Adaptability, Achievement motivation, Contemporary social psychology theories in educational setting (social comparison theory, theory of planned behaviour, expectancy-value theory, and constructivist theory), Academic connectedness and engagement and learning, Attitude, character, and value development (resilience, adaptability, values), Classroom learning environment, Positive psychology in academic and non-academic settings (academic self-concept, wellbeing), Personal best theory, Implicit theory of ability, Research methods and designs, Univariate and multivariate statistical analyses, Counselling psychology, Teaching Developmental & Educational Psychology, Practicum Supervision
Dr. Mohamad Hadi Ghasemi Nejad
B.A. (York University, Canada); B.A. (Athabasca University, Canada); M.A. (Yorkville University, Canada); Ph. D. (University of Sydney, Australia)
Harry G. Nejad, PhD, MACP (Master of Arts in Counselling Psychology), BA (Liberal Studies) and BA (Arts and Sciences), is a Canadian citizen currently working in research as an Associate Professor at O. P. Jindal Global University. Prior to his appointment at O. P. Jindal Global University, he was with Wenzhou-Kean University as a lecturer in psychology in Wenzhou, China, and had previously worked at Universiy of Sydney and Notre Dame University, Sydney, Australia. Dr. Nejad has a Ph.D. in education/educational psychology from University of Sydney, Sydney, Australia. He is an educational/psychological researcher as well as educator with experience in large-scale research projects and collaborations with internationally renowned researchers in Australia, Canada, the United Kingdom, and the United States of America. To conduct his doctoral work, Dr. Nejad was awarded the ARC Discovery Stipend Grant. He attained a Master of Arts in Counselling Psychology post graduate degree from Yorkville University in Canada with high honour (GPA 4.0).
He taught various courses including General Psychology, Educational Psychology, I/O Psychology, Statistics, Social Psychology, Experimental Psychology, Marriage and Family Counselling, and also was a coordinator for the Bridging the Gap course at Wenzhou-Kean University. Furthermore, he was a quantitative research analyst and investigator who taught as a Level II Lecturer/Tutor at the Faculty of Education and Social Work, at University of Sydney, and program coordinator and lecturer at the Faculty of Behavioural Sciences, at Notre Dame University, Sydney, Australia.
Dr. Nejad have published several papers on the newly developed adaptability construct measurement and coined the recently developed adaptability construct definition and scale/survey. He is skilled in ‘traditional’ multivariate analysis (e.g., ANOVA, MANOVA, regression, cluster analysis, multidimensional scaling), latent modelling (e.g., structural equation modelling, exploratory structural equation modelling [ESEM], Congeneric techniques, and confirmatory factor analysis) and multilevel (or hierarchical linear) modelling. Dr. Nejad is an APA journal reviewer and reviews manuscripts submitted to American Psychological Association in the area of positive psychology, motivation, resilience, coping, buoyancy, self-regulation, and adaptability.
Dr. Nejad has delivered in excess of seven conference presentations and has been invited to deliver addresses on international proceedings, chaired a session at the EARLI 2012 conference in Germany, and attended numerous internationally acclaimed seminars, symposiums, and conferences where prominent scientists in the field of education and psychology have participated and presented pioneering research.
- Nejad, H., Nejad, F, Dai, Y, & Li, S (2019). Individualism-Collectivism as Cultural Syndrome: The Art of Culture or the Culture of Art. Alterity & Connectivity: The Cultural Relationality between China and the West. Beijing Normal University, Hong Kong Baptist University, United International College, 2000 Jintong Road, Tangjiawan, Zhuhai Guangdong, P.R. China.
- Martin, A.J., Nejad, H., Colmar, S., & Liem, G.A.D. (2013). Adaptability: How responses to change, novelty, variability, and uncertainty predict academic and non-academic well-being. Journal of Educational Psychology, 105(3), 728 -746.
- Martin, A.J., Nejad, H., Colmar, S., & Liem, G.A.D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling.
- Nejad, H., Martin, A.J., Colmar, S., & Liem, G.A.D. (2012). Adaptability: Exploring its personality antecedents and well-being outcomes. European Association for Research on Learning and Instruction 2012. Regensburg, Germany
Martin, A. J., Ginns, P., Papworth, B., & Nejad, H. (2013). Aboriginal/Indigenous Students in High School: Understanding their Motivation, Engagement, Academic Buoyancy, and Achievement. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing cross-cultural perspectives on educational psychology: A festschrift for Dennis McInerney (pp. xxx-xxx). Charlotte, NC: Information Age Publishing.
Martin, A.J., Ginns, P., Papworth, B., & Nejad, H. (2013). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and training. In R.G. Craven & J. Mooney (Eds). Seeding success in Indigenous Australian higher education. Bingley, UK: Emerald Publishing. DOI: 10.1108/S1479-3644(2013)0000014003