Assoc Prof Gregory Arief D Liem

Liem, G. A. D., Chan, M., Senko, C., Lerdpornkulrat, T., & Poondej, C. (in press). Do reasons behind striving to do better than others differ in degree, kind, or both? A person-centred analysis of performance-approach goal complexes. Motivation and Emotion, XX(X), XXX-XXX.

Kim, B., *Liem, G . A. D., & Chan, M. (in press). Latent profiles of Korean students' academic and social achievement goals: Links with achievement emotions and perceived parental goals. Motivation and Emotion, xx(x), xxx-xxx.

Liem, G. A. D. (in press). Toward an interpersonal theory of academic motivation: Rethinking student agency through an interdependent-self lens. Educational Psychology Review, XX(X), XXX-XXX.

Jimerson, S. R., Boyle, C., Begeny, J., King, R., Liem, G. A. D., ..., & Holland, S. (2026). Advancing the science and practice of school psychology internationally: Transnational leadership cultivating diversity, equity, innovation, inclusion, and global impact. Psychology in the Schools, xx(x), XXX-XXX.

Cheung, H. S., Liem, G. A. D., & Ang, R. P. (2025). Introduction to the special section on parenting across cultures: Bridging commonalities and specificities in parental control and warmth. International Journal of Behavioral Development, 49(5), 415-418.

Xiong, F., Nie, Y., Lee, A. I., Liem, G. A. D., & Bai, B. (2025). Science epistemological beliefs, motivation, and performance: Further evidence from the UK, Singapore, Hong Kong, and Mainland China. European Journal of Psychology of Education, 40, 90.

Martin, A. J., Liem, G. A. D., Collie, R., Malmberg, L.-E., & Mainhard, M. T. (2025). School-level academic and cultural demands and resources: Their role in immigrant students' motivation and achievement. Journal of Educational Psycho logy, 117(8), 1251-1268.

Guo, G. Q., & Liem, G. A. D. (2025). The impact of co-curricular activities on youth development: A self-determination theory perspective. Trends in Psychology, 33(1), 151-176.

Liem, G. A. D., Wong, Z. Y., Chan, M., Liu, W. C., Zainudin, N. I., Tan, S. H., Poo n, K. K., Kang, T., & Ng, S. C. (2025). Perceived parental expectations and their role in academic and psychosocial functioning. International Journal of Behavioral Development, 49(5), 431-445.

Liem, G. A. D., & Fredricks, J. A. (2025). Groups, goals, and growth: How peer acceptance shapes student development in co-curricular activities. British Journal of Educational Psychology, 95(4), 1134-1154.

Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student engagement and its associations with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48-75.

Yeo, L. S., Liem, G. A. D., & Tan, L. (2023). Participation in school-based co-curricular activities and developmental outcomes: A self-determination theory perspective. Current Psychology, 42(null), 31600-31618.

Senko, C., Liem, G. A. D., Lerdpornkulrat, T., & Poondej, C. (2023). Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals. Contemporary Educational Psychology, 73(4), Article 102178.

Chan, M., & Lie m, G. A. D. (2023). Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study. British Journal of Educational Psychology, 93(4), 1072-1088.

Bembenutty, H., Liem, G. A. D., Allen, K.-An., Ki ng, R. B., Martin, A. J., Marsh, H. W., Craven, R. G., Kaplan, A., Schunk, D. H., DiBenedetto, M. K., & Datu, J. A. D. (2023). Culture, motivation, self-regulation, and the impactful work of Dennis M. McInerney. Educational Psychology Review, 35(x), 28.

Liem, G. A. D., & Senko, C. (2022). G oal complexes: A new approach to studying the coordination, consequences, and social contexts of pursuing multiple goals. Educational Psychology Review, 34(4), 2167-2195.

Tan, S. H., Liem, G. A. D., Ramos III, R. L., Elliot, A. J., Nie, Y., & Pang, J. S. (2022). Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit. Social Psychology of Education, 25(4), 845-880.

Kit, P. L., Liem, G. A. D., & Chong, W. H. (2022). Teacher-student relationship and student engagement: The moderating role of educational hope. Educational Psychology, 42(9), 1180 - 1197.

Liem, G. A. D. (2022). Perceived competence and coping strategies. Educational Psychology, 42(3), 275-277.

Granziera, H., Liem, G.A.D., Chong, W.H., Martin, A.J., Collie, R.J., Bish op, M., & Tynan, L. (2022). The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, Article(null), 101619.

Wong, Z., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.

Wong, B., Bull, R., Watson, D., & Liem, G. A. D. (2022). Order processing of number symbols is influenced by direction, but not format. Quarterly Journal of Experimental Psychology, 75(1), 98-117.

Liem, G. A. D. (2021). Achievement and motivation.. Educational Psychology, 41(4), 379-382.

