Ms Alison O'MARA[back]
Tertiary Educational Experience
Oct 2006 - present: Doctoral Candidate at Department of Education, University of Oxford, UK
2004-2005: Doctoral Candidate at SELF Research Centre, University of Western Sydney, Australia (incomplete)
1999-2003: Bachelor of Psychology (Honours) - First Class (2003), University of Western Sydney, Australia. Final Year Research Thesis entitled "Evaluating self-concept interventions from a multidimensional perspective: A meta-analysis". Undergraduate studies included a semester at Wilfrid Laurier University, Ontario, Canada, as an exchange student.
Key words
Self-concept, Meta-analysis, Research methods/statistics, Educational & social psychology
Research topic
My primary substantive research interest is in the self-concept construct, with an emphasis on its multidimensionality in relation to intervention programs, and gender and age differences. I am also particularly interested in examining social psychological theories in educational contexts, such as the big-fish-little-pond effect. From a methodological standpoint, I am interested in quantitative analysis, particularly meta-analysis and the application of multilevel modelling to meta-analysis. However, I also use other quantitative methods such as multilevel modelling and structural equation modelling in my research. My research emphasises the synergy between substantive issues and methodological innovations; in other words, complex substantive questions require sophisticated methodological tools.
Current Funded Research Project(s):
ESRC Small Grant (2006-present): Effectiveness of self-concept intervention studies and a comparison of traditional and multilevel methods of meta-analysis
ESRC Researcher Development Initiative (2008): A multilevel approach to meta-analysis for the social sciences
Journal Articles
Marsh, H. W., Bornmann, L., Mutz, R., Daniel, H-D., & O’Mara, A. J. (2008). Gender effects in the peer reviews of grant proposals: A comprehensive meta-analysis. Unpublished manuscript submitted for publication.
Marsh, H. W., & O'Mara, A. J. (2008). Have researchers underestimated the big-fish-little-pond-effect? Long-term total negative effects of school-average ability on diverse educational outcomes. Unpublished manuscript submitted for publication.
Marsh, H. W., & O'Mara, A. J. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement and attainment over seven adolescent-adult years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542-552.
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, 319-350.
Nelson, G., O'Mara, A. J., McInerney, D., & Dowson, M. (2006). Motivation, learning processes and achievement in cross-cultural settings: An examination of Australian and Papua New Guinean students. International Education Journal, 7(4), 400-409.
O'Mara, A. J., Green, J., & Marsh, H. W. (2006). Administering self-concept interventions in schools: No training necessary? A meta-analysis. International Education Journal, 7(4), 524-533.
O'Mara, A. J., & Marsh, H. W. (2007). Big-fish-little-pond-effect: The pervasive self-concept frame-of-reference phenomenon. The Psychology of Education Review, 31, 2-7.
O'Mara, A. J., & Marsh, H. W. (in preparation). Incorporating within-study correlations in multivariate meta-analysis: Multilevel versus traditional models. Manuscript in preparation.
O'Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181-206.
Monograph Chapter
Marsh, H. W., & O'Mara, A. J. (2008). Self-concept is as multidisciplinary as it is multidimensional: A review of theory, measurement, and practice in self-concept research. In H.W. Marsh, R.G. Craven & D.M. McInerney (Eds.), International advances in self research (Vol. 3, pp. 87-115). Greenwich, CT: Information Age.
Peer-Reviewed Conference Papers with Proceedings
O'Mara, A. J., Craven, R. G., & Marsh, H. W. (2003, November). Evaluating self-concept interventions from a multidimensional perspective: A meta-analysis. Paper presented at the AARE/NZARE Conference, University of Auckland, Auckland, New Zealand.
O'Mara, A. J., Craven, R. G., & Marsh, H. W. (2004, July). Unmasking the true effects of self-concept interventions and suggested guidelines for rectification. Paper presented at the Third International Biennial SELF Research Conference, Max Planck Institute, Berlin, Germany.
O'Mara, A. J., & Marsh, H. W. (2006, July). Support for a reciprocal effects model of self-concept and academic achievement through a contrast of multidimensional and unidimensional approaches. Paper presented at the Fourth International Biennial SELF Research Conference, University of Michigan, Ann Arbor, United States.
O'Mara, A. J., Marsh H. W., & Craven, R. G. (2004, July). Self-concept enhancement: A meta-analysis integrating a multidimensional perspective. Paper presented at the Third International Biennial SELF Research Conference, Max Planck Institute, Berlin, Germany.
O'Mara, A. J., Marsh, H. W., & Craven, R. G. (2005, December). Meta-analytic methods in educational research: Issues and their solutions. Paper presented at the AARE Conference, University of Western Sydney, Parramatta, Australia.
O'Mara, A. J., Marsh, H. W., & Craven, R. G. (2005, December). Self-concept intervention research in school settings: A multivariate, multilevel model meta-analysis. Paper presented at the AARE Conference, University of Western Sydney, Parramatta, Australia.
O'Mara, A. J., Marsh, H. W., & Craven, R. G. (2006, July). A comprehensive multilevel model meta-analysis of self-concept interventions. Paper presented at the Fourth International Biennial SELF Research Conference, University of Michigan, Ann Arbor, United States.
International Conference Papers Without Full Peer-Review
Marsh, H. W., & O’Mara, A. J. (2008, July). Big-fish-little-pond-effect: Total long-term negative effects of school-average ability on diverse educational outcomes over 8 adolescent/early adult years. Paper presented at the XXIX International Congress of Psychology, Berlin, Germany.
O'Mara, A. J., & Marsh, H. W. (2007, April). An application of multilevel modelling to meta-analysis and comparison with traditional approaches. Paper presented at the 6th International Amsterdam Multilevel Conference, University of Utrecht, Amsterdam, The Netherlands.
O'Mara, A. J., & Marsh, H. W. (2007, September). Evaluating the causal ordering of achievement and self-concept through unidimensional and multidimensional perspectives, using longitudinal structural equation modelling. Paper presented at the British Educational Research Association Conference, Institute of Education, London.
* Alison is also currently a full-time DPhil student in the SELF Research group at the Department of Education, under the supervision of Prof. Herb Marsh.
* Alison is the co-ordinator of the Department of Education's Advanced Quantitative Research Methods Special Interest Group ("Quant SIG"), led by Prof Herb Marsh. The group meets weekly during term time. The sessions involve presentations and discussions about advanced quantitative methods, followed by a practical workshop. Alison usually presents at least once a term to the group. Her past presentations have been on topics such as meta-analysis, longitudinal structural equation modelling, and missing data analysis.
* Alison and two other students in the Department of Education (Jacqueline Cheng and James Hall) have initiated dissertation statistics support sessions on a voluntary basis. They provide 'drop in sessions' for students in their department who have data from their dissertation research, which they require statistical assistance with.
* Alison is currently involved in co-designing and co-presenting a series of Dissertation Workshops for PGCE students in the Department of Education. The workshops are designed to provide PGCE students with research skills to conduct their small-scale practitioner research dissertations. This programme is co-ordinated by Dr. David Mills, and designed/presented in conjunction with Dr. Diana Burman, Eleni Stamou, Dr. Michael Hoelscher, and Dr. Stephanie Wilde.