Dr Amanda Bourgeois is a postdoctoral researcher in the UQ Learning Lab: a group of multi-disciplinary researchers, educators, and industry partners who collaborate to transform learning, teaching, and training in diverse school and post-school contexts through the science of learning. In this role, Amanda is investigating the proposed adolescent ‘dip’ across a range of social, emotional and cognitive skills and dispositions, predominantly around the age of 15. This dip has appeared in research projects looking at diverse, but related phenomena such as academic wellbeing, learning regulation, emotion regulation, engagement, curiosity, creativity, and self-esteem. Amanda is developing a comprehensive literature review of the adolescent dip with the aim to better understand what is happening, when, and the potential causes, with the aim of working with education stakeholders to co-design possible interventions and resources to support positive growth and development through the adolescent period.
Amanda has experience as a teacher and counsellor working with disadvantaged adolescents in both the United States and Australia. Her research activities span the topics of adolescence, wellbeing, classroom emotions, student-teacher relationships, and student self-efficacy, particularly with a focus on those from a low socioeconomic background. Amanda is interested in incorporating innovative, real-time forms of measurement in classroom research and she recently developed the S2* emotion application, which captures real-time emotions and causes for emotions.
Journal Article: Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application
Bourgeois, Amanda, Carroll, Annemaree and Bower, Julie (2022). Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application. Frontiers in Education, 7. doi: 10.3389/feduc.2022.959673
Other Outputs: Say goodbye to classroom boredom
Bourgeois, Amanda, Osika, Alexandra and Carroll, Annemaree (2022, 07 05). Say goodbye to classroom boredom THE Campus
Other Outputs: Emotions in the classroom: the role of student-teacher relationships and academic self-perceptions for disadvantaged adolescents
Bourgeois, Amanda (2019). Emotions in the classroom: the role of student-teacher relationships and academic self-perceptions for disadvantaged adolescents. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2019.801
Loneliness, reputational orientations and positive mental well-being during adolescence
Carroll, Annemaree, Houghton, Stephen, Bourgeois, Amanda, Hattie, John, Tan, Carol and Ozsoy, Asyegul (2014). Loneliness, reputational orientations and positive mental well-being during adolescence. Adolescence: Spaces and places. (pp. 7-21) edited by Myra F. Taylor, Julie Ann Pooley and Joav Merrick. New York, USA: Nova Science Publishers Inc..
Adolescent loneliness, reputation, and wellbeing: implications for intervention
Bourgeois, Amanda, Carroll, Annemaree and Houghton, Stephen (2013). Adolescent loneliness, reputation, and wellbeing: implications for intervention. Adolescent wellbeing: trends, issues and prospects. (pp. 93-100) edited by J.-F., Darren Pullen and Annemaree Carroll. Hobart, TAS, Australia: Australian Clearinghouse for Youth Studies.
Bourgeois, Amanda, Carroll, Annemaree and Bower, Julie (2022). Exploring the emotions of disadvantaged adolescents in the classroom: Development of the S2* emotion application. Frontiers in Education, 7. doi: 10.3389/feduc.2022.959673
Carroll, Annemaree, Gillies, Robyn M., Cunnington, Ross, McCarthy, Molly, Sherwell, Chase, Palghat, Kelsey, Goh, Felicia, Baffour, Bernard, Bourgeois, Amanda, Rafter, Mary and Seary, Tennille (2019). Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes. Information and Learning Science, 120 (7/8), 409-425. doi: 10.1108/ILS-08-2018-0089
Gillies, Robyn M., Carroll, Annemaree, Cunnington, Ross, Rafter, Mary, Palghat, Kelsey, Bednark, Jeff and Bourgeois, Amanda (2016). Multimodal representations during an inquiry problemsolving activity in a Year 6 science class: a case study investigating cooperation, physiological arousal and belief states. Australian Journal of Education, 60 (2), 111-127. doi: 10.1177/0004944116650701
Loneliness, reputational orientations and positive mental well-being during adolescence
Carroll, Annemaree, Houghton, Stephen, Bourgeois, Amanda, Hattie, John, Tan, Carol and Ozsoy, Asyegul (2015). Loneliness, reputational orientations and positive mental well-being during adolescence. International Journal of Child and Adolescent Health, 8 (2), 121-130.
Social networking and the social and emotional wellbeing of adolescents in Australia
Bourgeois, Amanda, Bower, Julie and Carroll, Annemaree (2014). Social networking and the social and emotional wellbeing of adolescents in Australia. Australian Journal of Guidance and Counselling, 24 (2), 167-182. doi: 10.1017/jgc.2014.14
Self-reported substance use among high school students with and without learning difficulties
Carroll, Annemaree, Houghton, Stephen and Bourgeois, Amanda (2014). Self-reported substance use among high school students with and without learning difficulties. Australian Journal of Learning Difficulties, 19 (1), 47-59. doi: 10.1080/19404158.2014.909861
Say goodbye to classroom boredom
Bourgeois, Amanda, Osika, Alexandra and Carroll, Annemaree (2022, 07 05). Say goodbye to classroom boredom THE Campus
Bourgeois, Amanda (2019). Emotions in the classroom: the role of student-teacher relationships and academic self-perceptions for disadvantaged adolescents. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2019.801