Ang, R. P., Li, X., Huan, V. S., Liem, G. A. D., Kang, T., Wong, Q., & Yeo, J. Y. P. (2020). Profiles of antisocial behavior in school-based and at-risk adolescents in Singapore: A latent class analysis. Child Psychiatry and Human Development, 51, 585-596.

Burns, E. C., Martin, A. J., Mansour, M., Anderson, M., Gibson, R., & Liem, G. A. D. (2020). Motivational processes that support arts p articipation: An examination of goal orientations and aspirations. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 384-398.

Luo, W., Lim, S. Q. W., Choong, P. L., & Liem, G. A. D. (2020). Perceived school goal structure, achievement goals and emotions in teaching of Singapore tea chers. Asia-Pacific Journal of Education, 40(3), 344-355..

Liem, G. A. D. (2019). Academic performance and assessment. Educational Psychology, 39(6), 705-708.

Luo, W., Liem, G. A. D., & Lee, K. (2019). Implicit beliefs of ability and maladaptive learning: Does self-efficacy matter? . Educational Psychology, 39(2), 153-168.

Colmar, S., Liem, G. A. D., Connor, J., & Martin, A. J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068-1089.

Liem, G. A. D. (2018). Literacy, teachers, and emotions. Educational Psychology, 38(8), 977-979.

Chong, W. H., Liem, G. A. D., Huan, V. S., Kit, P.L., & Ang, R. P. (2018). Stude nt perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement.. Journal of Adolescence, 68(October), 1-11.

Mansour, M., Martin, A. J., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D. (2018). Young p eople's creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. Journal of Creative Behavior, 52(3), 240-255.

Tan, J.P-L., Choo, S.S., Kang, T., & Liem, G.A.D. (2017). Educating for twenty-first century competencies and future-ready learners: research perspectives from Singapore. Asia Pacific Journal of Education, 37(4), 425-436.

Caleon, I. S., King, R. B., Tan, J. P.-L., Low, M., Tan, C. S., & Liem, G. A. (2017). Nurturing grateful and connected twenty-first century learners: Development and evaluation of a socially oriented gratitude intervention. Asia Pacific Journal of Education, 37(4), 567'581.

Wang, C. K. J., Liu, W. C., Nie, Y., Chye, Y. L. S., Lim, B. S. C., Liem , G. A., Tay, E. G., Hong, Y., & Chiu, C. (2017). Latent profile analysis of students' motivation and outcomes in mathematics: An organismic integration theory perspective. Heliyon, 3, e00308.

Liem, G. A. D., & Chong, W. H. (2017). Fostering school engagement at schools: International best practices. School Psychology International, 38(2), 121-130.

Mansour, M., Martin, A. J., Anderson, M., Gibson, R., Liem, G. A. D., & Sudmalis, D. (2016). Student, home, and school socio-demographics: Links to school, home, and community arts p articipation. Australian Educational Researcher, 43(2), 221-244.

Liem, G. A. D. (2016). Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86(1), 37-56.

Martin, A. J., Nejad, H., Colmar, S., Liem, G. A. D., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38(-), 36-43.

Liem, G. A. D., & Martin, A. J. (2015). Young people's responses to environmental issues: E xploring the roles of adaptability and personality. Personality and Individual Differences, 97, 91-97.

Liem, G. A. D., McInerney, D. M., & Yeung, A. S. (2015). Academic self-concepts in ability streams: Considering domain specificity and same-stream peers. Journal of Experimental Educati on, 83(1), 83-109.

Kurman, J., Liem, G. A. D., Ivancovsky, T. Morio., H., & Lee, J. (2015). Regulatory focus as an explanatory variable for cross-cultural differences in achievement-related behavior. Journal of Cross-Cultural Psychology, 46(2), 171-190.

Ginns, P., Martin, A. J., Liem, G. A. D., & Papworth B. (2014). Construct validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. Journal of Research in Personality, 53, 182-192.

Liem, G. A. D., Martin, A. J., Anderson, M., Gib son, R., & Sudmalis, D. (2014). The role of arts-related information and communication technology use in problem solving and achievement: Findings from the Programme for International Student Assessment. Journal of Educational Psychology, 106(2), 348-363.

Chong, W. H., & Liem, G. A. D. (201 4). Self-related beliefs and their processes: Asian insights. Educational Psychology, 34(5), 529-537.

Bernardo, A. B. I., Clemente, J. A. R., & Liem, G. A. D. (2014). Describing the values of Filipino adolescents: A comparison with pan-cultural norms. Journal of Tropical Psychology, 4(e2 doi:10.1017/jtp.2014.2.), 1-8.

Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). What are the effects of boarding school? A large-scale investigation into boarding and day students' academic and non-academic outcomes.. American Educational Research Journal, 51(null), 100 7-1049.

