Publications | Enrichment Lab

Journal Articles

Anns, F., Waldie, K. E., Peterson, E. R., Walker, C., Morton, S. M. B., & D’Souza, S. (2023). Behavioural outcomes of children exposed to antidepressants and unmedicated depression during pregnancy.. Journal of affective disorders, 338, 144-154. doi:10.1016/j.jad.2023.05.097

Garnett, M., Reese, E., Swearingen, I., Peterson, E., Salmon, K., Waldie, K., . . . Bird, A. (n.d.). Maternal Reminiscing and Children’s Socioemotional Development: Evidence from a Large Pre-Birth Longitudinal Cohort Study, Growing Up in New Zealand. Journal of Cognition and Development, ahead-of-print(ahead-of-print), 1-26. doi:10.1080/15248372.2023.2192276

Corkin, M. T., Meissel, K., Peterson, E. R., Lee, K., Giacaman, N., Janicot, S., & Morton, S. M. B. (2022). Are distinct modes of using digital technologies evident by age eight? Implications for digital divides.. Computers & Education, 191, 104642. doi:10.1016/j.compedu.2022.104642

Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2022). The Association Between Persistence and Change in Behavioral Difficulties During Early to Middle Childhood and Cognitive Abilities at Age 8.. Child psychiatry and human development. doi:10.1007/s10578-022-01453-1

Morton, S. M. B., Napier, C., Morar, M., Waldie, K., Peterson, E., Carr, P. A., . . . Cha, J. (2022). Mind the gap – unequal from the start: evidence from the early years of the Growing Up in New Zealand longitudinal study. Journal of the Royal Society of New Zealand, 52(3), 216-236. doi:10.1080/03036758.2022.2058026

Theunissen, G., D’Souza, S., Peterson, E. R., Walker, C., Morton, S. M. B., & Waldie, K. E. (2022). Prenatal determinants of depressive symptoms in childhood: Evidence from Growing Up in New Zealand.. Journal of affective disorders, 302, 41-49. doi:10.1016/j.jad.2022.01.076

Stephens, J. M., Rubie-Davies, C., & Peterson, E. R. (2022). Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?. Learning and Instruction, 78, 101480. doi:10.1016/j.learninstruc.2021.101480

Schoeps, A., Gontijo de Castro, T., Peterson, E. R., Wall, C., D’Souza, S., Waldie, K. E., & Morton, S. (2022). Associations between antenatal maternal diet and other health aspects with infant temperament in a large multiethnic cohort study: a path analysis approach.. BMJ open, 12(2), e046790. doi:10.1136/bmjopen-2020-046790

Brown, M., & Peterson, E. (2022). Current Approaches to Research With Gifted Adults: Differences Known and Unknown. Roeper Review, 44(1), 6-18. doi:10.1080/02783193.2021.2005207

Corkin, M. T., Peterson, E. R., Henderson, A. M. E., Waldie, K. E., Reese, E., & Morton, S. M. B. (n.d.). Examining the association between mothers’ life logistics and screen time of children aged 4 – 5 years old. The Social Science Journal, 1-19. doi:10.1080/03623319.2022.2081441

Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). Exploring the Factor Structure of the NIH Toolbox Cognition Battery in a Large Sample of 8-Year-Old Children in Aotearoa New Zealand.. Journal of the International Neuropsychological Society : JINS, 27(8), 825-834. doi:10.1017/s1355617720001265

Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. doi:10.1016/j.cogdev.2021.101098

Corkin, M. T., Henderson, A. M. E., Peterson, E. R., Kennedy-Costantini, S., Sharplin, H. S., & Morrison, S. (2021). Associations between technoference, quality of parent-infant interactions, and infants’ vocabulary development.. Infant behavior & development, 64, 101611. doi:10.1016/j.infbeh.2021.101611

Wallander, J. L., Berry, S., Carr, P. A., Peterson, E. R., Waldie, K. E., Marks, E., . . . Morton, S. M. B. (2021). Patterns of risk exposure in first 1,000 days of life and health, behavior, and education-related problems at age 4.5: evidence from Growing Up in New Zealand, a longitudinal cohort study.. BMC pediatrics, 21(1), 285. doi:10.1186/s12887-021-02652-w

Corkin, M. T., Peterson, E. R., Henderson, A. M. E., Bird, A. L., Waldie, K. E., Reese, E., & Morton, S. M. B. (2021). The Predictors of Screen Time at Two Years in a Large Nationally Diverse Cohort. Journal of Child and Family Studies, 30(8), 2076-2096. doi:10.1007/s10826-021-01985-5

