Publications
Publications List
2023
Kleitman, S., Fullerton, D. J., Law, M. KH., Blanchard, M. D., Campbell, R., Tait, M.-A., Schulz, J., Lee, J., Stankov, L., King, M. T (2023). The Psychology of COVID-19 Booster Hesitancy, Acceptance and Resistance in Australia. Vaccines, 11(5), 907.
2022
Kai Ni, B., Burns, B. D., Mak, K. KL., Lah, S., Silva, D. S., Goldwater, M. B., Kleitman, S (2022). To kill or not to kill: A systematic literature review of high-stakes moral decision-making measures and their psychometric properties. Frontiers in Psychology, 13.
Law, M. KH., Stankov, L., Kleitman, S (2022). I Choose to Opt-Out of Answering: Individual Differences in Giving Up Behaviour on Cognitive Tests. Journal of Intelligence, 10(4), 86.
Kleitman, S., Jackson, S. A., Zhang, L. M., Blanchard, M. D., Rizvandi, N. B., Aidman, E (2022). Applying Evidence-Centered Design to Measure Psychological Resilience: The Development and Preliminary Validation of a Novel Simulation-Based Assessment Methodology. Frontiers in Psychology, 12, 717568.
2021
Kleitman, S., Fullerton, D. J., Zhang, L. M., Blanchard, M. D., Lee, J., Stankov, L., & Thompson, V (2021). To comply or not comply? A latent profile analysis of behaviours and attitudes during the COVID-19 pandemic. PLOS One, 16(7), e0255268.
Fullerton, D. J., Zhang, L. M., & Kleitman, S. (2021). An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation. PLoS ONE, 16(2), e0246000.
2020
Blanchard, M. D., Jackson, S. A., & Kleitman, S. (2020). Collective decision-making reduces metacognitive control and increases error rates, particularly for overconfident individuals. Journal of Behavioral Decision-Making, 33(3), 348-375.
Zhang, L. M., Aidman, E., Burns, B., & Kleitman, S. (2020). Integrating self-report and performance-based assessment of adaptability in a university context. Journal of Research in Personality, 88, 103988.
2019
Berkovsky, S., Taib, R., Koprinska, I., Wang, E., Zeng, Y., Li, J., & Kleitman, S. (2019). Detecting Personality Traits Using Eye-Tracking Data. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems.
Aidman, E., Jackson, S.A., & Kleitman, S. (2019). Effects of sleep deprivation on executive functioning, cognitive abilities, metacognitive confidence, and decision making. Applied Cognitive Psychology, 33(2), 188-200.
Mak, K. K. L., Kleitman, S., & Abbott, M.J. (2019). Impostor Phenomenon Measurement Scales: A Systematic Review. Frontiers in Psychology, 10, 671.
Kleitman, S., Jackson, S. A., Blanchard, M., Rizvandi, N. B., & Aidman, E. (2019). An event-based methodology for immersive simulation-embedded cognitive assessment. Manuscript submitted for publication
2018
Kleitman, S., Law, M. K. H., & Kay, J. (2018). It’s the deceiver and the receiver: Individual differences in Phishing Susceptibility and False Positives with Item Profiling. PLoS One, 13(10): e0205089.
Law, M. K. H., Jackson, S. A., Aidman, E., Geiger, M., Olderbak, S., & Kleitman, S. (2018). It’s the deceiver, not the receiver: No individual differences when detecting deception in a foreign and a native language. PLoS One. 13(5): e0196384.
Stankov, L. (2018). Psychological processes common to social conservatism and terrorism. Personality and Individual Differences. 120, 75–80.
Stankov, L., Knežević, G., Saucier, G., Radović, B., & Milovanović, B. (2018). Militant extremist mindset and the assessment of radicalization in general population. Journal of Individual Differences. 39(2), 88-98.
2017
Bensch, D., Paulhus, D. L., Stankov, L., & Siegler, M. (2017). Teasing Apart Overclaiming, Overconfidence, and Socially Desirable Responding. Assessment.