Martin, A. J., Wilson, R., Liem, G. A. D., Ginns, P. (2013). Academic momentum at university/college: Exploring the roles of prior learning, lifeexperience, and ongoing performance in academic achievement across time. Journal of Higher Education, 84(5), 640-674.

Liem, G. A. D., Ma rsh, H. W., Martin, A. J., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50(2), 326-370.

Martin, A.J. Mansour, M., Anderson, M., Gibso n, R., Liem, G.A.D., & Sudmalis, D. (2013). The role of arts participation in students' academic and non-academic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727.

Liem, G. A. D., & Chua, B. L. (2013). An expectancy-va lue perspective of civic education motivation, learning, and desirable outcomes. Educational Psychology, 33(3), 276-303.

Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic ou tcomes. Journal of Educational Psychology, 105(3), 728-746.

Liem, G. A. D., & Martin, A. J. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47(1), 3-13.

Liem, G. A. D., Martin, A. J., Porter, A., & Colmar, S. (2012). Sociocultural antecedents of achievement motivation and achievement: The role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15(1), 1-13.

Martin, A. J., Liem, G. A. D., Mok, M. M. C., & Xu, J. (20 12). Problem solving and immigrant student mathematics and science achievement: Multi-nation findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology, 104, 1054-1073.

Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McIn erney, D. M. (2012). Academic motivation, self-concept, engagement, and performance in high school: A longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122.

Martinez, C., Martin, A. J., Liem, G. A. D., & Colmar, S. (2012). A longitudinal analysis of physical and psychological w ellbeing amongst late adolescents: Exploring the mediating role of perceived life quality and satisfaction. Australian Educational Developmental Psychologist, 29(1), 17-43.

Liem, G. A. D., Ginns, P., Martin, A. J., Stone, B., & Herrett, M (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22(3), 222-230.

Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. D. (2012). Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teac her Education, 28(4), 503-513.

Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2012). The role of adaptability in responding to change, novelty, and uncertainty: Conceptual and empirical considerations. Australian Journal of Guidance and Counselling, 22(1), 58-81.

Marsh, H. W., Liem, G. A. D., Martin, A. J., Morin, A., & Nagengast, B. (2011). Methodological-measurement fruitfulness of exploratory structural equation modeling (ESEM) in addressing key substantive issues in motivation and engagement research. Journal of Psychoeducational Assessment, 29(4), 322-346 .

Liem, G. A. D., & Martin, A. J. (2011). Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement. British Journal of Educational Psychology, 81(2), 183-206.

Liem, G. A. D., Martin, A. J., N air, E., Bernardo, A. B. I., & Prasetya, P. H. (2011). Content and structure of values in middle adolescence: Evidence from Singapore, the Philippines, Indonesia, and Australia. Journal of Cross-Cultural Psychology, 42(1), 146-154.

Martin, A. J., Malmberg, L.-E., & Liem, G. A. D. (2010). Mu ltilevel motivation and engagement: Assessing construct validity across students and schools. Educational and Psychological Measurement, 70(6), 973-989.

Martin, A. J., & Liem, G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis.. Lea rning and Individual Differences, 20(3), 265-270.

Martin, A. J., Liem, G. A. D., Coffey, L., Martinez, C., Parker, P., Marsh, W. W., & Jackson, S. A. (2010). What happens to physical activity behaviour, motivation, self-concept, and flow after completing school? A longitudinal study. Journa l of Applied Sport Psychology, 22(4), 437-457.

Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-27 9.

Liem, G. A. D., & Bernardo, A. B. I. (2010). Epistemological beliefs and theory of planned behaviour: Examining beliefs about knowledge and knowing as distal predictors of Indonesian tertiary students' intention to study. Asia-Pacific Education Researcher, 19(1), 127-142.

Liem, G. A. D ., Martin, A. J., Nair, E., Bernardo, A. B. I., & Prasetya, P. H. (2009). Cultural factors relevant to secondary school students in Australia, Singapore, Philippines and Indonesia: Relative differences and congruencies.. Australian Journal of Guidance and Counselling, 19(2), 161-178.

Liem, A. D., & Nie, Y. (2008). Values, achievement goals, and individually-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students. International Journal of Psychology, 45(3), 898-903.

Van Etten, S., Pressley, M., McInerney, D. M., & Liem, A. D. (2008). College seniors' theory of their academic motivation. Journal of Educational Psychology, 100(4), 812-828.

Lau, S., Liem, A. D., & Nie, Y. (2008). Task- and self-oriented pathways to the use of deep learning: A mediational role of achievement goals, classroom attentiveness, and grou p collaboration. British Journal of Educational Psychology, 78(4), 639-662.

Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship and English achievement outcome. Conte mporary Educational Psychology, 33(4), 486-512.

Liem, A. D., & Prasetya, P. H. (2007). Preliminary evidence for the validity of the Bahasa Indonesian version of Biggs' Study Process Questionnaire. Psychological Reports, 100(5), 333-338.