All publications

Books

  • Cerni, T., Curtis, G., & Colmar, S. . (2010). Cognitive-Experiential self theory and transformational leadership: Information-processing, educational leadership, conflict-handling styles. Mauritius: VDM Publishing House.

Book chapters

  • Martin, A., Nejad, H., Colmar, S. & Liem, A. (2014). From measurement to modeling: A case study of the development and implementation of the Adaptability Scale. In L. Kervin, S. McMahon, S. O'Shea & V. Harwood (Ed.), Digital storytelling : capturing the stories of mentors in Australian indigenous mentoring experience London: Sage.
  • Martin, A., Green, J., Colmar, S., Liem, A. & Marsh, H. W. (2011). Quantitative Modelling Of Correlational And Multilevel Data In Educational Research: A Construct Validity Approach To Exploring And Testing Theory. In Markauskaite, L., Freebody, P. & Irwin, J. (Ed.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research (pp. 209–224), New York: Springer.

Journal articles

  • Colmar, S., Double, K., Davis, N., Sheldon, L., Phillips, N., Cheng, M. & Briddon, S. (in press). Memory Mates: An evaluation of a classroom-based, student-focused working memory intervention. Journal of Psychologists and Counsellors in Schools. DOI:10.1017/jgc.2020.9
  • Colmar, S., Liem, A., Connor, J. & Martin, A. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among primary school students. Educational Psychology, 39(8), 1068–1089. DOI:10.1080/01443410.2019.1617409
  • Colmar, S. & Double, K. (2017). Working memory interventions with children: Classrooms or computers?. Journal of Psychologists and Counsellors in Schools, 27(2), 264–277. DOI:10.1017/jgc.2017.11
  • Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A. & Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1–12. DOI:10.1038/s41598-017-05826-8
  • Colmar, S., Davis, N. & Sheldon, L. (2016). A Pilot Classroom-Based Study of Attention and Working Memory Strategies for Primary-Aged Students. Journal of Psychologists and Counsellors in Schools, 26(1), 125–136. DOI:10.1017/jgc.2016.10
  • Gilroy, J., Donelly, M., Colmar, S. & Parmenter, T. (2016). Twelve factors that can influence the participation of Aboriginal people in disability services. Australian Indigenous Health Bulletin, 16(1).
  • Martin, A., Nejad, H., Colmar, S., Liem, A. & Collie, R, J. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36–43. DOI:10.1016/j.lindif.2015.02.004
  • Colmar, S. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching and Therapy, 30(1), 79–90. DOI:10.1177/0265659013507296
  • Campbell, M. & Colmar, S. (2014). Current status and future trends of school counseling in Australia. Journal of Asia Pacific Counseling, 4(2), 181–197.
  • Cerni, T., Curtis, G. & Colmar, S. (2014). The cognitive information-processing systems of leaders and their relation to student learning outcomes. Journal of School Leadership, 24(2), 287–310.
  • Cerni, T., Curtis, G. & Colmar, S. (2014). Cognitive-Experiential Leadership Model: How leaders' information-processing systems can influence leadership styles, influencing tactics, conflict management, and organizational outcomes. Journal of Leadership Studies, 8(3), 26–39. DOI:10.1002/jls.21335
  • Davis, N., Sheldon, L. & Colmar, S. (2014). Memory Mates: A classroom-based intervention to improve attention and working memory. Journal of Psychologists and Counsellors in Schools, 24(1), 111–120. DOI:10.1017/jgc.2013.23
  • Gilroy, J., Donelly, M., Colmar, S. & Parmenter, T. (2013). Conceptual Framework for Policy and Research Development With Indigenous People with a Disability. Australian Aboriginal Studies, 2013(2), 42–58.
