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Professor Jiesi Guo is an educational psychologist at the Institute for Positive Psychology and Education, Australian Catholic University. His research examines how motivation, self-beliefs, social-emotional skills, and school and cultural contexts shape achievement, wellbeing, and educational choices. His work focuses on STEM participation, gender and socioeconomic inequalities, student engagement and belonging, and the wellbeing of teachers and school leaders. He also investigates how artificial intelligence (AI) can support motivation and learning. Across these areas, he combines longitudinal, cross-cultural, and twin studies with advanced quantitative methods, including structural equation modelling and machine learning

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First-author publications

• Guo, J., Huang, D., Wu, J., Mogouie, H., & Dicke, T. (2026). Predictive modelling of Australian school principals’ turnover intentions using machine learning with random effects. Discover Computing, 29(1), 24. https://doi.org/10.1007/s10791-025-09838-1
• Guo, J., Greiff, S., & Tang, X. (2026). Shaping the socio-emotional landscape: Advances, mechanisms, and contexts in learning and individual differences. Learning and Individual Differences, 125, 102844. https://doi.org/10.1016/j.lindif.2025.102844
• Guo, J., Sun, X., & Tang, X. (2025). Implicit measure of growth mindset: Reducing social desirability bias and linking to academic performance. Social Psychology of Education, 28(1), 166.
• Guo, J., Marsh, H. W., Parker, P. D., & Hu, X. (2024). Cross-cultural patterns of gender differences in STEM: Gender stratification, gender equality, and gender-equality paradoxes. Educational Psychology Review, 36(2), 37. https://doi.org/10.1007/s10648-024-09872-3
• Guo, J., Ma, Y., Li, T., Noetel, M., Liao, K., & Greiff, S. (2024). Harnessing Artificial Intelligence in Generative Content for enhancing motivation in learning. Learning and Individual Differences, 102547. https://doi.org/10.1016/j.lindif.2024.102547
• Guo, J., Basarkod, G., Perales, F., Parker, P. D., Marsh, H. W., Donald, J., … del Pozo Cruz, B. (2023). The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. Personality and Social Psychology Bulletin, https://doi.org/10.1177/01461672221125619
• Guo, J., Hu, X., Elliot, A. J., Marsh, H. W., Murayama, K., Basarkod, G., Parker, P. D., & Dicke, T. (2022). Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000436
• Guo, J., Tang, X., Marsh, H. W., Parker, P., Basarkod, G., Sahdra, B., Ranta, M., & Salmela-Aro, K. (2022). The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. Journal of Personality and Social Psychology. https://doi.org/10.1037/pspp0000426
• Guo, J., Hu, X., Marsh, H. W., & Pekrun, R. (2021). Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. Journal of Educational Psychology, 114(4), 734–751. https://doi.org/10.1037/edu0000660
• Guo, J., Wang, M.-T., Degol, J. L. (2020). The role of sociocultural factors in student achievement motivation: A Cross-Cultural review. Adolescent Research Review, 5(4), 435–450.
• Guo, J., Marsh, H. W., Parker, P. D., Dicke, T., & Zanden, B. Van. (2019). Countries, parental occupation, and girls’ interest in science. The Lancet, 393(10171), e6–e8. doi:10.1016/S0140-6736(19)30210-7
• Guo, J., Tang, X., & Xu, K. M. Capturing the multiplicative effect of perseverance and passion: measurement issues of combining two grit facets (2019). Proceedings of the National Academy of Sciences of the United States of America. doi: 10.1073/pnas.1820125116
• Guo, J., Marsh, H. W., Parker, P. D., Dicke, T., Lüdtke, O., & Diallo, T. M. O. (2019). A systematic evaluation and comparison between exploratory structural equation modeling and Bayesian structural equation modeling. Structural Equation Modeling, 26(4), 529–556.
• Guo, J., Wang, M.-T., Ketonen, E. E., Eccles, J. S., & Salmela-Aro, K. (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology, 55(October), 139–154.
• Guo, J., Marsh, H. W., Parker, P. D., & Dicke, T. (2018). Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction, 58, 210–219.
• Guo, J., Eccles, J. S., Sortheix, F. M., & Salmela-Aro, K. (2018). Gendered pathways toward STEM careers: The incremental roles of work value profiles above academic task values. Frontiers in Psychology, 9(July), 1–15.
• Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Dicke, T (2017). extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, 81-91.
• Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., … Trautwein, U. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1–20.
• Guo, J., Marsh, H. W., Morin, A. J. S., Parker, P. D., & Kaur, G. (2015). Directionality of the associations of high school expectancy-value, aspirations and attainment over eight years: A Longitudinal study. American Educational Research Journal, 52(2), 371–402.
• Guo, J., Parker, P. D., Marsh, H. W., & Morin, A. J. S. (2015). Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 51(8), 1163-1176.
• Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008

