Florence Gabriel

Research Interests

Educational Psychology Learning Sciences Learning, motivation and emotion

Dr Florence Gabriel

Enterprise Fellow

School of Education

College of Education, Behavioural and Social Sciences

Available For Media Comment.

I am an Enterprise Fellow in Education Futures and a Senior Research Fellow at the Centre for Change and Complexity in Learning. I completed my PhD in educational neuroscience and psychology at the Université Libre de Bruxelles and the University of Cambridge. Before joining Adelaide University, I was a policy analyst with the OECD Directorate for Education and Skills.
I study the cognitive, metacognitive, motivational and affective factors that influence students’ learning and academic achievement, with a focus on mathematics education. I serve as Editor-in-Chief of the journal Learning Letters. I am on the steering committee of the Learning and Instruction Society of Australasia (LISA).

Date Institution name Country Title
2007 - 2011 Université Libre de Bruxelles Belgium PhD
2004 - 2007 Université Libre de Bruxelles Belgium Masters
2001 - 2004 Université Libre de Bruxelles Belgium BSc

Year Citation
2025 Kennedy, J., Gabriel, F., Korolkiewicz, M., Rets, I., & Rienties, B. (2025). Editorial: actionable learning analytics in education: an opportunity to close the learning loop. Frontiers in Education, 10, 1-3.
DOI
2025 Mirriahi, N., Marrone, R., Barthakur, A., Gabriel, F., Colton, J., Yeung, T. N., . . . Kovanovic, V. (2025). The relationship between students' self-regulated learning skills and technology acceptance of GenAI. AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 41(2), 16-33.
DOI WoS2
2025 Marmolejo Ramos, F., Marrone, R., Korolkiewicz, M., Gabriel, F., Siemens, G., Joksimovic, S., & Tejada, J. (2025). Factors influencing trust in algorithmic decision-making: an indirect scenario-based experiment. Frontiers in Artificial Intelligence, 7(1465605.), 1-16.
DOI Scopus8 WoS6
2025 Brinkman, S. A., Lam, B., Dawson, S., Marrone, R., Schunk, D., Winkel, K., . . . Engelhardt, D. (2025). Pragmatic clustered randomised control trial to evaluate a self-regulated learning intervention to be implemented in South Australian primary schools—study protocol. Trials, 26(1), 12 pages.
DOI Scopus1 WoS1
2025 Korolkiewicz, M., Fewster Young, N., Marmolejo Ramos, F., Gabriel, F., Kariuki, P., Puga, J. L., . . . Garcia, A. M. R. R. (2025). Fear of the unknown: relationship between statistics anxiety and attitudes toward statistics of university students in three countries. Teaching Statistics, 47(1), 17-38.
DOI
2025 Gabriel, F., Kennedy, J. P., Marrone, R., & Leonard, S. (2025). Pragmatic AI in education and its role in mathematics learning and teaching. Npj Science of Learning, 10(1), 7 pages.
DOI Scopus2 WoS2
2025 Fowler, S., Gabriel, F., & Leonard, S. N. (2025). Exploring the effect of teacher ontological and epistemic cognition on engagement with professional development. Professional Development in Education, 51(2), 319-335.
DOI Scopus4 WoS3
2024 Marrone, R., Lam, B., Barthakur, A., Brinkman, S., Dawson, S., & Gabriel, F. (2024). The Relationship between Wellbeing and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data From 2016-2019. Journal of Learning Analytics, 11(3), 123-141.
DOI Scopus3 WoS2
2024 Murray, C., Gabriel, F., & Kennedy, J. P. (2024). Factors that promote student well-being in schools: a scoping review of Australian and Aotearoa New Zealand literature. Humanities and Social Sciences Communications, 11(1, article no. 1542), 1-11.
DOI Scopus2 WoS2
2023 Raymond, S., & Gabriel, F. (2023). An ecological framework for early years teacher self-efficacy development. Teaching and Teacher Education, 132(104252), 13 pages.
DOI Scopus20 WoS14
2023 Fowler, S., Leonard, S. N., & Gabriel, F. (2023). Empowering mathematics teachers to meet evolving educational goals: the role of 'epistemic objects' in developing actionable practice knowledge in tumultuous times. Asia-Pacific Journal of Teacher Education, 51(1), 45-57.
DOI Scopus1
2023 Fowler, S., Kennedy, J. P., Cutting, C., Gabriel, F., & Leonard, S. N. (2023). Self-determined learning in a virtual makerspace: a pathway to improving spatial reasoning for upper primary students. International Journal of Technology and Design Education, 34(2), 563-584.
DOI Scopus8 WoS5
2023 Brass, T., Kennedy, J. P., Gabriel, F., Neill, B., Devis, D., & Leonard, S. N. (2023). Learning analytics for lifelong career development: a framework to support sustainable formative assessment and self-reflection in programs developing career self-efficacy. Frontiers in Artificial Intelligence, 6(1173099), 10 pages.
