Distinguished Professor Herb Marsh

Professor Herb Marsh



Distinguished Professor Herb Marsh is a world-leading researcher in Educational Psychology. He is the author of internationally recognised psychological tests that measure self-concept, motivation and university students' evaluations of teaching effectiveness. Professor Marsh is a widely published world expert in his field (380 articles in 70 journals, 60 chapters, 14 monographs, 360 conference papers) and co-edits the International Advances in Self Research monograph series. He is an ISI highly cited researcher with 300+ publications, more than 12,000 citations, and his ISI-H-index = 59. He founded the SELF Research Centre that has 450 members and satellite centres at leading Universities around the world. He has been recognised as the most productive educational psychologist in the world and the 11th most productive researcher across all disciplines of psychology. In addition to his methodological focus on structural equation models, factor analysis, and multilevel modelling, his major substantive interests include self-concept and motivational constructs; evaluations of teaching/educational effectiveness; developmental psychology; sports psychology; the peer review process; gender differences; peer support and anti-bullying interventions. In 1998-2003 he was awarded the Australian Research Council “Special Investigator Award” to fund his entire research programme. In 2008-11 he was awarded one of the highly competitive ESRC Professorial Fellowships (awarded to only 3-5 social science researchers across all of the UK). In 2011 Professor Marsh returned to the University of Western Sydney after spending 2006 - 2011 as Professor of Education at Oxford University.

Professor Marsh’s scholarly interests include:

  • Self-concept and Motivational constructs: Theory, measurement, research, and enhancement;
  • Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement;
  • Higher Education with a particular emphasis on students’ evaluation of teaching;
  • Developmental Psychology;
  • Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling;
  • Sports psychology with a particular focus on physical self-concept and motivation;
  • The peer review process in relation to both journals and research grants;
  • Peer support and anti-bullying interventions.


Qualifications

BA (Hons) Psychology (Indiana), MA (UCLA), PhD Psychology (UCLA), DSc (UWS)

Honours and Awards

  • Institute of Scientific Information (ISI) “highly cited researcher”
  • Inaugural Doctorate of Science awarded by the University of Western Sydney (1996)
  • Recipient of the W. J. McKeachie Career Achievement Award for Faculty Evaluation and Development by the American Educational Research Association in recognition of 20 years of student evaluation research (1992)
  • Fellow, Society of Multivariate Psychology (1990)
  • Fellow, The Society of Multivariate Experimental Psychology (1991)
  • Fellow, Australian Academy of the Social Sciences (1995)
  • Fellow, British Academy of the Social Sciences (2009)
  • Fellow, American Educational Research Association (2012)
  • Recipient of the Inaugural University of Western Sydney, Macarthur Research Award (1993)
  • "Noble guest” Recipient of the Wen Lin Visiting Professorship, Chinese University of Hong Kong (1996)
  • Visiting Scholarship and Travelling Fellowship, British Psychological Society (2005-2006)

 

Selected PublicationsSelf-Processes, Learning, and Enabling Human Potential
Books

Marsh, H.W. (2007) Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society.

Marsh, H.W., Craven, R.G. & McInerney, D. (Eds) (2008) Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. International Advances in Self Research. Greenwich, CT: Information Age Press.International Advances in Self

Marsh, H.W., Craven, R.G. & McInerney, D. (Eds) (2005) New Frontiers in Self Research. Greenwich, CT: Information Age Press.

Marsh, H.W., Craven, R.G. & McInerney, D. (Eds) (2003) International Advances in Self Research, vol. 1. Greenwich, CT: Information Age Press.

Book Chapters

Marsh, H.W. (2007) Students' evaluations of university teaching: A multidimensional perspective. In R.P. Perry & J.C. Smart (Eds) The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective. New York: Springer.

Marsh, H.W. (2007) Application of confirmatory factor analysis and structural equation modeling in sport/exercise psychology. In G. Tenenbaum & R.C. Eklund (Eds) Handbook of on sport psychology (3rd ed). New York: Wiley.

Marsh, H.W., Martin, A.J. & Hau, K-T. (2006) A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach. In M. Eid & E. Diener (Eds) Handbook of Multimethod Measurement in Psychology. Washington DC: American Psychological Association.

Marsh, H.W., Debus, R. & Bornholt, L. (2005) Validating Young Children's Self concept Responses: Methodological Ways and means to understand their responses. In D.M. Teti (Ed) Handbook of Research Methods in Developmental Science. Oxford, UK: Blackwell Publishers.