Corkin, M. T., Dando, E., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2021). Correction to: “The way she smiles brightens me up”: Highlights of parenting an infant in a large Nationally diverse cohort. Current Psychology, 40(4), 1631-1634. doi:10.1007/s12144-018-0050-1

Ahmad, S., Waldie, K. E., Morton, S. M. B., & Peterson, E. R. (2022). Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years?. Child psychiatry and human development, 53(3), 448-457. doi:10.1007/s10578-021-01128-3

Corkin, M. T., Dando, E., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. M. B. (2021). “The way she smiles brightens me up”: Highlights of parenting an infant in a large Nationally diverse cohort. Current Psychology, 40(2), 919-938. doi:10.1007/s12144-018-0014-5

Corkin, M. T., Peterson, E. R., Henderson, A. M. E., Waldie, K. E., Reese, E., & Morton, S. M. B. (2021). Preschool screen media exposure, executive functions and symptoms of inattention/hyperactivity. Journal of Applied Developmental Psychology, 73, 101237. doi:10.1016/j.appdev.2020.101237

Crawford, A., Kahungunu, L. T. H. T. N. R. R. K., Peterson, E. R., Mcginn, V., Robertshaw, K., & Tippett, L. J. (2020). Cognitive and social/emotional influences on adaptive functioning in children with FASD: Clinical and cultural considerations.. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 1-33.

D’Souza, S., Underwood, L., Peterson, E. R., Morton, S. M. B., & Waldie, K. E. (2020). The Association Between Persistence and Change in Early Childhood Behavioural Problems and Preschool Cognitive Outcomes.. Child psychiatry and human development, 51(3), 416-426. doi:10.1007/s10578-019-00953-x

Brown, M., Peterson, E. R., & Rawlinson, C. (2020). Research With Gifted Adults: What International Experts Think Needs to Happen to Move the Field Forward. Roeper Review, 42(2), 95-108. doi:10.1080/02783193.2020.1728797

Buckley, J., Peterson, E. R., Underwood, L., D’Souza, S., Morton, S. M. B., & Waldie, K. E. (2020). Socio-demographic and maternal health indicators of inhibitory control in preschool age children: evidence from Growing Up in New Zealand. Longitudinal and Life Course Studies, 11(2), 181-201. doi:10.1332/175795919×15746664055477

Galvin, A., Davis, G., Neumann, D., Underwood, L., Peterson, E. R., Morton, S. M. B., & Waldie, K. E. (2020). Risk Factors Associated with Language Delay in Preschool Children. International Journal for Research in Learning Disabilities, 4(2), 35-52. doi:10.28987/ijrld.4.2.35

Brown, M., & Peterson, E. (2020). “We are not that!” A focus group study with gifted adults: direction for future research. Advanced Development, 18, 107-127. Retrieved from https://catalogue.library.auckland.ac.nz/permalink/f/1v9lq2o/uoa_alma51232596180002091

St. J. Watson, P. W., Rubie-Davies, C. M., Meissel, K., Peterson, E. R., Flint, A., Garrett, L., & McDonald, L. (2019). Teacher gender, and expectation of reading achievement in New Zealand elementary school students: essentially a barrier?. Gender and Education, 31(8), 1000-1019. doi:10.1080/09540253.2017.1410108

Robertson, L., Cameron, C., Hoek, J. A., Sullivan, T., Marsh, L., Peterson, E., & Gendall, P. (2019). Prevalence and characteristics of tobacco purchases in convenience stores: results of a postpurchase intercept survey in Dunedin, New Zealand.. Tobacco control, 28(6), 696-700. doi:10.1136/tobaccocontrol-2018-054643

D’Souza, S., Crawford, C. N., Buckley, J., Underwood, L., Peterson, E. R., Bird, A., . . . Waldie, K. E. (2019). Antenatal determinants of early childhood talking delay and behavioural difficulties.. Infant behavior & development, 57, 101388. doi:10.1016/j.infbeh.2019.101388

D’Souza, S., Waldie, K. E., Peterson, E. R., Underwood, L., & Morton, S. M. B. (2019). The Strengths and Difficulties Questionnaire: Factor Structure of the Father-Report and Parent Agreement in 2-Year-Old Children.. Assessment, 26(6), 1059-1069. doi:10.1177/1073191117698757