DOI Scopus6 WoS5 Europe PMC1
2023 Gorman, V., Gabriel, F., & Leonard, S. (2023). Explicit metacognitive questioning: a strategy to reduce mathematics anxiety. Australian Mathematics Education Journal, 5(2), 24-29.
2022 Baird, S., Marrone, R., & Gabriel, F. (2022). Addressing maths anxiety in primary school: a case study. Australian Primary Mathematics Classroom, 27(3), 27-30.
2022 Gabriel, F. (2022). Maths anxiety - and how to overcome it. Significance, 19(1), 34-35.
DOI Scopus4
2022 Gabriel, F., Marrone, R., Van Sebille, Y., Kovanovic, V., & de Laat, M. (2022). Digital education strategies around the world: practices and policies. Irish Educational Studies, 41(1), 85-106.
DOI Scopus57 WoS27
2022 Marmolejo-Ramos, F., Gabriel, F., Kariuki, P., Ruiz-Ruano, A. M., Marrone, R. L., Miles, A., . . . Puga, J. L. (2022). Investigating the relationship between statistics anxiety and attitudes towards statistics in three countries.
DOI
2022 Siemens, G., Marmolejo Ramos, F., Gabriel, F., Medeiros, K., Marrone, R., Joksimovic, S., & de Laat, M. (2022). Human and artificial cognition. Computers and Education: Artificial Intelligence, 3(100107), 1-9.
DOI Scopus88
2022 Fowler, S., Cutting, C., Kennedy, J., Leonard, S. N., Gabriel, F., & Jaeschke, W. (2022). Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study. Mathematics Education Research Journal, 34(4), 887-910.
DOI Scopus34 WoS28
2020 Thompson, C., Gabriel, F., & Leonard, S. N. (2020). Collaborative assessment design as teacher professional learning: a case study of student fraction knowledge. Australian Primary Mathematics Classroom, 25(1), 27-32.
2020 Gabriel, F., Buckley, S., & Barthakur, A. (2020). The impact of mathematics anxiety on self-regulated learning and mathematical literacy. Australian Journal of Education, 64(3), 227-242.
DOI Scopus56 WoS36
2018 Gabriel, F., Signolet, J., & Westwell, M. (2018). A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy. International journal of research and method in education, 41(3), 1-22.
DOI Scopus46 WoS37
2016 Gabriel, F. (2016). Understanding magnitudes to understand fractions. Australian Primary Mathematics Classroom, 21(2), 36-40.
2016 Zhang, L., Fang, Q., Gabriel, F. C., & Szucs, D. (2016). Common magnitude representation of fractions and decimals is task dependent. The Quarterly Journal of Experimental Psychology, 69(4), 764-780.
DOI Scopus6 WoS5 Europe PMC1
2014 Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2014). Cognitive components of a mathematical processing network in 9-year-old children. Developmental Science, 17(4), 506-524.
DOI Scopus144 WoS118 Europe PMC68
2014 Pincham, H. L., Matejko, A. A., Obersteiner, A., Killikelly, C., Abrahao, K. P., Benavides Varela, S., . . . Vuillier, L. (2014). Forging a new path for educational neuroscience: an international young-researcher perspective on combining neuroscience and educational practices. Trends in Neuroscience and Education, 3(1), 28-31.
DOI Scopus19 WoS15
2014 Zhang, L., Fang, Q., Gabriel, F. C., & Szuecs, D. (2014). The componential processing of fractions in adults and children: effects of stimuli variability and contextual interference. Frontiers in Psychology, 5(article no. 981), 1-8.
DOI Scopus13 WoS11
2013 Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688.
DOI WoS286
2013 Gabriel, F., Coche, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2013). A componential view of children's difficulties in learning fractions. Frontiers in Psychology, 4(article no. 715), 12 pages.
DOI Scopus80 WoS64
2013 Szucs, D., Nobes, A., Devine, A., Gabriel, F. C., & Gebuis, T. (2013). Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children. Frontiers in Psychology, 4(article no. 444), 1-12.
DOI Scopus143 WoS119
2013 Gabriel, F. C., Szucs, D., & Content, A. (2013). The development of the mental representations of the magnitude of fractions. PLoS ONE, 8(11, article no. e80016), 14 pages.
DOI Scopus20 WoS16 Europe PMC5
2013 Gabriel, F., Szucs, D., & Content, A. (2013). The mental representations of fractions: adults' same-different judgments. Frontiers in Psychology, 4(article no. 385), 1-6.
DOI Scopus14 WoS8 Europe PMC4
2012 Gabriel, F., Coche, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2012). Developing children's understanding of fractions: an intervention study. Mind, Brain, and Education, 6(3), 137-146.
DOI Scopus33 WoS23
2009 Gabriel, F. (2009). The Kriegsschatz Boat. REVUE DES MUSEES DE FRANCE-REVUE DU LOUVRE, 59(2), 96.

