Peer-Reviewed Journal articles
Ferrington, L., Popovic, G., Smyth, L., Kerr, N., Lindley, J., Gilligan, C., Gooey, M., Garven, H., Pikora, T., Schwartzkoff, E. and Arena, G., (2026). Codesigning medical curriculum learning outcomes with experts and people with lived experience to prepare future doctors to prevent and manage overweight and obesity in children. Focus on Health Professional Education: A Multi-Professional Journal, 27(1), pp.50-71.
Aggio-Bruce, R., Pike-Rowney, G., Campbell, A., Rizvi, S., Webb, A. L., Valter, K., & Smyth, L. (2026). Perspectives on the Teaching and Learning of Non-Verbal Communication Skills: Tutor, Simulated Patient and Student Experiences of a Rapid Transition to Online Learning. Medical Science Educator, 1-10.
Rivera, K. M., Smyth, L., West, S., & Pike-Rowney, G. (2025). From mice to music: a historical critique of optimal arousal in music performance. Music Performance Research, 13.
Smyth, L., Aggio-Bruce, R., Crossing, E., Lincoln, B. R., Stanojevic, V. A., Valter, K., & Webb, A. L. (2025). Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course. Thinking Skills and Creativity, 102110.
Platow, M. J., Lee, G. C., Wang, C., Grace, D. M., Knezovic, M., Smyth, L., & Mavor, K. I. (2025). The role of student and customer social identification on university students’ learning approaches and psychological well-being. Social Psychology of Education, 28(1), 100.
Smyth, L., Chong, J. J., & Banas, K. (2025). A new look at capturing social identity compatibility in transition: extending and applying the social identity model of identity change to student transition to university. Self and Identity, 24(8), 987-1009.
Schwartzkoff, E., Pikora, T., Garven, H., Gooey, M., Gilligan, C., Lindley, J., Kerr, N., Smyth, L., Popovic, G., Arena, G. and Ferrington, L., (2025). Future Medical Doctors Are Not Learning About Overweight and Obesity in Children: Curriculum Analysis at Five Australian Medical Schools. Medical Science Educator, pp.1-5.
Mavor, K. I., Bottomley, E., Marin, B., & Smyth, L. (2025). Discipline-based social identity and organizational identity as predictors of approaches to learning and evaluation of teaching: KI Mavor et al. European Journal of Psychology of Education, 40(3), 78.
D’Souza, F., & Smyth, L. (2025). The Array of Outcomes Associated with Mindfulness Interventions in Schools: A Systematic Review and Meta-analysis. Mindfulness, 16(8), 2132-2155.
Walker, S., Campbell, S., Smyth, L., Platow, M. J., Venville, G., & Willis, T. (2025). ‘Why can’t people see or understand or make that effort to see who I am?’: documenting the experiences of low socioeconomic students at an elite tertiary institution through a social identity lens. The Australian Educational Researcher, 52(2), 1663-1683.
Rathbone, J. A., Smyth, L., & Cruwys, T. (2024). A mixed-methods investigation of weight bias reduction in medical students. Fat Studies, 13(3), 319-337.
Rivera, K. M., Smyth, L., Pike-Rowney, G., & West, S. (2024). Are we all anxious about the same thing? A comparison of lay definitions of music making and performance in the context of music participation. Psychology of Music, 03057356241256958.
Sharma, A., Smyth, L., Jian, H., Vargas, N., Bowles, D. & Hunter, A. (2023) Are we teaching the health impacts of climate change in a clinically relevant way? A systematic narrative review of biomechanism-focused climate change learning outcomes in medical curricula, Medical Teacher, DOI: 10.1080/0142159X.2023.2256963
Attard, R., Smyth, L., Ollis, L., Valter, K., Webb, A. (2023) Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence, Higher Education Research & Development, 42:8, 1855-1873, DOI: 10.1080/07294360.2023.2209521
Calma, A.D., Heffernan, J., Farrell, N., Gelauff, J., O’Connell, N., Perez, D.L., Perriman, D., Smyth, L., Stone, J., Lueck, C.J. (2023). The Impact of Depression, Anxiety and Personality Disorders on the Outcome of Patients with Functional Limb Weakness – Individual Patient Data Meta-Analysis, Journal of Psychosomatic Research, 175, doi: https://doi.org/10.1016/j.jpsychores.2023.111513
Smyth, L., Banas, K., & Mavor, K. (2022). Calculating self-complexity indices, including Linville’s H: Toward standardization and replication. Collabra: Psychology 5 January 2022; 8 (1): 38597. doi: https://doi.org/10.1525/collabra.38597
Smyth L, Roushdy S., Jeyasingham J., Whitbread J., O’Brien P., Lloyd C., Lueck C.J., Hawkins C.A., Reynolds G., Perriman D.(2022) Clinician perspectives on rapid transition to telehealth during COVID-19 in Australia – a qualitative study. Australian Health Review , https://doi.org/10.1071/AH22037.
Webb, AL, Smyth, L, Hafiz, M, Valter, K. (2022). The question of dissection in medical training: Not just “if,” but “when”? A student perspective. Anat Sci Educ 15: 281– 290. https://doi.org/10.1002/ase.2168
Rathbone, J. A., Cruwys, T., Jetten, J., Banas, K., Smyth, L., & Murray, K. (2022). How conceptualizing obesity as a disease affects beliefs about weight, and associated weight stigma and clinical decision-making in health care. British Journal of Health Psychology, 00, 1– 15. https://doi.org/10.1111/bjhp.12625
Coombes, C., Horikawa, K., Jain, S., Jiang, S., Lim, J., Saxena, K., Shadbolt, B., Smyth, L., Tobin, J., Talaulikar, D., (2022) Diffuse large B-cell lymphoma and red cell autoimmunity: clinical role and pathogenesis,
Pathology, 2022, https://doi.org/10.1016/j.pathol.2022.07.017.