  • Martin, A., Nejad, H., Colmar, S. & Liam, A. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728–746. DOI:10.1037/a0032794
  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S. & Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17–33. DOI:10.1080/19404158.2012.747186
  • Liem, A., Martin, A., Porter, A. & Colmar, S. (2012). Sociocultural antecedents of academic motivation and achievement: role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15(1), 1–13. DOI:10.1111/j.1467-839X.2011.01351.x
  • Parker, P., Martin, A., Colmar, S. & Liem, A. (2012). Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503–515. DOI:10.1016/j.tate.2012.01.001
  • Cerni, T., Curtis, G. & Colmar, S. (2012). Cognitive-experiential self theory and conflict-handling styles: Rational and constructive experiential systems are related to the integrating and compromising conflict-handling styles. International Journal of Conflict Management, 23(4), 362–381. DOI:10.1108/10444061211267263
  • Toshack, T. & Colmar, S. (2012). A cyberbullying intervention with primary-aged students. Journal of Psychologists and Counsellors in Schools, 22(2), 268–278. DOI:10.1017/jgc.2012.31
  • Martin, A., Nejad, H., Colmar, S. & Liem, A. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Journal of Psychologists and Counsellors in Schools, 22(1), 58–81. DOI:10.1017/jgc.2012.8
  • Green, J., Liem, A., Martin, A., Colmar, S., Marsh, H. W. & McInerney, D. M. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111–1122. DOI:10.1016/j.adolescence.2012.02.01
  • Martinez, C., Martin, A., Liem, A. & Colmar, S. (2012). A longitudinal analysis of physical and psychological wellbeing amongst late adolescents: Exploring the transition from school to postschool life. Australian Educational and Developmental Psychologist, 29(1), 17–43. DOI:10.1017/edp.2012.1
  • Colmar, S. (2011). A book reading intervention with mothers of children with language difficulties. Australasian Journal of Early Childhood, 36(2), 104–112.
  • Cerni, T., Curtis, G. & Colmar, S. (2010). Increasing transformational leadership by developing leaders' information-processing systems . Journal of Leadership Studies, 4(3), 51–65. DOI:10.1002/jls.20177
  • Cerni, T., Curtis, G. & Colmar, S. (2010). Executive coaching can enhance transformational leadership. International Coaching Psychology Review, 5(1), 83–87.
  • Martin, A., Colmar, S., Davey, L. & Marsh, H. W. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the '5Cs' hold up over time? . British Journal of Educational Psychology, 80(3), 473–496.
  • Brown, G. & Colmar, S. (2009). Historical and current perspectives on the necessary and sufficient components for effective classroom instruction . Special Education Perspectives, 18(1), 47–60.
  • Wilson, J, Colmar, S. (2008). Re-evaluating the significance of phonemic awareness and phonics in literacy teaching: The shared role of school counsellors and teachers. Australian Journal of Guidance and Counselling, 18(2), 89–105.
  • Cerni, T, Curtis, G, Colmar, S. (2008). Information Processing and Leadership Styles: Constructive Thinking and Transformational Leadership. Journal of Leadership Studies, 2(1), 60–73.
  • Colmar, S. (2008). Who parents and “counsels"?. Directions in Education, 17(2), 15th Feb–15th Feb.
  • Colmar, S. (2006). Books and Language Learning. Directions in Education, 15(17).
  • Colmar, S, Maxwell, A, Miller, L. (2006). Assessing intellectual disability in children: Are IQ measures sufficient, or even necessary?. Australian Journal of Guidance and Counselling, 16(2), 177–188.