Marsh, H.W., Hau, K-T & Grayson, D. (2005) Goodness of Fit Evaluation in Structural Equation Modeling. In A. Maydeu-Olivares & J. McArdle (Eds) Contemporary Psychometrics. A Festschrift for Roderick P. McDonald. Mahwah NJ: Erlbaum.

Journal Articles

Marsh, H.W., Ginns, P., Morin, A.J.S., Nagengast, B. & Martin, A.J. (2011) Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103(3), 733-748.

Lüdtke,O., Marsh, H.W., Robitzsch, A. & Trautwein, U. (2011) A 2x2 taxonomy of multilevel latent contextual models: Accuracy-bias trade-offs in full and partial error-correction models. Psychological Methods.

Marsh, H.W., Nagengast, B. & Morin, A.J.S. (in press) Measurement Invariance of Big-Five Factors Over the Lifespan: ESEM Tests of Gender, Age, Plasticity, Maturity and La Dolce Vita Effects. Developmental Psychology.

Marsh, H.W., Nagengast, B., Morin, A.J.S., Parada, R.H., Craven, R.G. & Hamilton, L.R. (2011) Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701-732.

Nagengast, B., Marsh, H.W., Scalas, L.F., Xu, M.K., Hau, K.-T. & Trautwein, U. (2011) Who took the “×” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22(8), 1058-1066.

Marsh, H.W, Lüdtke, O., Muthen, B., Morin, A.J.S., Trautwein, U. & Nagengast, B. (2010) A new look at the big-five factor structure through exploratory structual equation modeling. Psychological Assessment, 22, 471-491.

Cheng, J.H.S. & Marsh, H.W. (2010) UK National Student Survey: Are differences between universities and courses reliable and meaningful. Oxford Review of Education, 36(6), 693-712

Marsh, H.W., Bornmann, L., Mutz, R., Daniel, H-D & O’Mara, A. (2009) Gender effects in the peer reviews of grant proposals: A comprehensive meta-analysis comparing traditional and multilevel approaches. Review of Educational Research, 79, 1290–1326.

Marsh, H.W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthen, B. & Nagengast, B. (2009) Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764–802.

Marsh, H.W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K-T., O'Mara, A.J. & Craven, R.G. (2008) The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319-350.

Marsh, H.W., Jayasinghe, U.W. & Bond, N.W. (2008) Improving the peer-review process for grant applications: Reliability, validity and generalization. American Psychologist, 63, 160-168.

Seaton, M., Marsh, H.W., Dumas, F., Huguet, P., Monteil, J.M., Regner, I., Blanton, H., Buunk, A.P., Gibbons, F.X., Kuyper, H., Suls, J. & Wheeler, L. (2008) In search of the big fish: Investigating the coexistance of the big-fish-little-pond effect with the positive effects of upward comparison. British Journal of Social Psychology, 47, 73-103.

Marsh, H.W. & Hau, K-T. (2007) Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-171.

Marsh, H.W., Hau, K-T., Artelt, C., Baumert, J. & Peschar, J.L. (2006) OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311–360. 

Marsh, H.W. & Craven, R.G. (2006) Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.

Marsh, H.W., Ellis, L., Parada, L., Richards, G. & Heubeck, B.G. (2005) A short version of the Self Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81-102.

Marsh, H.W. (2005) Big fish little pond effect on academic self-concept. German Journal of Educational Psychology, 19, 119-128.

Marsh, H.W. & Hau, K-T. (2004) Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67

Marsh, H.W. & Hau, K-T. (2003) Big fish little pond effect on academic self-concept: A crosscultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376.

Jayasinghe, U.W., Marsh, H.W. & Bond, N. (2002) A Multilevel Cross-classified Modelling Approach to Peer Review of Grant Proposals: The Effects of Assessor and Researcher Attributes on Assessor Ratings. Journal of the Royal Statistical Society Series A-Statistics in Society, 166, 279-300.

Marsh, H.W., Ellis, L. & Craven, R.G. (2002) How do preschool children feel about themselves? Unravelling measurement and multidimensional self-concept structure. Developmental Psychology, 38, 376-393.

Marsh, H.W., Rowe, K. & Martin, A. (2002) PhD students' evaluations of research supervision: Issues, complexities and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education, 73(3), 313-348.

Marsh, H.W., Parada, R.H., Yeung, A.S. & Healey, J. (2001) Aggressive School Troublemakers and Victims:A Longitudinal Model Examining the Pivotal Role of Self-concept. Journal of Educational Psychology, 93(2), 411-419.

Marsh, H.W. (2001) Distinguishing between good (useful) and bad workload on students' evaluations of teaching. American Educational Research Journal, 38(1), 183-212.

Contact

>>Contact Professor Herb Marsh

^ Back To Top