Dr Harsha Perera
|Position||Adjunct Associate Professor|
|Section||School of Education|
|Qualifications||BEd(Hons) Sydney , PhD UTS|
Fields of Research (FoR)
Education Assessment and Evaluation
Psychology and Cognitive Sciences not elsewhere classified
Methodological interests: educational and psychological measurement, especially item factor analysis and Item response theory analysis; estimation of latent variable models (e.g., confirmatory factor analysis, structural equation, multi-level, finite mixture); statistical mediation and moderation; meta-analysis; Monte Carlo methods.
Substantive interests: the role of personality and cognate constructs in educational and career-related outcomes (e.g., engagement, achievement, career choice, interest); teacher selection, efficacy, well-being, and engagement
Theme Leader (Statistical Methods and Modelling), the Australian Collaboratory for Career, Employability, and Learning for Living (ACCELL)
Affiliate, American Psychological Association
Member, Society for Personality and Social Psychology
Member, Australian Association for Research in Education
Member, Social Psychology Network
Member, Statistical Society of Australia
Editorial Board, Australian Journal of Career Development
Currently teaching courses/programs
EDX3250 Adolescence: Issues and Challenges
EDC1100 Lifespan Development and Learning
EDR8802 Research Methods in Education (Quantitative)
Masters and Doctoral Supervision in the areas of educational, vocational, and quantitative psychology.
MALT Committee Member
Research most notable
Fogarty, G. J., Perera, H. N., Thomas, P., & Furst, A. (accepted). Evaluating measures of optimism and sport confidence. Measurement in Physical Education and Exercise Science.
Perera, H. N. (in press). The role of trait emotional intelligence in academic performance: Theoretical overview and empirical update. Journal of Psychology: Interdisciplinary and Applied. doi: DOI:10.1080/00223980.2015.1079161
McIlveen, P., & Perera, H. N. (2015). Career optimism mediates the effect of personality on teachers’ career engagement. Journal of Career Assessment. doi: doi: 10.1177/1069072715616059
Perera, H. N., McIlveen, P., & Oliver, M. E. (2015). The mediating role of coping and adjustment in the relationship between personality and achievement. British Journal of Educational Psychology. doi: 10.1111/bjep
Perera, H. N. (2015). Construct validity of the Social Provisions Scale: A bifactor exploratory structural equation modeling approach. Assessment, 1-14. doi:10.1177/1073191115589344
Perera, H. N., & DiGiacomo, M. (2015). The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping and adjustment. Personality and Individual Differences, 83, 208-213. doi: 10.1016/j.paid.2015.04.001
Bartlett, C., Perera, H. N., & McIlveen, P. (2015). A short-form of the Career Interest Test: 21-CIT. Journal of Career Assessment. doi: 10.1177/1069072715580579
Perera, H. N. (2015). The internal structure of responses to the Trait Emotional Intelligence Questionnaire Short-Form: An exploratory structural equation modeling approach. Journal of Personality Assessment, 97, 411-423. doi: 10.1080/00223891.2015.1014042
Perera, H. N., McIlveen, P., Burton, L. J., & Corser, D. M. (2015). Beyond congruence measures for the evaluation of personality factor structure replicability: An exploratory structural equation modeling approach. Personality and Individual Differences, 84, 23-29. doi: 10.1016/j.paid.2015.01.004
Perera, H. N. (2014) Harnessing the power and flexibility of exploratory structural equation modeling for the analysis of multidimensional personality item response data. Paper presented at the 2014 Australian Conference for Personality and Individual Differences. Newcastle, Australia.
Perera, H. N. (2014). The role of trait emotional intelligence in achievement during a stressful educational transition: A multistage model of mediation via social support, coping and adaptation. Paper presented at the 2014 British Educational Research Association conference. London, UK.
Perera, H. N., & McIlveen, P. (2014). The role of optimism and engagement coping in college adaptation: A Career Construction model. Journal of Vocational Behavior, 84, 395-404. doi:10.1016/j.jvb.2014.03.002
Perera, H. N. (2013). The role of dispositional optimism in college adaptation: Testing a model of direct and indirect relations. Paper presented at the 12th Australian Conference for Personality and Individual Differences, Brisbane, Australia.
Bartlett, C., Perera, H., & McIlveen, P. (2013). A short-form of the Career Interest Test: A report for Education Services Australia. Toowoomba, Australia: University of Southern Queensland.
Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait EI with academic performance: A meta-analytic review. Learning and Individual Differences, 28, 20-33. doi: 10.1016/j.lindif.2013.08.002
Perera, H. N. (2013). A novel approach to estimating and testing specific mediation effects in educational research: Explication and application of Macho and Ledermann’s (2011) Phantom Model approach. International Journal of Quantitative Research in Education, 1, 39-60. doi: 10.1504/IJQRE.2013.055640
Perera, H. N. (2012). The relationship of trait EI with academic performance: A meta-analytic review. Paper presented at the AARE-APERA 2012 Conference, Sydney, Australia.
Publications in ePrints
McIlveen, Peter and Perera, Harsha N. and Baguley, MargaretORCID: https://orcid.org/0000-0003-0098-6378 and van Rensburg, Henriette and Ganguly, Rahul and Jasman, Anne and Veskova, Julijana (2018) Impact of teachers’ career adaptability and family on professional learning. Asia Pacific Journal of Teacher Education. pp. 1-15. ISSN 1359-866X
Alchin, Carolyn and McIlveen, Peter and Perera, Harsha N. (2018) Negative career outlook and the working alliance in career counseling. Career Development Quarterly, 66 (3). pp. 279-284. ISSN 0889-4019
Ganguly, Rahul and Perera, Harsha N. (2018) Profiles of psychological resilience in college students with disabilities. Journal of Psychoeducational Assessment. ISSN 0734-2829
Perera, Harsha N. and Granziera, Helena and McIlveen, Peter (2018) Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120. pp. 171-178. ISSN 0191-8869
Grigg, Sara and Perera, Harsha N. and McIlveen, Peter and Svetleff, Zvetomira (2018) Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective. Contemporary Educational Psychology, 53. pp. 73-86. ISSN 0361-476X
Approved research supervisor in the area of:
Education Assessment and Evaluation