Peer-Reviewed Journal articles
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
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. (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, 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. (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
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., 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
Smyth, L., Banas, K., & Mavor, K. (2022). Calculating self-complexity indices, including Linville’s H: Toward standardization and replication. (psyarxiv)
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.
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.
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
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
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
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.
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.
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.
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., 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., 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.