Jackson, S. A., Kleitman, S., Stankov, L., & Howie, P. (2017). Individual differences in decision making depend on cognitive abilities, monitoring and control. Journal of Behavioral Decision Making. Published online: 3 FEB 2016 DOI: 10.1002/bdm.1939
Stankov, L. (2017). Conservative Syndrome: Individual and cross-cultural differences. Journal of Cross-cultural Psychology. 48(6), 1–11. DOI: 10.1177/0022022117709984
Stankov, L. (2017). Overemphasized ‘g’. Journal of Intelligence. 5, 33 doi:10.3390/jintelligence5040033
Stankov, L., & Lee, J. (2017). Self-Beliefs: Strong Correlates of Mathematics Achievement and Intelligence. Intelligence. 61, 11–16.
http://dx.doi.org/10.1016/j.intell.2016.12.001
Stankov, L., Lee, J., & von Davier, M. (2017). A Note on Construct Validity of the Anchoring Method in PISA 2012. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282917702270
von Davier, M., Shin, H. J., Khorramdel, L., & Stankov, L. (2017). The Effects of Vignette Scoring on Reliability and Validity. Applied Psychological Measurement. Pp. 1-16. DOI: 10.1177/0146621617730389
2016
Boyle, G. J., Stankov, L., Martin, N. G., Ortet, G., Petrides, K. V., & Eysenck, M. (2016) Hans J. Eysenck and Raymond B. Cattell on Intelligence and Personality. Personality and Individual Differences. 103, 40-47.
Jackson, S. A., Kleitman, S., Howie, P., & Stankov, L. (2016). Cognitive Abilities, Monitoring Confidence, and Control Thresholds Explain Individual Differences in Heuristics and Biases. Frontiers in Psychology. Published online 13 OCT 2016. http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01559/full
Jackson, S. A., Kleitman, S., Stankov, L., & Howie, P. (2016). Decision Pattern Analysis as a General Framework for Studying Individual Differences in Decision Making. Journal of Behavioral Decision Making. Published online 12 JUN 2015. DOI: 10.1002/bdm.1887
Jackson, S. A. (2016). Greater response cardinality indirectly reduces confidence. Journal of Cognitive Psychology. Retrieved from http://www.tandfonline.com/doi/full/10.1080/20445911.2016.1138960
Lee, J. & Stankov, L. (2016). Non-cognitive Psychological Processes and Academic Achievement. New York: Routledge.
Lee, J. & Stankov, L. (2016). Non-cognitive Factors in Academic Achievement: Evidence from PISA and TIMSS. Chapter 8 in Myint Swe Khine and Shaljan Areepattamannil (Eds) Non-cognitive Factors and Educational Attainment. Rotterdam, The Netherlands: Sense Publishers. (pp. 153 -169)
Stankov, L. (2016). Individual Differences within the Psychological Atlas of the World. Personality and Individual Differences. 94, pp. 180–188.
Stankov, L (2016). Major Psychological Dimensions of Cross-cultural Differences: Nastiness, Social Awareness/Morality, Religiosity and Broad
Conservatism/Liberalism. Learning and Individual Differences. 49, 138–150.
Stankov, L. & Lee, J. (2016). Nastiness, Morality and Religiosity in 33 Nations. Personality and Individual Differences. 99, pp. 56-66.
Stankov, L. & Lee, J. (2016). Toward a Psychological Atlas of the World with Mixture Modeling. Journal of Cross-cultural Psychology.47(2), 249-262.
2015
Jackson, S. A., & Kleitman, S. (2015). A united front: Using the range of psychological variance in cutting edge practice and emerging research. New Directions in Child and Adolescent Development, 147, 123-126. (New Journal, no IF data available)
Jiang, Y. & Kleitman, S. (2015). Metacognition and Motivation: Links between Confidence, Self-protection and Self-enhancement. Learning and Individual Differences, 37, 222-230.
Kim, L. E., Chen, L., MacCann, C., Karlov, L., & Kleitman, S. (2015). Evidence for three factors of perfectionism: Perfectionistic Strivings, Order, and Perfectionistic Concerns. Personality and Individual Differences, 84, 16-22. http://dx.doi.org/10.1016/j.paid.2015.01.033
Jackson, S. A., Kleitman, S., Stankov, L., & Howie, P. (2015). Decision Pattern Analysis as a General Framework for Studying Individual Differences in Decision Making. Journal of Behavioral Decision Making, Advanced Online Publication. http://doi.org/10.1002/bdm.1887
Waschl, N. A., Nettelbeck, T., Jackson, S. A., & Burns, N. R. (2015). Dimensionality of the Raven’s Advanced Progressive Matrices: Sex differences and visuospatial ability. Personality and Individual Differences. http://doi.org/10.1016/j.paid.2015.12.008
Parker, C., Tomitsch, M., Kay, J., & Baldauf, M. (2015). Keeping it private: an augmented reality approach to citizen participation with public displays. In Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2015 ACM International Symposium on Wearable Computers (pp. 807–812). ACM. Retrieved from http://dl.acm.org/citation.cfm?id=2804401
Yoo, S., & Parker, C. (2015). Controller-less Interaction Methods for Google Cardboard. In Proceedings of the 3rd ACM Symposium on Spatial User Interaction (pp. 127–127). ACM. Retrieved from http://dl.acm.org/citation.cfm?id=2794359
Yoo, S., Parker, C., Kay, J., & Tomitsch, M. (2015). To Dwell or Not to Dwell: An Evaluation of Mid-Air Gestures for Large Information Displays. In Proceedings of the Annual Meeting of the Australian Special Interest Group for Computer Human Interaction (pp. 187–191). ACM. Retrieved from http://dl.acm.org/citation.cfm?id=2838819
2014
Stankov, L., Kleitman, S., and Jackson, S. A. (2014). Measures of the trait of confidence. In G. J. Boyle, D. H. Saklofske and G. Matthews (Eds.), Measures of Personality and Social Psychological Constructs, 158-189. Academic Press.