Year Citation
2024 Gabriel, F. (2024). From anxiety to awe: embracing patterns and curiosity in mathematics. In A. Pepe (Ed.), Source details - Title: Beyond Broken. Different Systems for Different Futures (pp. 232-238). Australia: (MOD) University of South Australia.
2023 Gabriel, F., Marrone, R., & van Broekhoven, K. (2023). Teaching and learning for creativity in science and mathematics. In R. Reiter-Palmon, & S. Hunter (Eds.), Source details - Title: Handbook of Organizational Creativity: Leadership, Interventions, and Macro Level Issues (pp. 393-405). UK: Academic Press.
DOI Scopus4
2023 Gabriel, F., Van Hoof, J., Gómez, D. M., & Van Dooren, W. (2023). Obstacles in the development of the understanding of fractions. In K. M. Robinson, A. K. Dube, & D. Kotsopoulos (Eds.), Source details - Title: Mathematical Cognition and Understanding (pp. 209-225). Switzerland: Springer.
DOI Scopus8
2023 Taguma, M., Makowiecki, K., & Gabriel, F. (2023). OECD learning compass 2030: implications for mathematics curricula. In Y. Shimizu, & R. Vithal (Eds.), Source details - Title: Mathematics Curriculum Reforms Around the World (Vol. Part F776, pp. 479-509). Switzerland: Springer.
DOI Scopus5
2022 Gabriel, F., Cloude, E. B., & Azevedo, R. (2022). Using learning analytics to measure motivational and affective processes during self-regulated learning with advanced learning technologies. In Y. Wang (Ed.), Source details - Title: Social and Emotional Learning and Complex Skills Assessment. Advances in Analytics for Learning and Teaching (pp. 63-108). Switzerland: Springer.
DOI
2017 Cropley, D. H., Gabriel, F., & Westwell, M. (2017). Psychological and neuro-scientific perspectives on mathematical creativity and giftedness. In R. leikin, & B. Sriraman (Eds.), Source details - Title: Creativity and giftedness: interdisciplinary perspectives from mathematics and beyond (pp. 183-199). UK: Springer.
DOI

Year Citation
2020 Ruiz Ruano García, A. M., Miles, A., Marmolejo Ramos, F., Gabriel, F., & López Puga, J. (2020). Network analysis of attitudes towards statistics: the Canada and Spain cases. In L. Chova, A. Martínez, & I. Torres (Eds.), INTED2020 Proceedings: 14th International Technology, Education and Development Conference Vol. 1 (pp. 4322-4328). Spain: IATED Academy.
DOI WoS1
2019 Thompson, K., Leonard, S., Adams, D., deLaat, M., Gabriel, F., Howard, S., . . . Vasco, D. (2019). Educational research data: linking data for collaborative research about learning and teaching. In Australian Learning Analytics Summer Institute 2019 (pp. 1-2). Australia: University of Wollongong.
2017 O'Donnell, B., & Gabriel, F. (2017). Gamifying graph reading. In Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (pp. 926-932). UK: Academic Conferences International Limited.
Scopus1 WoS1
2016 O'Donnell, B., Pfahl, D., Mehling, J., & Gabriel, F. (2016). Walk the climate talk. In 10th European Conference on Games Based Learning, ECGBL 2016 Vol. 2016-January (pp. 944-951). UK: Academic Conferences International Limited.
2009 Gabriel, F., & Content, A. (2009). THE MENTAL REPRESENTATION OF FRACTIONS: ADULTS' SAME-DIFFERENT JUDGMENTS. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 Vol. 5 (pp. 453). GREECE, Aristotle Univ, Thessaloniki: INT GRP PSYCHOL MATH EDUC.