Conference papers

  • Cerni, T., Curtis, G. & Colmar, S. (2013). Information-processing and Leadership: An Introductory Review and the Cognitive Leadership Model (CLM) . In V. Ribiere & L. Worasinchai Proceedings of ICMLG 2013: The International Conference on Management, Leadership and Governance (pp. 34–40). Bangkok, Thailand, 7-8 February.
  • Parker, P, Martin, A.J., Colmar, S, Debus, R. (2007). The Forgotten Helpers: A Psychosocial Model of Clergy Burnout. In Miner, M and Dowson, M Proceedings Annual Conference 2007 UWS Psychology and Spirituality Society. Spirituality in Australia: Psychological, Social and Religious Perspectives (pp. 153–163). University of Western Sydney, 20 July 2007.
  • Rider, N, Colmar, S. (2006). Reading achievement and reading self-concept in Year 3 students. In Jeffery, PL AARE Education Research. Creative Dissent: Constructive Solutions (pp. 1–Paper No). Parramatta, 27Nov-1 Dec 2005.

Other

  • Sheldon, L., Davis, N., & Colmar, S. . (2020). Memory Mates: A classroom-based intervention to improve attention and working memory in primary-aged students (Revised edition), .
  • Colmar, S., Davis, N., & Sheldon, L. (2020). Parents’ guide: Memory Mates for working with your child at home, .
  • Cerni, T. & Colmar, S. (2019). Closing the gap: Thinking styles and academic performance among senior high school students, 17th Hawaii International Conference on Education, Honolulu, January 5-8.
  • Colmar, S. (2018). Editorial: Applied practices, Journal of Psychologists and Counsellors, 28(2) 234.
  • Colmar, S. (2018). Editorial: Applied Practices, Journal of Psychologists and Counsellors, 28(1) 118-119.
  • Colmar, S. (2017). Unique student-focussed program to enhance learning, Psychologists in Schools Newsletter, 4 p.2.
  • Colmar, S. (2016). Editorial: Applied Practices , Journal of Psychologists and Counsellors in Schools, 26(2) 191-192.
  • Colmar, S. (2016). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 26(1) 115-116.
  • Davis, N., Shedlon, L. & Colmar, S. (2016). Memory Mates (website), http://www.memorymates.education/.
  • Colmar, S. (2015). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 25(1) 75-76.
  • Sheldon, L., Davis, N. & Colmar, S. (2015). Memory mates: A classroom-based intervention to improve attention and working memory in primary-aged students (booklet), .
  • Colmar, S., Davis, N. & Sheldon, L. (2015). Memory Mates: A set of classroom-based intervention strategies to improve attention and working memory in primary aged students (Workshop), Australian Psychologists and Counsellors in Schools Conference, Adelaide, 28 September.
  • Colmar, S., Davis, N. & Sheldon, L. (2015). Research on a classroom based working memory intervention: Memory Mates (Invited presentation), SE Sydney Region Conference of School Counsellors, St Georges, Sydney, 13 November.
  • Colmar, S. (2014). Editorial: Applied Practices, Journal of Psychologists and Counsellors in Schools, 24(1) 109-110.
  • Colmar, S. (2013). Editorial: Applied Practices , Journal of Psychologists and Counsellors in Schools, 23(2) 271-272.
  • Colmar, S. (2013). Attention and working memory, APACS (Australian Psychologists and Counsellors in Schools Association) NSW E-Newsletter, Term 4, 3.
  • Colmar, S. (2013). What is the optimal intensity of interaction between adult and child in their learning and language development? (Invited presentation) , Bowen Institute of Family Studies Conference, North Sydney, 20 June.
  • Colmar, S. (2012). Applied Practices: Perspectives from the Field Section within the Australian Journal of Guidance and Counselling, Journal of Psychologists and Counsellors in Schools, 22(2) 266-267.
  • Nejad, H., Martin, A., Colmar, S. & Liem, A. (2012). Adaptability: Exploring its personality antecedents and well-being outcomes (presentation), European Association for Research on Learning and Instruction, Regensburg, Germany.
  • Maher, E. & Colmar, S. (2011). Promoting social responsiveness within a developmental relationship-based approach with primary caregivers and young children with autism, Asia Pacific Autism Conference (APAC) 2011, poster presentation.
  • Colmar, S. (2011). Parents as teachers: Benefits of book reading communication for young children with language difficulties (Invited presentation) , First Australian Parenting Conference, Darling Harbour Conference Centre, Sydney, February.
  • Maher, E. M. & Colmar, S. (2011). Promoting social responsiveness within a developmental relationship-based approach with primary caregivers and young children with autism, Asia Pacific Autism Conference (APAC) 2011, Perth, WA, 8-10 September.
  • Colmar, S. (2010). Language intervention research demonstrates significant improvements in children with language difficulties, Report produced for Australian Guidance and Counselling Association NSW Newsletter, April.
  • Colmar, S. (2010). Children’s language skills: A research report, Report produced for Australian Guidance and Counselling Association National Newsletter, September No.3.
  • Colmar, S. (2006). Talking less equals talking more, On Line Opinion: Australia's e-journal of social and political debate (Online 14/9/06) .