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Update my staff profile
Teaching commitmentBiography... a practicing psychologist, first fully registered late 1970s, moved over to research and teaching in the late 1990s
Research InterestsAREAS:
The hub for my research is the psychology of INDIVIDUAL DIFFERENCES (IDs) also known as Differential Psychology. IDs involve the study of Abilities, Personality Traits, and Thinking (Cognitive) Styles. [For succinct overview of ID research point your web browser to: http://en.wikipedia.org/wiki/Individual_differences ]
I am particularly intereted in IDs as they relate to: Learning, Wellbeing, Positive Psychology (Psychology of Human Strengths), Culture, and Organisations.
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THEORETICAL:
The nature, modelling, measurement, and validity of ID and related constructs, including Cross Cultural Assessment and Linguistic impacts.
FACTORS & VARIABLES of particular interest:
Anxiety, Depression, Happiness, Self Efficacy, Locus of Control, Coping, Resilience, Bullying, Addiction, Culture, Abilities, Personality, Cognitive (Thinking) Style, Creativity, Teaching and Learning styles, Occupational Interests.
METHODOLOGICAL, TECHNICAL, & STATISTICAL INTERESTS:
Multivariate Experimental Psychology, Psychometrics, Scale Development, Factor Analysis, Structural Equation Modelling, Cluster Analysis, Circumplex Representation and the Lexical hypothesis.
Professional Associations
- Australian Psychological Society
- -Division of Research & Teaching
- -College of Counselling Psychologists
- -College of Educational and Developmental Psychologists
- Christian Association for Psychological Studies
SupervisionSTUDENTS ARE INVITED TO JOIN ONE OF A NUMBER OF PROJECTS, and to share data gathering.
Fourth Year Psychology and Masters Minor Project students typically join in on one of a number of projects with Masters by Research and Doctoral students. Such teamwork offers the benefits of mutual encouragement and support as well as constructive criticism from a range of peers.
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CURRENT MAJOR PROJECTS students are invited to join include:
> The role of cognition, personality, affective, cognitive and style factors as facilitators/inhibitors on school adjustment in primary aged children.
> Cross Cultural Differences in Personality, Abilities, Cognition, Health and Wellbeing
> Qualitative investigations into validating the cognitive style domain.
EXAMPLES OF SUPERVISED RESEARCH:
-Personality and academic procrastination.
-Procrastination, perfectionism, self efficacy and the fear of failure
-Validation of a posttraumantic stress exposure scale
-Parenting style and bonding as predictors of susceptibility to bullying and victimisation in male adolescents
-The effects of teacher awareness of psychological type on student achievement
-Personality and preferred modalities for drug and alcohol treatment
-Synergy of psychological type and office environments
-Cognitive style and occupational choice
-Personality, Cognitive Style and Humour
-Evaluating the structure of Psychological Type using Likert Scales
-Organsational Cultures and Bullying
EditorialEuropean Journal of Personality
International Journal of Rural Psychology
PublicationsRoodenburg, J. (2003). Cognitive style: A psycholexically derived personality-centred model. European Journal of Personality, 17(2), 119-141.
Roodenburg, J. (2001). A psycholexical approach to the elucidation of cognitive style: Exploratory and confirmatory modelling. In M. Graff, S. Armstrong, A. Francis, S. Rayner, J. Hill, E. Sadler-Smith & D. Spicer (Eds.), Proceedings of The 6th Annual ELSIN Conference (pp. 165-182). Glamorgan, Wales, UK: ELSIN.
Roodenburg, J. (2001). Ethical dilemmas for church based mental health and allied services, Zadok Perspectives (pp. 1-9). Fitzroy, Australia: Zadok Institute for Christianity and Society.
Roodenburg, E. M., & Roodenburg, J. (1998). Statewide investigation of the high turnover of dairy extension officers in Victoria (Research report). Melbourne, Australia: Department of Natural Resources and Environment - Victoria.
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