D’Souza, S., Underwood, L., Peterson, E. R., Morton, S. M. B., & Waldie, K. E. (2019). Persistence and change in behavioural problems during early childhood.. BMC pediatrics, 19(1), 259. doi:10.1186/s12887-019-1631-3

D’Souza, S., Underwood, L., Peterson, E. R., Buckley, J., Morton, S. M. B., & Waldie, K. E. (2019). Determinants of Persistence and Change in Early Childhood Behavioural Problems: The Roles of Parenting and Maternal Mental Health. Journal of Child and Family Studies, 28(7), 1826-1842. doi:10.1007/s10826-019-01404-w

Neumann, D., Herbert, S. E., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2019). A longitudinal study of antenatal and perinatal risk factors in early childhood cognition: Evidence from Growing Up in New Zealand.. Early human development, 132, 45-51. doi:10.1016/j.earlhumdev.2019.04.001

Porteous, E., Peterson, E. R., & Cartwright, C. (2019). Siblings of Young People With Cancer in NZ: Experiences That Positively and Negatively Support Well-Being.. Journal of pediatric oncology nursing : official journal of the Association of Pediatric Oncology Nurses, 36(2), 119-130. doi:10.1177/1043454218819455

Wallander, J. L., Berry, S., Atatoa Carr, P., Peterson, E. R., Waldie, K. E., Marks, E., . . . Morton, S. M. B. (2019). Patterns of exposure to Cumulative Risk Through Age 2 and associations with problem behaviors at age 4.5: Evidence from Growing Up in New Zealand. Journal of Abnormal Child Psychology, 12 pages. doi:10.1007/s10802-019-00521-w

Rusten, N. F., Peterson, E. R., Underwood, L., Verbiest, M. E. A., Waldie, K. E., Berry, S., . . . Morton, S. M. B. (2019). Psychological Distress Among Resident and Nonresident Fathers: Findings From New Zealand’s Who Are Today’s Dads? Project. Journal of Family Issues, 40(3), 293-314. doi:10.1177/0192513×18808827

D’Souza, S., Waldie, K. E., Peterson, E. R., Underwood, L., & Morton, S. M. B. (2019). Antenatal and Postnatal Determinants of Behavioural Difficulties in Early Childhood: Evidence from Growing Up in New Zealand.. Child psychiatry and human development, 50(1), 45-60. doi:10.1007/s10578-018-0816-6

Kim, Y., Bird, A., Peterson, E., Underwood, L., Morton, S. M. B., & Grant, C. C. (2020). Maternal Antenatal Depression and Early Childhood Sleep: Potential Pathways Through Infant Temperament.. J Pediatr Psychol, 45(2), 203-217. doi:10.1093/jpepsy/jsaa001

Ahmad, S., Peterson, E. R., Waldie, K. E., & morton, S. M. B. (2019). Development of an Index of Socio-Emotional Competence for Preschool Children in the Growing Up in New Zealand Study. Frontiers in Education, 4, 18 pages. doi:10.3389/feduc.2019.00002

McDaid, F., Underwood, L., Fa Alili-Fidow, J., Waldie, K. E., Peterson, E. R., Bird, A., . . . Morton, S. (2019). Antenatal depression symptoms in Pacific women: evidence from Growing Up in New Zealand.. Journal of primary health care, 11(2), 96-108. doi:10.1071/hc18102

Schoeps, A., Peterson, E. R., Mia, Y., Waldie, K. E., Underwood, L., D’Souza, S., & Morton, S. M. B. (2018). Prenatal alcohol consumption and infant and child behavior: Evidence from the Growing Up in New Zealand Cohort.. Early human development, 123, 22-29. doi:10.1016/j.earlhumdev.2018.06.011

Peterson, E. R., Dando, E., D’Souza, S., Waldie, K. E., Carr, A. E., Mohal, J., & Morton, S. M. B. (2018). Can Infant Temperament Be Used to Predict Which Toddlers Are Likely to Have Increased Emotional and Behavioral Problems?. Early Education and Development, 29(4), 435-449. doi:10.1080/10409289.2018.1457391

Corkin, M., Peterson, E. R., Andrejic, N., Waldie, K. E., Reese, E., & Morton, S. (2018). Predictors of mothers’ self-identified challenges in parenting Infants: Insights from a large, nationally diverse cohort. Journal of Child and Family Studies, 27(2), 653-670. doi:10.1007/s10826-017-0903-5

