A/Professor Theresa Dicke
Acting Deputy Director /
Educational and Developmental Psychology Program Leader
Areas of expertise:
school wellbeing; educational psychology; secondary data analysis
HDR Supervisor accreditation status: Full
ORCID ID: 0000-0001-8868-2242
Phone:
+61 2 9701 4737
Email:
Theresa.Dicke@acu.edu.au
Location:
ACU North Sydney Campus
Associate Professor Theresa Dicke’s research mainly focuses on resources and their relationship with occupational well-being. She particularly investigates the role of self-beliefs within the stress development or health maintenance process. Having worked at a Department for Instructional Psychology for several years, she is also interested in several constructs related to learning, such as professional knowledge, student attrition, self-regulated learning (strategies), and cognitive load. In her role as Senior Research Fellow at IPPE, her research is oriented largely around examining self-concept and related constructs.
Select publications
Top ten publications
- Dicke, T., Parker, P. D., Guo, J., Basarkod, G., Marsh, H. W., Deady, M., Harvey, S., & Riley, P. (2022). Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state? Journal of Educational Psychology, 114(2), 426–441. https://doi.org/10.1037/edu0000582
- Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061–1073. https://doi.org/10.1037/edu0000409
- Dicke, T., Marsh, H. W., Parker, P. D., Pekrun, R., Guo, J., & Televantou, I. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology, 110(8), 1112–1126. https://doi.org/10.1037/edu0000259
- Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23(2), 262–277. https://doi.org/10.1037/ocp0000070
- Dicke, T., Marsh, H. W., Riley, P., Parker, P. D., Guo, J., & Horwood, M. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals. Frontiers in psychology, 9, 584. https://doi.org/ 3389/fpsyg.2018.00584
- Dicke, T., Holzberger, D., Kunina-Habenicht, O., Linninger, C., Schulze-Stocker, F., Seidel, T., & Kunter, M. (2016). „Doppelter Praxisschock “auf dem Weg ins Lehramt. Psychologie in Erziehung und Unterricht, 63(4), 244-257. https://doi.org/2378/peu2016.art20d
- Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62-72. https://doi.org 1016/j.cedpsych.2014.11.003
- Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and teacher education, 48, 1-12. https://doi.org 1016/j.tate.2015.01.013
- Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of educational psychology, 106(2), 569. https://doi.org 1037/a0035504
Projects
ARC grants
- School principals’ diminishing wellbeing (LP160101056)
Industry grants
- Australian Principal Health and Wellbeing - Combined (CSNSW, APPA, ASPA, AHISA, NSWSPC)
International and internal grants
- A Systemic Model of School Well-being (Granted by Australian Catholic University)
- Juxtaposing the Effects of School-Average Achievement on Individual Self-concept and Achievement: Solving a Theoretical Paradox (granted by Deutscher Akademischer Austausch Dienst --DAAD and Universities Australia)
- What Makes a Great Teacher? Evaluating the SEEQ questionnaire in secondary schools. (granted by ACU internal University funding)
- The development and evaluation of video-based learning material to impart practice based professional knowledge (granted by the Federal Ministry of Education and Research - BMBF)
- The development and evaluation of video-based learning material to impart practice based professional knowledge (granted by the German Federal Ministry of Education and Research - BMBF)
- The development and revenue of educational knowledge gained at university - Validating a test for measuring professional competencies of teacher students (BilWiss-UV; granted by the German Federal Ministry of Education and Research - BMBF)
Accolades and awards
- 2020 Rising Star of Australian Research (The Australian)
- 2015 Highly commended PhD dissertation award by SELF
Editorial roles
- Dicke, T., Guay, F., Marsh, H.W., Craven, R. G., McInerney, D. M. (2020). SELF - A Multidisciplinary Concept. IAP– Information Age Publishing.
International journal review panel
Principal reviewer
- Journal of Educational Psychology
Other reviewer affiliations
- Learning and Instruction
- American Educational Research Journal
- Contemporary Educational Psychology
- Learning and Individual Differences
- Work & Stress
- British Journal of Educational Psychology
- Teaching and Teacher Education
Grant agency review panel
- Australian Research Council (ARC) peer reviewer
Public engagement