Jackson, S. A., Kleitman, S., & Aidman, E. (2014). Low cognitive load and reduced arousal impede practice effects on executive functioning, metacognitive confidence and decision making. PLoS One
Jackson, S. A., & Kleitman, S. (2014). Individual differences in decision-making and confidence: capturing decision tendencies in a fictitious medical test. Metacognition and Learning, 9, 25–49.
Jiang, Y., & Tiliopoulos, N. (2014). Individual differences in adult attachment and reinforcement sensitivity. Personality and Individual Differences, 68, 205-210.
Kleitman, S., & Costa, D.S.J. (2014). The role of a novel formative assessment tool (Stats-mIQ) and individual differences in real-life academic performance, Learning and Individual Differences, 29, 150–161.
Stankov, L. & Kleitman, S. (2014). Whither metacognition. Learning and Individual Differences, 29, 120–122.
2013
Kay, J., Kleitman, S., and Azevedo. R. (2013). Empowering teachers to design learning resources with metacognitive interface elements. In R. Luckin, J. Underwood, N. Winters, P. Goodyear, B. Grabowski, and S. Puntambeker, editors, Handbook of Design in Educational Technology, 124-134. Taylor and Francis.
Kleitman, S., Stankov, L., Allwood, C. M., Young, S., & Mak, K. (2013). Metacognitive Self-Confidence in School-Aged Children. In M. M. C. Mok (Ed.), Self-directed learning oriented assessment in the Asia-Pacific (pp. 147 – 163). New York: Springer.
Gluga, R., Kay, J., Lister, R., Simon, & Kleitman, S. (2013). Mastering Cognitive Development Theory in Computer Science Education. Computer Science Education, 23(1), 24-57.
Buratti, S., Allwood C. M., & Kleitman, S. (2013). On the relation between personality variables and first- and second-order judgments of the correctness of recalled semantic memory information. Metacognition and Learning, 8(1), 79-102.
Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96.
Chinthammit, W., Yoo, S., Parker, C., Turland, S., Pedersen, S., & Fu, W.-T. (2013). MolyPoly: A 3D Immersive Gesture Controlled Approach to Visuo-Spatial Learning of Organic Chemistry. In Computer-Human Interaction. Cognitive Effects of Spatial Interaction, Learning, and Ability (pp. 153–170). Springer. Retrieved from http://link.springer.com/chapter/10.1007 /978-3-319-16940-8_8
Tiliopoulos, N., Francis, L. J., & Jiang, Y. (2013). The Chinese translation of the Francis Scale of Attitude toward Christianity: factor structure, internal consistency reliability, and construct validity among Protestant Christians in Shanghai. Pastoral Psychology, 62(1), 75-79.
Yoo, S., Parker, C., Chinthammit, W., & Turland, S. (2013). MolyPoly: immersive gesture controlled chemistry teaching system. In Proceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration (pp. 197–200). ACM. Retrieved from http://dl.acm.org /citation.cfm?id=2541092
2012
Grant, A. M., Cavanagh, M. J., Kleitman, S., Spence, G., Lakota, M., & Nickolas, Y. (2012). Development and Validation of the Solution-focused Inventory. Journal of Positive Psychology, 7(4), 334–348.
Gluga, R., Kay, J., Lister, R., Kleitman, S., & Lever, T. (2012). Coming to terms with Bloom: an online tutorial for teachers of programming fundamentals. In Proc. Australasian Computing Education Conference (ACE2012), Melbourne, Australia. CRPIT, 123. de Raadt, M. and Carbone, A. Eds., ACS., 147-156.