Smyth, L., Carter, J., Valter, K. and Webb, A.L. (2021), Examining the Short-, Medium-, and Long-Term Success of an Embodied Learning Activity in the Study of Hand Anatomy for Clinical Application. Anat. Sci. Educ., 14: 201-209. https://doi.org/10.1002/ase.1987
Banas, K*, Smyth, L*. (2021) Structure, Content and Inter-relationships between Self-aspects: Integrating Findings from the Social Identity and Self Complexity Traditions. Eur J Soc Psychol. 51: 1096– 1112. https://doi.org/10.1002/ejsp.2760
Wilson, C., Lee, W. I., Cook, M. C., Smyth, L., & Talaulikar, D. (2021). Correlation of haemophagocytosis with clinical criteria of haemophagocytic lymphohistiocytosis and recommendations for bone marrow reporting. Pathology. 54(4),2022, https://doi.org/10.1016/j.pathol.2021.07.015.
Paoletti, D., Smyth, L., Westerway, S., Hyett, J., Mogra, R., Haslett, S., & Peek, M. (2021). A survey of current practice in reporting third trimester fetal biometry and Doppler in Australia and New Zealand. Australasian Journal of Ultrasound in Medicine.
Gaughran, G., Qayyum, K., Smyth, L., & Davis, A. (2021). Carboplatin and hypomagnesemia: Is it really a problem?. Asia‐Pacific Journal of Clinical Oncology, 17(6), 478-485.
O’Rourke, J.C., Smyth, L., Webb, A.L. and Valter, K. (2020), How Can We Show You, If You Can’t See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education. Anat Sci Educ, 13: 206-217. https://doi.org/10.1002/ase.1890
Rijal, S., Kok, J., Coombes, C., Smyth, L., Hourigan, J., Jain, S., Talaulikar, D. (2020). High proportion of anergic B cells in the bone marrow defined phenotypically by CD21(−/low)/CD38- expression predicts poor survival in diffuse large B cell lymphoma. BMC Cancer 20, 1061. https://doi.org/10.1186/s12885-020-07525-6
Smyth, L, Mavor, KI, Gray, LR. (2019) Not just who you are, but who you were before: Social identification, identity incompatibility, and performance-undermining learning behaviour in higher education. J Community Appl Soc Psychol.; 29: 474– 491. https://doi.org/10.1002/casp.2413
Smyth, L., Mavor, K.I., & Platow, M.J. (2019) Social identification and academic performance: integrating two existing models of tertiary student learning, Educational Psychology, 39:3, 409-425, DOI: 10.1080/01443410.2018.1524853
Burgis-Kasthala, S., Elmitt, N., Smyth, L. & Moore, M. (2019) Predicting future performance in medical students. A longitudinal study examining the effects of resilience on low and higher performing students, Medical Teacher, 41:10, 1184-1191, DOI: 10.1080/0142159X.2019.1626978
Smyth, L, Chandra, V, Mavor, KI. (2018) Social identification and normative conflict: When student and educator learning norms collide. J Appl Soc Psychol. 48: 293– 303. https://doi.org/10.1111/jasp.12505
Smyth, L., Mavor, K.I. & Platow, M.J. (2017) Learning behaviour and learning outcomes: the roles for social influence and field of study. Soc Psychol Educ 20, 69–95. https://doi.org/10.1007/s11218-016-9365-7
Smyth, L., Davila, F., Sloan, T. et al. (2016) How science really works: the student experience of research-led education. Higher Education 72, 191–207. https://doi.org/10.1007/s10734-015-9945-z
Smyth, L., Mavor, K.I., Platow, M.J., Grace, D.M. & Reynolds, K.J. (2015) Discipline social identification, study norms and learning approach in university students, Educational Psychology, 35:1, 53-72, DOI: 10.1080/01443410.2013.822962
Skorich, D.P., Webb, H., Stewart, L., Kostyanaya, M., Cruwys, T., McNeill, K., Frain, A.J., Lim, L., Jones, B.M., Smyth, L. & O’Brien, K.J. (2013) Stereotype threat and hazard perception among provisional license drivers, Accident Analysis & Prevention, 54: 39-45, https://doi.org/10.1016/j.aap.2013.02.002.
Book chapters
Walker, S., & Smyth, L. (2026). When Should We Belong?. In University Student Wellbeing in an Uncertain Future (pp. 38-51). Routledge.
Webb, A. L., Smyth, L., & Valter, K. (2026). Anatomy Education in the Health Professions: Opportunities for Promoting Humanism. In Palgrave Encyclopedia of the Health Humanities (pp. 1-9). Cham: Springer Nature Switzerland.
Crossing, E., Smyth, L., Valter, K., Webb, A. (2022). Visualizing the Human Body Using an Artistic Approach. In: Shapiro, L., Rea, P.M. (eds) Biomedical Visualisation . Advances in Experimental Medicine and Biology, vol 1392. Springer, Cham. https://doi.org/10.1007/978-3-031-13021-2_7
Smyth, L., Mavor, K. I., Platow, M. J., & Grace, D. M. (2017). Understanding Social Identity in Education: The modifying role of perceived norms. In Self and Social Identity in Educational Contexts (pp. 223-239). Routledge.
McNeill, K. G., Smyth, L., & Mavor, K. I. (2017). The complexity of medical education: Social identity and normative influence in well-being and approaches to learning. In Self and social identity in educational contexts (pp. 320-338). Routledge.