Senior/Corresponding-author publications

• Núñez-Regueiro, F., Marsh, H. W., Pekrun, R., Lüdtke, O., & Guo, J. (2026). On model interpretability and time-reversal testing in analyses of reciprocal effects: Clarifying modeling issues in Sorjonen et al.’s (2025a, 2025b) commentaries. Educational Psychology Review, 38(1), 80. https://doi.org/10.1007/s10648-026-10179-8
• Nguyen, T. L., Guo, J., Klatzka, C. H., Teuber, Z., Dicke, T., Wu, J., & Marsh, H. W. (2026). Reciprocal development of depression and self-efficacy in adolescence: A longitudinal twin study. Journal of Affective Disorders, 414, 122355. https://doi.org/10.1016/j.jad.2026.122355
• Núñez-Regueiro, F., Marsh, H. W., Pekrun, R., Lüdtke, O., & Guo, J. (2025). The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025. Educational Psychology Review, 37(3), 79.
• Basarkod, G., Dicke, T., Allen, K. A., Parker, P. D., Ryan, M., Marsh, H. W., ... & Guo, J. (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning and Instruction, 91, 101879.
• Jang, H.-R., Basarkod, G., Reeve, J., Marsh, H. W., Cheon, S. H., & Guo, J. (2024). Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, 116(1), 20–35. https://doi.org/10.1037/edu0000815
• Marsh, H. W., Fraser, M. I., Rakhimov, A., Ciarrochi, J., & Guo, J. (2023). The bifactor structure of the Self-Compassion Scale: Bayesian approaches to overcome exploratory structural equation modeling (ESEM) limitations. Psychological Assessment, 35(8), 674–691. https://doi.org/10.1037/pas0001247
• Donald, J. N., Ciarrochi, J., & Guo, J. (2022). Connected or Cutoff? A 4-year longitudinal study of the links between adolescents’ compulsive internet use and social support. Personality and Social Psychology Bulletin, 014616722211278. https://doi.org/10.1177/01461672221127802
• Basarkod, G., Marsh, H. W., Parker, P. D., Dicke, T., & Guo, J. (2021). The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis. Learning and Instruction, 101539.
• Wang, M.-T., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment: A systematic review and meta-analysis. American Psychologist. doi:10.1037/amp0000464
• Wang, M., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children ’ s academic and psychological wellbeing : A systematic review and meta-analysis. Developmental Review, 57, 100912.
• Huguley, J. P., Wang, M.-T., Vasquez, A. C., & Guo, J. (2019). Parental ethnic–racial socialization practices and the construction of children of color’s ethnic–racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145(5), 437–458.
• Donald, J. N., Ciarrochi, J., Parker, P. D., Sahdra, B. K., Marshall, S. L., & Guo, J. (2018). A worthy self is a caring self: Examining the developmental relations between self-esteem and self-compassion in adolescents. Journal of Personality, 86(4), 619–630.
• Donald, J. N., Atkins, P. W. B., Parker, P. D., Christie, A. M., & Guo, J. (2017). Cognitive defusion predicts more approach and less avoidance coping with stress, independent of threat and self-efficacy appraisals. Journal of Personality, 85(5), 716–729.

