, S.E., & Ang, G. (2000).  Fostering social cohesion at university: Bridging the Cultural divide.  Canberra: Australian Education International. 50p

    Harris, L., & Volet, S.E. (1997).  Developing a learning culture in the workplace.  Research report.  Perth: Murdoch University/ Australian National Training Authority 247p.

    Harris, L., Hull, E., & Volet, S.E. (1997). Learning and quality improvements in the workplace: Two case studies.  Research report.  Perth: Murdoch University/ Australian National Training Authority.  93p.

    Smart, D., Volet, S.E. & Ang, G. (1996).  Asia literacy and vocational education and training: Tracking the views of Australian business.  Research report. Western Australian Department of Training.  89p

    Volet, S.E. & Pears, H. (1995).  ELICOS students: Reflections on studying English at TAFE Western Australia. Murdoch University and TAFE International (WA) Research report.  Perth: CCTN.  55p

    Volet, S.E. & Pears, H. (1994). International students in Technical and Further Education (TAFE) Colleges in Western Australia:  Students’ reflections on their experience and perceptions of the future of associations between their country and Australia.  Murdoch University and TAFE International (WA) Research report. Perth: CCTN.  100p

    Volet, S.E. & Kee, J.P.P.  (1993).  Studying in Singapore – Studying in Australia:  A student perspective.  Teaching Excellence Committee, Occasional Paper No 1. Murdoch University.  55p