Gluga, R., Kay, J., Lister, R., Kleitman, S., & Lever, T. (2012). Over-confidence and confusion in using Bloom for programming fundamentals assessment. In Proceedings of the 43rd ACM technical symposium on Computer Science Education, SIGCSE ’12, 147-152.
2011
Kleitman, S., & Gibson, J. (2011). Metacognitive beliefs, self-confidence and primary learning environment of sixth grade students. Learning and Individual Differences, 21, 728–735.
Kleitman, S., Mak, K., Young, S., Lau, P., & Livesey, D. (2011). Something About Metacognition: Self-confidence factor(s) in school-aged children. In S. Boag and N. Tiliopoulos (Eds). Personality and Individual Differences: Theory, Assessment, and Application (pp. 103-115). New York: Nova.
Barua, D., Kay, J., Kummerfeld, B., Kleitman, S., Paris, C., & Azevedo. R. (2011). Personal goals and metacognitive scaffolding as a unifying framework for personal health informatics. In M. Z. Carsten Röcker, A. Holzinger, S. Hansen, and K. McGee, editors, Third International Workshop on Smart Healthcare Applications(SmartHEALTH’11) at OzCHI., 22-25.
2010
Kleitman, S., & Mascrop, T. (2010). Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and Gender (pp. 293–326). In A. Efklides and P. Misailidi (Ed). Trends and Prospects in Metacognition Research, US: Springer.
Fritz, K., Howie, P., & Kleitman, S. (2010). How do I remember when I got my dog? The structure and development of children’s metamemory. Metacognition and Learning, 5(2), 207–28.
2009 and earlier:
Langevin, M., Kleitman, S., Packman, A., & Onslow, M. (2009). The peer attitudes toward children who stutter (PATCS) scale: an evaluation of validity, reliability and the negativity of attitudes. International Journal of Language and Communication Disorder, 44(3), 352–68.
Kleitman, S. (2008). Metacognition in the Rationality Debate. Self-confidence and its Calibration. Germany: VDM Verlag Dr. Mueller E.K. Inc., Publishers.
Stankov, L., & Kleitman, S. (2008). Processes on the Borderline Between Cognitive Abilities and Personality: Confidence and Its Realism. In G. J. Boyle, G. Matthews, & D. Saklofske (Eds), Vol 1 (pp. 541–55). The SAGE Handbook of Personality Theory and Testing. Sage Publications.
Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17(2), 161–73.
Want, J., & Kleitman, S. (2006). Imposter phenomenon and self-handicapping: Links with parenting styles and self-confidence. Journal of Personality and Individual Differences, 40(5), 961–71.
Howie, P., Markham, R., & Kleitman, S. (2006). The development of imagery scales for children in three modalities. Journal of Mental Imagery, 30(1–2), 39–64.
Marsh, H., & Kleitman. S. (2005). Consequences of employment during high school: Character building, subversion of academic goals, or a threshold? American Educational Research Journal, 42(2), 331–70.
Marsh, H. W., & Kleitman, S. (2005). School performance. In D. Levinson & K. Christenson (Eds.). Berkshire Encyclopedia of World Sport (Vol. 3, pp. 1328–32). Great Barrington MA, Berkshire Publishing.
Marsh, H., & Kleitman, S. (2003). School athletic participation: Mostly gain with little pain. Journal of Sport & Exercise Psychology, 25(2), 205–28.
Kleitman, S. (2003). Bias score – an instance of systematic irrationality? In P. Slezak (Ed.), Proceedings of Joint International Conference on Cognitive Science, Vol. 1, Sydney: UNSW, pp. 311–17.
Marsh, H., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4), 464–514.
Pallier, G., Wilkinson, R., Danthiir, V., Kleitman, S., Knezevic, G., Stankov, L., & Roberts, R. (2002). The role of question format and individual differences in the realism of confidence judgments. Journal of General Psychology, 129(3), 257–300.
Kleitman, S., & Stankov, L. (2001). Ecological and person-driven aspects of metacognitive processes in test-taking. Applied Cognitive Psychology, 15, 321–41.
Kleitman, S., Stankov, L. & Marsh, H. (2003). Metacognition: self-concept, personality and cognitive correlates. Published Proceedings of the AARE/NZARE Conference SELF Research Centre Symposium, Auckland, New Zealand, 29 November – 3 December.