The results of the ASCSIMT have already informed a large body of work by researchers at the Australian National University. Some examples are:

  • Chen, S., Reynolds, K. J., Lee, E., Subašic, E., & Bromhead, D. (2016). Well-being in the workplace: Social identity and key organisational factors (Manuscript for submission).
  • Bizumic, B., Reynolds, K. J., & Meyers, B. (2012). Predicting social identification over time: The role of group and personality factors. Personality and Individual Differences, 53, 453– 458. doi:10.1016/ j.paid.2012.04.009
  • Bizumic, B., Reynolds, K. J., Turner, J. C., Bromhead, D. & Subasic, E. (2009). The role of the group in individual functioning: School identification and the psychological well-being of staff and students. Applied Psychology: An International Review, 58: 171–192. doi: 10.1111/j.1464-0597.2008.00387.x
  • Lee, E. Reynolds, K.J., Subasic E., Bromhead, D., Lin, H., Marinov, V., & Smithsom, M. (2016). Development of a Dual School Climate and School Identification Measure–Student (SCASIM-St) (under review).
  • Lee, E., Reynolds, K. J., Subasic, E., & Bromhead, D. (2016). Youth well-being and engagement at school: The role of teacher-student relationships and school identification. European Journal of Social Psychology (under review).
  • Lee, E., Reynolds, K. J., Subasic, E., & Bromhead, D. (2016). Social identity processes and academic achievement over time: School identification mediation in school climate effects. School Psychology Review (Manuscript in progress).
  • Maxwell, S., Reynolds, K. J., Lee, E., Subašic, E., & Bromhead, D. (2016). The impacts of school climate perception and school identification on academic achievement: Multilevel modelling with student and staff perceptions (Manuscript for submission).
  • Reynolds, K.J., Bizumic, B., Subasic, E., Melsom, K., & MacGregor, F. (2007). Understanding the school as an intergroup system. The Australian National University. Canberra, Australia: Australian Research Council.
  • Reynolds, K. J., Lee, E., Subašic, E., & Bromhead, D. (2016). Explaining how supportive school climate impacts on student engagement: latent growth modelling of longitudinal mediation of school identification as social identity. Personality and Social Psychology Bulletin (Manuscript in progress).
  • Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2015). School social environment and academic achievement: The impact of school climate and social identity (under review).
  • Reynolds, K. J., Lee, E., Turner, I., Subašic, E., & Bromhead, D., (2016). How does school climate impact on academic achievement? An examination of social identity processes. School Psychology International (under review).
  • Reynolds, K. J. Subasic, E., Lee. E., Bromhead, D., & Tindall, K. (2015). Does education really change us? The impact of social school processes on the person. In K. J. Reynolds, & N. Branscombe (Eds.) (2015). The Psychology of Change: Life Contexts, Experiences, and Identities (pp. 170–186). New York, NY: Psychology Press.
  • Reynolds, K. J., Subašic, E., Lee, E., & Bromhead, D. (2016). School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools. In K Mavor et al. (Eds.), Self, social identity and education. London, UK: Psychology Press (In press).
  • Reynolds, K. J., Subasic, E., Bromhead, D., & Lee, E. (2017). The school as a group system: School climate, school identity and school outcomes. In K. Mavor, M. J. Platow, & B. Bizumic (Eds). The self, social identity and education. (pp. 55–69). London: Psychology Press.
  • Turner, J. C., & Reynolds, K. J. (2011). Self-categorization theory. In P. Van Lange, A. Kruglanski, & E. Higgins (Eds.), Handbook of Theories in Social Psychology (pp.399-417). London, UK: SAGE Publications.
  • Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate and the social identity process: A latent growth curve study of bully perpetration and peer victimization. School Psychology Quarterly, 29(3), 320-335. doi: 10.1037/spq0000074
  • Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Physical and verbal bullying behavior: A mediation study of school climate, school identification and student well-being. (Manuscript in progress).
  • Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Understanding peer aggression and victimization: A mediation study of supportive school climate, social identity, and student well-being (Manuscript in progress).
  • Yeow, C. J. L., Reynolds, K. J., Lee, E., Subašic, E., & Bromhead, D. (2016). Job Involvement: Exploring an Integrated Model of Personality, Social Identity & Organisational Climate. (Manuscript for submission).

Learn more about the importance of school climate, and get suggestions about how to build a positive school climate:

  • DeWitt, P., & Slade, S. (2014). School climate change: How do I build a positive environment for learning? Alexandria, VA: ASCD.
  • Cohen, J, McCabe, E.M, Michelli, N.M & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111(1), 180-213.
  • SC engaging students PDF