Year Citation
2025 Gabriel, F., Fowler, S., & Brinkman, S. (2025). Motivation for learning review. Australia: University of South Australia.
DOI
2025 Gabriel, F., Marrone, R., Fowler, S., & Brinkman, S. (2025). Implementing self-regulated learning in South Australian primary schools: a qualitative study of teacher and leader perspectives. Australia: University of South Australia.
DOI
2024 Kennedy, J., & Gabriel, F. (2024). Addressing mathematics anxiety at Great Barred Frog School. Australia: University of South Australia.
2024 Gabriel, F., & Brinkman, S. (2024). WEC Screening tool: identifying student risks for wellbeing and academic achievement. Australia: University of South Australia.
DOI
2024 Lam, B., Marrone, R., Gabriel, F., Fowler, S., & Brinkman, S. (2024). Measuring self-regulation in the wellbeing and engagement collection - pilot study. Australia: University of South Australia.
DOI
2024 Murray, C., Gabriel, F., & Kennedy, J. (2024). An analysis of Red Eyed Tree Frog College student WEC data (2020-2023). Australia: Centre for Change and Complexity in Learning (C3L) UniSA: Education Futures, University of South Australia.
DOI
2023 Devis, D., Fowler, S., Vieira, M., Giannoni, K., Gabriel, F., Kennedy, J., & Leonard, S. (2023). From insight to action: strategies for cultivating equity and empowering women in industry. Australia: University of South Australia.
DOI
2023 Smith, L., Fowler, S., Gabriel, F., & Brinkman, S. (2023). Measuring metacognition in children and adolescents. Australia: University of South Australia.
DOI
2023 Kennedy, J., Marrone, R., & Gabriel, F. (2023). Addressing mathematics anxiety at Peron's Tree Frog School. Australia: University of South Australia.
DOI
2023 Smith, L., Gabriel, F., Terauds, V., Fowler, S., & Brinkman, S. (2023). Interventions to improve metacognition for children and adolescents. Australia: University of South Australia.
DOI
2023 Fowler, S., Gabriel, F., & Leonard, S. N. (2023). Co-designing the translation of the science of learning (Catalyst report #10). Australia: University of South Australia.
DOI
2022 Mercer-Mapstone, L., Able, A., Banas, K., Barone, R. P., Bricknell, L., Fatnowna, T., . . . Zucker, I. (2022). Recommendations for equitable student support during disruptions to the higher education sector: Lessons from COVID-19. Australia: National Centre for Student Equity in Higher Education.

  • Self Regulated Learning RCT, Department for Education, 19/06/2023 - 31/12/2029

  • Closing the loop in authentic assessment: An EFA collaborative project, Seaview High School, 03/07/2024 - 03/07/2027

  • Extending workplace learning through a Univeristy-school partnership., Pulteney Grammar School, 22/02/2024 - 21/02/2027

  • Rapid Response Evidence Review + extension , Department for Education, 01/07/2024 - 30/06/2025

  • Self Regulation Measurement, Department for Education, 07/06/2023 - 06/06/2024

  • Improving Student Outcomes: Exploring the Diagnostic Value of WEC Items in Education, Department for Education, 13/11/2023 - 29/02/2024

  • SA Academy for Gender Equity in STEM - Careers & Mentoring, DISER-National Careers Institute Partnership Grants, 02/05/2022 - 05/10/2023

  • Rapid-Response Evidence Reviews – Metacognition Part 2, Department for Education, 01/06/2023 - 15/08/2023

  • National Careers Institute Partnership Grants Round 2, Cwth Dept of Industry, Science, Energy and Resources, 07/11/2021 - 07/08/2023

  • Rapid-Response Evidence Reviews – Metacognition Part 1, Department for Education, 01/06/2023 - 07/07/2023

  • Catalyst: Co-Designing the Translation of the Science of Learning., Tyndale Christian School, 01/02/2022 - 16/12/2022

  • Examining the Impact of COVID-19 Teach to Reach Programme, The Geneva Learning Foundation, 07/07/2020 - 30/08/2021

Date Role Editorial Board Name Institution Country
2023 - ongoing Editor-In-chief Learning Letters University of South Australia Australia

Connect With Me

External Profiles

Other Links