Peterson, E. R., Andrejic, N., Corkin, M. T., Waldie, K. E., Reese, E., & Morton, S. M. B. (2018). I hardly see my baby: challenges and highlights of being a New Zealand working mother of an infant. Kōtuitui New Zealand Journal of Social Sciences Online, 13(1), 4-28. doi:10.1080/1177083x.2017.1391852

Peterson, E. R., Waldie, K. E., Mohal, J., Reese, E., Atatoa Carr, P. E., Grant, C. C., & Morton, S. M. B. (2017). Infant Behavior Questionnaire-Revised Very Short Form: A New Factor Structure’s Associations With Parenting Perceptions and Child Language Outcomes.. Journal of personality assessment, 99(6), 561-573. doi:10.1080/00223891.2017.1287709

Peterson, E. R., Mohal, J., Waldie, K. E., Reese, E., Atatoa Carr, P. E., Grant, C. C., & Morton, S. M. B. (2017). A Cross-Cultural Analysis of the Infant Behavior Questionnaire Very Short Form: An Item Response Theory Analysis of Infant Temperament in New Zealand.. Journal of personality assessment, 99(6), 574-584. doi:10.1080/00223891.2017.1288128

Underwood, L., Waldie, K. E., Peterson, E., D’Souza, S., Verbiest, M., McDaid, F., & Morton, S. (2017). Paternal Depression Symptoms During Pregnancy and After Childbirth Among Participants in the Growing Up in New Zealand Study. JAMA Psychiatry, 74(4), 360-369. doi:10.1001/jamapsychiatry.2016.4234

Underwood, L., Waldie, K. E., D’Souza, S., Peterson, E. R., & Morton, S. M. B. (2017). A Longitudinal Study of Pre-pregnancy and Pregnancy Risk Factors Associated with Antenatal and Postnatal Symptoms of Depression: Evidence from Growing Up in New Zealand. Maternal and Child Health Journal, 21(4), 915-931. doi:10.1007/s10995-016-2191-x

D’Souza, S., Waldie, K. E., Peterson, E. R., Underwood, L., & Morton, S. M. (2017). Psychometric Properties and Normative Data for the Preschool Strengths and Difficulties Questionnaire in Two-Year-Old Children. Journal of Abnormal Child Psychology, 45(2), 345-357.

Brown, G. T., Peterson, E. R., & Yao, E. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. British Journal of Educational Psychology, 86(4), 606-629. doi:10.1111/bjep.12126

Reese, E., Peterson, E. R., Waldie, K., Schmidt, J., Bandara, D., Carr, P. A., . . . Morton, S. M. B. (2016). High Hopes? Educational, Socioeconomic, and Ethnic Differences in Parents’ Aspirations for their Unborn Children. Journal of Child and Family Studies, 25(12), 3657-3674. doi:10.1007/s10826-016-0521-7

Rubie-Davies, C. M., & Peterson, E. R. (2016). Relations between teachers’ achievement, over- and underestimation, and students’ beliefs for Māori and Pākehā students. Contemporary Educational Psychology, 47, 72-83. doi:10.1016/j.cedpsych.2016.01.001

Underwood, L., Waldie, K., D’Souza, S., Peterson, E., & Morton, S. (2016). A review of longitudinal studies on antenatal and postnatal depression. Archives of Women’s Mental Health, 19(5), 711-720. doi:10.1007/s00737-016-0629-1

Peterson, E. R., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers’ explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction, 42, 123-140. doi:10.1016/j.learninstruc.2016.01.010

McDonald, L., Flint, A., Rubie Davies, C. M., Peterson, E. R., Watson, P., & Garrett, L. (2016). Teaching high-expectation strategies to teachers through an intervention process. Professional Development in Education, 42(2), 290-307. doi:10.1080/19415257.2014.980009

Watson, P. W., Rubie-Davies, C. M., Meissel, K., Peterson, E. R., Flint, A., Garrett, L., & McDonald, L. (2016). Gendered Teacher Expectations of Mathematics Achievement in New Zealand: Contributing to a Kink at the Base of the STEM Pipeline?. International Journal of Gender, Science and Technology, 8(1), 83-102. Retrieved from http://genderandset.open.ac.uk/index.php/genderandset/article/view/394