Second-author publications

• Tang, Y., Guo, J., & Hu, X. (2026). Does social media use really matter for students’ well-being? The cross-cultural generalizability across 52 societies. Journal of Happiness Studies, 27(6), 90. https://doi.org/10.1007/s10902-026-01070-y
• Marsh, H. W., Guo, J., Lüdtke, O., & Pekrun, R. (2026). Throwing out the bathwater but keeping the baby: Extending Campbell-Fiske’s multitrait-multimethod framework. Advances in Methods and Practices in Psychological Science, 9(2), 25152459251407652. https://doi.org/10.1177/25152459251407652
• Symonds, J. E., Guo, J., Tang, X., Upadyaya, K., Yu, J., Vaccaro, N., Guigui, D., Ponce, S., Costello, N., & Salmela-Aro, K. (2026). Student engagement declines across adolescence: A meta-analysis of longitudinal studies. Review of Education, 14(1), e70134. https://doi.org/10.1002/rev3.70134
• Hu, X., Guo, J., King, R. B., & Leung, F. K. S. (2025). A cultural explanation of motivation-achievement paradox in math. Educational Researcher, 55(2), 115-124. https://doi.org/10.3102/0013189x251370677
• Han, F., & Guo, J. (2025). How does university students’ academic major (STEM vs. non-STEM) affect their acceptance of e-learning: A multi-group analysis. International Journal of Educational Technology in Higher Education, 22(1), 41.
• Teuber, Z., Guo, J., Dicke, T., Jordan, G., Schiltz, C., Greiff, S., & Aunola, K. (2025). Emotionally and Cognitively Drained: Longitudinal Associations Between Cognitive Emotion Regulation and Parental Burnout From Between‐ and Within‐Person Perspectives. Stress and Health, 41(3), e70053. https://doi.org/10.1002/smi.70053
• Liu, Z., Guo, J., Huang, H., & Tang, X. (2025). Which social-emotional skills are most important for students’ learning and well-being? An international comparison among China, USA and Finland. Learning and Individual Differences, 121, 102703. https://doi.org/10.1016/j.lindif.2025.102703
• Marsh, H. W., Guo, J., Pekrun, R., Lüdtke, O., & Núñez-Regueiro, F. (2024). Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering. Educational Psychology Review, 36(2), 53. https://doi.org/10.1007/s10648-024-09887-w
• Marsh, H.W., Guo, J., Parker, P.D. et al. Peer victimization: an integrative review and cross-national test of a tripartite model. Educ Psychol Rev 35, 46 (2023). https://doi.org/10.1007/s10648-023-09765-x
• Marsh, H. W., Guo, J., Dicke, T., Parker, P. D., Craven, R. G. (2020). Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM) & Set-ESEM: Optimal balance between goodness of fit and parsimony. Multivariate Behavioral Research. 55(1), 102-119.
• Vinni-Laakso, J., Guo, J., Juuti, K., Loukomies, A., Lavonen, J., & Salmela-Aro, K. (2019). The relations of science task values, self-concept of ability, and stem aspirations among finnish students from first to second grade. Frontiers in Psychology, 10(July), 1–15.
• Marsh, H. W., Guo, J., Parker, P. D., Nagengast, B., Asparouhov, T., Muthén, B., & Dicke, T. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods, 23(3), 524–545.

Projects

ARC grants

• Boosting high school students' interest and course taking in STEM fields (DE230100300)
• School Principals Diminishing Wellbeing: What Makes a Positive Difference? (LP160101056)
• Transforming Lives and Communities: Impact of Quality Indigenous Education (LP150100679)

Industry grants

• Enabling Thriving Futures: Forging and Capitalising Upon an Innovative Positive Psychology Multi-Dimensional Well-Being Framework for Positive Education Schooling
• Australian Principal Health and Wellbeing - Combined (CSNSW, APPA, ASPA, AHISA, NSWSPC)

University grants

• How Subtle Activations and Prompts in Assessment Designs Influence Internal Self-Evaluation of Academic Abilities: A Series of Experimental Studies
• Driven to Distraction: A Pilot Study of The Mental Health Effects of Compulsive Smartphone Use Among Managers at Work

Accolades and awards

Domestic awards

• 2023 Discovery Early Career Research Awards (DECRA)

International awards

• 2020 Association of Psychological Science (APS) Rising Star
• 2021 Society for Social Work and Research Excellence in Research Award
• 2017 American Educational Research Association (AERA) Outstanding Dissertation Award
• 2017 International Self-Conference Outstanding Dissertation Award

International journal review panel

• Developmental Psychology
• Journal of Educational Psychology
• Child Development
• Learning and Instruction
• Journal of Research on Adolescence
• American Educational Research Journal
• Contemporary Educational Psychology
• Learning and Individual Differences
• European Review of Applied Psychology

Grant agency review panel

• Australian Research Council (ARC) peer reviewer

Public engagement

• 40% of Australian principals are victims of physical violence (The conversation, SBS)
• What should we do to protect children's self-confidence as studying at home (SBS)
• Devastating toll of pandemic on school principals survey (ABC)