Contact

Address

02, 208, 100 Leicester St, Carlton., Parkville

Phone

03 8344 3402

Email

peggy.kern@unimelb.edu.au

Credentials

Position
Associate Professor In Positive Psychology
Melbourne Graduate School of Education
Education
Doctor of Philosophy (Social/Personality Psychology)
University of California - Riverside
Master of Arts (Social/Personality Psychology)
University of California - Riverside
Bachelor of Arts (Psychology)
Arizona State University
ORCID

0000-0003-4300-598X

A/Prof. Peggy Kern

Associate Professor In Positive Psychology
Melbourne Graduate School of Education
135 Scholarly works
3 Projects

HIGHLIGHTS

  • 2021

    Journal article

    Flourishing Classrooms: Applying a Systems-Informed Approach to Positive Education
    DOI: 10.1007/s40688-019-00267-8
  • 2021

    Journal article

    Regional personality assessment through social media language
    DOI: 10.1111/jopy.12674
  • 2021

    Book Chapter

    The importance of positive classroom relationships for diverse students' well-being in mathematics education
    DOI: 10.4324/9781003048558-7
  • 2020

    Journal article

    Can a teacher-led mindfulness intervention for new school entrants improve child outcomes? Protocol for a school cluster randomised controlled trial.
    DOI: 10.1136/bmjopen-2019-036523
  • 2019

    Research Grant

    Does a teacher-led mindfulness intervention improve student outcomes?
  • 2018

    Journal article

    Leader autonomy support in the workplace: A meta-analytic review
    DOI: 10.1007/s11031-018-9698-y
  • 2016

    Research Grant

    Determining implementation drivers in resilience education
Peggy Kern

Latest Honours,
Awards and Fellowships

2018
Mid-Career Research Excellence Award Melbourne Graduate School of Education
2017
Early Career Researcher Award International Positive Psychology Association
2016
Advanced Leadership Program National Excellence in Educational Leadership Initiative
2015
Early Career Rising Star Association for Psychological Science

RECENT SCHOLARLY WORKS

  • 2021

    Journal article

    Closed- and Open-Vocabulary Approaches to Text Analysis: A Review, Quantitative Comparison, and Recommendations
    DOI: 10.1037/met0000349
  • 2021

    Journal article

    Collective wellbeing and posttraumatic growth during COVID-19: how positive psychology can help families, schools, workplaces and marginalized communities
    DOI: 10.1080/17439760.2021.1940251
  • 2021

    Conference Proceedings

    Empowering families through a system-informed approach to developing wellbeing literacy
  • 2021

    Journal article

    Flow Support at Work: Examining the Relationship Between Strengths Use and Flow at Work Among School Staff over a Three-Year Period
    DOI: 10.1007/s10902-021-00409-x
  • 2021

    Journal article

    The responsibility of knowledge: Identifying and reporting students with evidence of psychological distress in large-scale school-based studies
    DOI: 10.1177/1747016120952511
  • 2021

    Journal article

    Belonging: a review of conceptual issues, an integrative framework, and directions for future research
    DOI: 10.1080/00049530.2021.1883409
  • 2021

    Journal article

    Beyond beliefs: Multidimensional aspects of religion and spirituality in language.
    DOI: 10.1037/rel0000408

RECENT PROJECTS

  • 2016

    Research Grant

    Determining implementation drivers in resilience education