Waldie, K. E., Peterson, E. R., D’Souza, S., Underwood, L., Pryor, J. E., Carr, P. A., . . . Morton, S. M. B. (2015). Depression symptoms during pregnancy: Evidence from Growing Up in New Zealand.. Journal of affective disorders, 186, 66-73. doi:10.1016/j.jad.2015.06.009

Widdowson, D. A., Dixon, R. S., Peterson, E. R., Rubie-Davies, C. M., & Irving, S. E. (2015). Why go to school? Student, parent and teacher beliefs about the purposes of schooling. Asia Pacific Journal of Education, 35(4), 471-484. doi:10.1080/02188791.2013.876973

Peterson, E. R., Brown, G. T. L., & Jun, M. C. (2015). Achievement emotions in higher education: A diary study exploring emotions across an assessment event. Contemporary Educational Psychology, 42, 82-96. doi:10.1016/j.cedpsych.2015.05.002

Peterson, E. R., & Meissel, K. (2015). The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review. Learning and Individual Differences, 38, 115-122. doi:10.1016/j.lindif.2015.01.011

Garrett, L., Rubie-Davies, C. M., Alansari, M., Peterson, E. R., Flint, A., McDonald, L., & Watson, P. (2015). ‘Missing out’? the potential consequences of inaccurate teacher expectations on young gifted readers’ achievement outcomes. APEX: The New Zealand Journal of Gifted Education, 19(1). Retrieved from http://www.giftedchildren.org.nz/apex/vol-19-no-1/

Denny, S., Peterson, E. R., Stuart, J., Utter, J., Bullen, P., Fleming, T., . . . Milfont, T. (2015). Bystander Intervention, Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools. Journal of School Violence, 14(3), 245-272. doi:10.1080/15388220.2014.910470

Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72-85. doi:10.1016/j.cedpsych.2014.03.003

Peterson, E., Schmidt, J., Reese, E., Lee, A., Carr, P. A., Grant, C., & Morton, S. (2014). “I expect my baby to grow up to be a responsible and caring citizen”: What are expectant parents’ hopes, dreams and expectations for their unborn children?. Family Matters, 94, 35-44. Retrieved from http://www.aifs.gov.au/institute/pubs/fm2014/fm94/fm94d.html

Peterson, E. R., Schmidt, J., Reese, E., Lee, A., Atatoa-Carr, P., & Morton, S. (2014). “I expect my baby to grow up to be a responsible and caring citizen”: What are expectant parents’ hopes, dreams and expectations for their unborn children?. Family Matters, 94, 35-44. Retrieved from https://aifs.gov.au/publications/family-matters/issue-94/i-expect-my-baby-grow-be-responsible-and-caring-citizen

Widdowson, D. A., Dixon, R. S., Peterson, E. R., Davies, C. M., & Irving, S. E. (2014). Why go to school? Student, parent and teacher beliefs about the purposes of schooling. Asia Pacific Journal of Education. doi:10.1080/02188791.2013.876973

Singh, E., Farruggia, S. P., & Peterson, E. R. (2013). Adolescents with diabetes: support from healthcare teams and families.. International journal of adolescent medicine and health, 25(1), 91-96. doi:10.1515/ijamh-2013-0013

Singh, E., Farruggia, S. M., & Peterson, E. R. (2013). Adolescents with diabetes: support from healthcare teams and families. International Journal of Adolescent Medicine and Health, 25(1), 91-96. doi:10.1515/ijamh-2013-0013.

Peterson, E. R., Farruggia, S. F., Hamilton, R. J., Brown, G. T. L., & Ellery-Brown, M. J. (2013). Socio-emotional key competencies: Can they be measured and what do they relate to?. Teachers and Curriculum, 13, 33-46. Retrieved from http://tandc.ac.nz/index.php/tandc/article/view/9

Brudevold-Iversen, T., Peterson, E. R., & Cartwright, C. (2013). Secondary school students’ understanding of the socio-emotional nature of the New Zealand Key Competencies. Teachers and Curriculum, 13. Retrieved from http://tandc.ac.nz/index.php/tandc/article/view/11

Hamilton, R. J., Farruggia, S. F., Peterson, E. R., & Carne, S. (2013). Key Competencies in secondary school: An examination of the factors associated with successful implementation. Teachers and Curriculum, 13. Retrieved from http://tandc.ac.nz/index.php/tandc/article/view/10

