BA (hons) (Indiana), MA, PhD (UCLA). DSc (UWS)


Professor Herb Marsh (BA-Hons, Indiana; MA; PhD, UCLA; DSc, UWS; Aust Acad of Soc Sci; Brit Acad of Soc Sci) is Professor, Institute for Positive Psychology and Education, Australian Catholic University, and Emeritus Professor at Oxford University, UK. Prior to moving to Oxford University as Professor of Education, he was the Distinguished Professor of Educational Psychology at University of Western Sydney where he had been Dean of Graduate Research Studies, Pro-Vice-Chancellor of Research, and recipient of the inaugural Doctorate of Science and the inaugural Vice Chancellors award for PhD Supervision.

He is the author of internationally recognised psychological tests that measure self-concept, motivation and university student’s evaluations of teaching effectiveness and is widely published (400+ articles in 75 journals, 75 chapters, 14 monographs, 390+ conference papers) and co-edits the International Advances in Self Research monograph series. He has given keynote addresses at many conferences on both his substantive and methodological research, including the Invited Presidential Keynote Addresses at meetings of both the American (AERA) and British Associations of Educational Research. He is an ISI highly cited researcher (; 360 ISI-publications, 20,000+ citations, ISI-H-index =80) and has a Google scholar H-Index of 129 (610 publicatons, 68,000+ citations). He founded the international SELF Research Centre that has 700+ 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.

He founded the international SELF Research Centre that has 700+ members and satellite centres at leading Universities around the world. SELF conducts a prestigious international conference held every two years (the 8th conference was in Germany in 2015) and monograph series published by IAP (volume 5 was recently published and volume 6 in progress).

On 24 June 2015, the Board of Directors of the International Positive Psychology Association (IPPA) voted unanimously to award the position of IPPA President-Elect to Professor Herb Marsh. The meeting took place immediately prior to IPPA's fourth World Congress of Positive Psychology held in Orland Florida where Professor Marsh's election was announced. IPPA is the peak international body of the world-wide positive psychology movement. Professor Marsh was elected in part to enhance the international stature of IPPA, recognising his role as an architect of ACU's Institute of Positive Psychology and Education in Australia, his contributions as Director for more than 20 years of the International SELF Research Centre, and his international research program spanning Europe, Asia and the Middle East as well as North America

Professor Marsh is well-known for substantive-methodological synergies (a phrase coined by him) that integrate new/evolving quantitative methodology and measurement to address substantively important issues with theoretical and policy-practice implications. In addition to his methodological focus on structural equation models, factor analysis, multilevel modelling, contextual/climate models, and new statistical approaches to meta-analysis, his major substantive interests include self-concept and motivational constructs; evaluations of teaching/educational effectiveness; developmental psychology; sports psychology; special education; the peer review process; gender differences; peer support and anti-bullying interventions.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association.

Research Funding: Professor Marsh's research has consistently attracted external funding, including a 100% success record on 20 proposals to the highly competitive Australian Research Council during the last 25 years he worked at Sydney University and the University of Western Sydney and an ARC Special Investigator grant, as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority since his appointment at Oxford.

  • Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A. S. (2015). Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction 35, 16-32

    Marsh, H. W., Abduljabbar, A. S., Parker, P. D., Morin, A. J., Abdelfattah, F., & Nagengast, B., Abu-Hilal, M.A. (2014). The Big-Fish-Little-Pond Effect: Generalizability of Social Comparison Processes Over Two Age Cohorts From Western, Asian, and Middle Eastern Islamic Countries. Journal of Educational Psychology (on-line pre-publication version).

    Marsh, H. W., Kuyper, H., Morin, A. J. S., Parker, P. D. & Seaton, M. (2014). Big-Fish-Little-Pond Social Comparison and Local Dominance Effects: Integrating New Statistical Models, Methodology, Design, Theory and Substantive Implications. Learning and Instruction, 33, 50-66

    Marsh, H. W., Kuyper, H., Seaton, M., Parker, P. D., Morin, A. J. S., Möller, J., & Abduljabbar, A. S. (2014). Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation Contemporary Educational Psychology, 39, 326-341.

    Marsh, H.W., Morin, A.J.S., Parker, P., & Kaur, G. (2014). Exploratory Structural Equation Modeling: An Integration of the best Features of Exploratory and Confirmatory Factor Analysis. Annual Review of Clinical Psychology, 10. 85-110

    Marsh, H. W., Lüdtke, O., Nagengast, B., Morin, A. J. S., & Von Davier, M. (2013). Why Item Parcels Are (Almost) Never Appropriate: Two Wrongs Do Not Make a Right—Camouflaging Misspecification With Item Parcels in CFA Models. Psychological Methods. Advance online publication. doi:10.1037/a0032773 (31+ citations)

    Marsh, H. W., Nagengast, B., & Morin, A. J. S. (2013). Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology, 49(6), 1194-1218. doi:10.1037/a0026913

    Marsh, H. W., Vallerand, R. J., Lafrenière, M.-A. K., Parker, P., Morin, A. J. S., Carbonneau, N., Jowett, S., Bureau, J. S., Fernet, C., Guay, F., Abduljabbar, A. .S . & Paquet, Y. Y. (2013). Passion: Does One Scale Fit All? Construct Validity of Two-Factor Passion Scale and Psychometric Invariance Over Different Activities and Languages. Psychological Assessment, 25, 796-809. doi:10.1037/a0032573

    Möller, J. & Marsh, H. W. (2013). Dimensional comparison theory. Psychological Review. Psychological Review, 120(3), 544-560. doi: 10.1037/a0032459

    Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist, 47(2), 106-124. doi:10.1080/00461520.2012.670488. (53+ citations)

    Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of educational psychology, 104(4), 1033-1053. doi: 10.1037/a0027697 (41+ citations)

    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. doi:10.1037/a0024221

    Marsh, H. W. & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77. DOI: 10.1348/000709910X503501

    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, 16(4), 444-467. doi:10.1037/a0024376. (33+ citations)

    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. doi:10.1037/a0024122

    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. doi:10.1177/0956797611415540

  • Cheng, J. H. S. & Marsh, H. W. (2010). National Student Survey: Are differences between universities and course reliable and meaningful. Oxford Review of Education, 36, 693-712. DOI: 10.1080/03054985.2010.491179 (32+ citations)

    Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U. & Nagengast, B. (2010). A new look at the big-five factor structure through exploratory structural equation modeling. Psychological Assessment, 22, 471-491. DOI: 10.1037/a0019227

    Marsh, H. W., Martin, A. J. & Jackson, S. (2010). Introducing A short version of the Physical Self Description Questionnaire: New strategies, short-form evaluative criteria, and applications of factor analyses. Journal of Sport & Exercise Psychology,32, 438-482.

    Marsh, H. W., Scalas, L. F. & Nagengast, B. (2010). Longitudinal tests of competing factor structures for the Rosenberg self-esteem scale: Traits, ephemeral artefacts, and stable response styles. Psychological Assessment,22, 366-381. doi:10.1037/a0019225

  • 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. (Also see commentary: Marsh, H. W. & Bornmann, L. (2009). Do women have less success in peer review? Nature, 459, 602.)

    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., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching.Structural Equation Modeling, 16(3), 439-476. doi:10.1080/10705510903008220

    Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16(2), 191-225. doi:10.1080/10705510902751010

    Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods,13(3), 203-229. doi:10.1037/a0012869

  • Marsh, H. W., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542-552. doi: 10.1177/0146167207312313

    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(3), 319-350. doi:10.1007/s10648-008-9075-6

    Marsh, H. W., Jayasinghe, U. W., & Bond, N. W. (2008). Improving the peer-review process for grant applications: Reliability, validity, bias, and generalizability. American Psychologist,63(3), 160-168. doi:10.1037/0003-066X.63.3.160.

    Marsh, H. W., and 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. (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, (2007) Application of confirmatory factor analysis and structural equation modeling in sport/exercise psychology., In Handbook of on sport psychology (3rd ed., pp. 774 - 798). In G. Tenenbaum and R. C. Eklund (Eds.), Handbook of on sport (eds.). New York: Wiley.
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. and Baumert, J. (2006) Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement., Journal of Personality, 74, 403-455.
  • Marsh, H. W. and Craven, R. G. (2006). (2006) Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and un.
  • Marsh, H.W., Papaioannou, A., Theodorakis, Y. (2006) Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers., Health Psychology, 25 (3): 316-328.
  • 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. (special issue).
  • Marsh, H. W., and Perry, C. (2005) Does a positive self-concept contribute to winning gold medals in elite swimming? The causal ordering of elite athlete self-concept and championship performances., Journal of Sport and Exercise Psychology, 27, 71-91.
  • Marsh, H. W., Ellis, L., Parada, L., Richards, G. and 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., Trautwein, U., Lüdtke, O., K öller, O. and Baumert, J. (2005) Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering., Child Development, 76, 297-416.
  • Marsh, H. W. and Kleitman, S. (2005) American Educational Research Journal, 42, 331-369.
  • Marsh, H.W., Hau, K.T. and Wen, Z., (2004) In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in overgeneralising Hu & Bentler’s (1999) findings., Structural Equation Modelling, 11, 320-341.
  • Marsh, H. W.; Wen, Z.; Hau, K. (2004) Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction., Psychological Methods, 9, 275-300.
  • 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, 1-13.
  • Jayasinghe, U. W., Marsh, H. W. and 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., In Journal of the Royal Statistical Society Series. (eds.).
  • 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. and Hattie, J. (2002) The relationship between research productivity and teaching effectiveness: Complimentary, antagonistic or independent constructs, Journal of Higher Education, 73, 603-642.
  • Marsh, H. W., and Kleitman, S. (2002) Extracurricular school activities: The good, the bad, and the nonlinear, Harvard Educational Review, 464-502.
  • Marsh, H. W., Hau, K-T, and Kong, C-K, (2002) Multivariate Behavioral Research, 37, 245-282.
  • Marsh, H. W. and Hattie, J. (2001) The relationship between research productivity and teaching effectiveness: Complimentary, antagonistic or independent constructs, Journal of Higher Education.
  • Marsh, H. W., Koeller, O., & Baumart, J. (2001) American Educational Research Journal, 38 (2), 321-350.
  • Marsh, H. W., Kong, C-K, Hau, K-T (2000) Journal of Personality and Social Psychology, 78:337-349.
  • Marsh, H. W., Hau, K-T, and Kong, C-K. (2000) Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects, Harvard Educational Review 70:302-346.
  • Marsh, H. W., Craven, R. G., and Debus, R. (1998) Structure, stability, and development of young children's self-concepts: A multicohort-multioccasion study, Child Development, 69(4):1030-1053.
  • Marsh, H. W., and Roche, L. A (1997) Making students' evaluations of teaching effectiveness effective, American Psychologist, 52:1187-1197.
  • Marsh, H. W., Balla, J., and McDonald, R. P. (1988) Goodness of fit in confirmatory factor analysis: The effect of sample size, Psychological Bulletin, 103:391-410.