Rubie-Davies, C. M., Peterson, E. R., Garrett, L., Watson, P., Flint, A., O’Neill, H., & McDonald, L. (2013). Do student beliefs differ by ethnicity? Exploring self-perceptions. European Journal of Social and Behavioural Sciences, 4(1), 867-874. doi:10.15405/FutureAcademy/ejsbs(2301-2218).2012.4.19

Rubie-Davies, C. M., Peterson, E., Garrett, L., Watson, P., Flint, A., O’Neill, H., & Mc Donald, L. M. D. (n.d.). Do Student Beliefs Differ by Ethnicity? Exploring self-perceptions. The European Journal of Social & Behavioural Sciences, 4(1), 164-176. doi:10.15405/ejsbs.2013.1.19

Peterson, E. R., Brown, G. T. L., & Hamilton, R. J. (2013). Cultural differences in Tertiary Students’ Conceptions of Learning as a Duty and Student Achievement. International Journal of Quantitative Research in Education, 1(2), 167-181. doi:10.1504/IJQRE.2013.056462

Armstrong, S.R., Peterson, E. R., & Rayner, S. (2011). Understanding and Defining Cognitive Style and Learning Style: A Delphi Study in the Context of Educational Psychology.. Educational Studies, Online, 1-7. doi:10.1080/03055698.2011.643110

Rubie-Davies, C. M., Peterson, E., Flint, A., Garrett, L., McDonald, L., Watson, P., & O’Neill, H. (2012). Investigating teacher expectations by ethnicity in New Zealand. European Journal of Social and Behavioural Sciences, 2(2), 250-259. doi:10.15405/FutureAcademy/ejsbs(2301-2218).2012.2.10

Irving, S. E., Harris, L. R., & Peterson, E. R. (2011). ‘One assessment doesn’t serve all the purposes’ or does it? New Zealand teachers describe assessment and feedback. Asia Pacific Education Review, 12(3), 413-426. doi:10.1007/s12564-011-9145-1

Peterson, E. R., Rubie-Davies, C. M., Elley -Browne, M. J., Widdowson, D. A. M., Dixon, R. S., & Irving, E. (2011). Who is to blame? Students, teachers, and parents views on who is responsible for student achievement. Research in Education – Manchester, 86(1), 1-12. Retrieved from http://www.swetswise.com.ezproxy.auckland.ac.nz/eAccess/viewToc.do?titleID=174650&yevoID=3453771

Peterson, E. R., Rubie-Davies, C. M., Elley-Brown, M. J., Widdowson, DA., Dixon, R. S., & Irving, E. S. (2011). Who is to blame? Students, teachers and parents views on who is responsible for student achievement.. Research in Education, 86(1), 1-12. Retrieved from http://docserver.ingentaconnect.com/deliver/connect/manup/00345237/v86n1/s1.pdf?expires=1339561159&id=69257734&titleid=75002207&accname=University+of+Auckland&checksum=6BE2C485E2BD1345523AAC5D6C8CE12C

Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting Doctoral Students’ Research Self-Efficacy: Combining Academic Guidance with Autonomy Support.. Higher Education Research & Development, 30(6), 791-805.

Morton, S. M., Atatoa Carr, P. E., Grant, C. C., Robinson, E. M., Bandara, D. K., Bird, A., . . . Wall, C. (2012). Cohort Profile: Growing Up in New Zealand.. International Journal of Epidemiology, 1-11. doi:10.1093/ije/dyr206

Rubie-Davies, C. M., Peterson, E., Irving, E., Widdowson, D., & Dixon, R. (2010). Expectations of achievement:Student, teacher and parent perceptions. Research in Education, 83(1), 36-53. Retrieved from http://www.ingentaconnect.com/content/manup/rie/2010/00000083/00000001/art00004

Peterson, E. R., Brown, G. T. L., & Irving, S. E. (2010). Secondary school students’ conceptions of learning and their relationship to achievement. LEARNING AND INDIVIDUAL DIFFERENCES, 20(3), 167-176. doi:10.1016/j.lindif.2009.12.004

Rubie-Davies, C. M., Peterson, E. R., Irving, S. E., Widdowson, D. A. M., & Dixon, R. S. (2010). Expectations of achievement, students, teachers and parents’ perceptions.. Research in Education, 83(1), 36-53. Retrieved from http://www.ingentaconnect.com/content/manup/rie/2010/00000083/00000001/art00004

Peterson, E. R., Rayner, S. G., & Armstrong, S. J. (2009). Researching the psychology of cognitive style and learning style: Is there really a future?. Learning and Individual Differences 19 (4), 518-523, 19(4), 518-523. doi:10.1016/j.lindif.2009.06.003

Brown, G. T. L., Irving, S. E., Hirschfeld, G. H. F., & Peterson, E. R. (2009). Use on informal interactive assessment practices: New Zealand secondary students’ conceptions of assessment and feedback. Learning and Instruction, 19.

Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009). Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment. Learning and Instruction, 19(2), 97-111. doi:10.1016/j.learninstruc.2008.02.003

Peterson, E. R., Rayner, S. G., & Armstrong, S. J. (2009). Researching the psychology of cognitive style and learning style: Is there really a future?. Learning and Individual Differences, 19(4), 518-523. doi:10.1016/j.lindif.2009.06.003

Peterson, E. R., Rayner s, G., & Armstrong, S. (2009). Researchers, perspectives on the psychology of cognitive style and learning styles: What’s the point – is there really any future in it?. Learning and Individual Differences, 19, 518-523.

Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment and feedback. Learning and Instruction, 18(3), 238-250. doi:10.1016/j.learninstruc.2007.05.001

Peterson, E. R., & Irving, S. E. (2008). Secondary students, conceptions of assessment and feedback. Learning and Instruction, 18(3), 238-250.

Peterson, E. R., Deary, I. J., & Austin, E. J. (2007). Celebrating a common finding: Riding’s CSA test is unreliable. Personality and Individual Differences, 43(8), 2309-2312. doi:10.1016/j.paid.2007.06.029

Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2007). Issues in the use of informal-interactive assessment practices: New Zealand secondary students, conceptions of assessment.. Learning and Instruction, in review.

Peterson, E. R., & Whiteman, M. C. (2007). I think I can, I think I can…: Self-predicted intelligence, self-concept and personality in New Zealand and Scottish university students. Personality and Individual Differences, 43.

Peterson, E. R., & Barron, K. A. (2007). How to get focus groups talking: New ideas that will stick. International Journal of Qualitative Methods, 6(3), 140-144.

Peterson, E. R., & Whiteman, M. C. (2007). “I think I can, I think I can …”: The interrelationships among self-assessed intelligence, self-concept, self-efficacy and the personality trait intellect in university students in Scotland and New Zealand. Personality and Individual Differences, 43(4), 959-968. doi:10.1016/j.paid.2007.02.019

Peterson, E. R., & Deary, I. J. (2006). Examining wholistic-analytic style using preferences in early information processing. Personality and Individual Differences, 41(1), 3-14. doi:10.1016/j.paid.2005.12.010

Peterson, E. R. (2005). A new measure of verbal-imagery cognitive style: VICS (vol 38, pg 1269, 2005). PERSONALITY AND INDIVIDUAL DIFFERENCES, 39(7), 1333. doi:10.1016/j.paid.2005.06.001

Peterson, E. R., Deary, I. J., & Austin, E. J. (2005). Erratum: “A new measure of Verbal-Imagery Cognitive Style: VICS” (Personality and Individual Differences (2005) vol. 38 (6) (1269-1281) 10.1016/j.paid.2004.08.009). Personality and Individual Differences, 39(7), 1333. doi:10.1016/j.paid.2005.06.001

Peterson, E. R., Deary, I. J., & Austin, E. J. (2005). Are intelligence and personality related to verbal-imagery and wholistic-analytic cognitive styles?. PERSONALITY AND INDIVIDUAL DIFFERENCES, 39(1), 201-213. doi:10.1016/j.paid.2005.01.009

Peterson, E. R., Deary, I. J., & Austin, E. J. (2005). A new measure of Verbal-Imagery Cognitive Style: VICS. PERSONALITY AND INDIVIDUAL DIFFERENCES, 38(6), 1269-1281. doi:10.1016/j.paid.2004.08.009

Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407-428. doi:10.1016/j.ijer.2005.08.009

Peterson, E. R., Deary, I. J., & Austin, E. J. (2003). The Reliability of Riding’s Cognitive Styles Analysis Test. Personality and Individual Differences, 34(5), 881-891. doi:10.1016/S0191-8869(02)00116-2

Peterson, E. R., Deary, I. J., & Austin, E. J. (2003). On the Assessment of Cognitive Style: Four Red Herrings. Personality and Individual Differences, 34(5), 899-904. doi:10.1016/S0191-8869(02)00118-6