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The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children (2022)
Journal Article
Coolen, I. E., Riggs, K. J., Bugler, M., & Castronovo, J. (in press). The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children. Journal of cognitive psychology, https://doi.org/10.1080/20445911.2022.2044338

The ability to represent approximate numerical magnitudes is often referred to as the approximate number system (ANS) and has regularly been proposed as foundational to mathematics achievement. However, some argue that the relation between ANS acuity... Read More about The approximate number system and mathematics achievement: it's complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children.

An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents (2015)
Journal Article
Bugler, M., McGeown, S., & St Clair-Thompson, H. (2016). An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents. Educational psychology, 36(7), 1196-1218. https://doi.org/10.1080/01443410.2015.1035697

This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11–16 (M age = 13.96, SD = 1.47) filled in a questionnaire... Read More about An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents.

Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships (2014)
Journal Article
St Clair-Thompson, H., Bugler, M., Robinson, J., Clough, P., McGeown, S. P., & Perry, J. (2015). Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships. Educational psychology, 35(7), 886-907. https://doi.org/10.1080/01443410.2014.895294

Mental toughness has frequently been associated with successful performance in sport; however, recent research suggests that it may also be related to academic performance in Higher Education. In a series of three exploratory studies, we examined the... Read More about Mental toughness in education: exploring relationships with attainment, attendance, behaviour and peer relationships.

Gender differences in adolescents' academic motivation and classroom behaviour (2013)
Journal Article
Bugler, M., McGeown, S. P., & St Clair-Thompson, H. (2015). Gender differences in adolescents' academic motivation and classroom behaviour. Educational psychology, 35(5), 541-556. https://doi.org/10.1080/01443410.2013.849325

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour.... Read More about Gender differences in adolescents' academic motivation and classroom behaviour.

Mental capacity and working memory in chemistry: Algorithmic versus open-ended problem solving (2012)
Journal Article
Clair-Thompson, H. S., Overton, T., & Bugler, M. (2012). Mental capacity and working memory in chemistry: Algorithmic versus open-ended problem solving. Chemistry Education Research and Practice, 13(4), 484-489. https://doi.org/10.1039/c2rp20084h

Previous research has revealed that problem solving and attainment in chemistry are constrained by mental capacity and working memory. However, the terms mental capacity and working memory come from different theories of cognitive resources, and are... Read More about Mental capacity and working memory in chemistry: Algorithmic versus open-ended problem solving.

Sex, gender identity and adolescent's academic motivation and classroom behaviour (2012)
Book Chapter
Bugler, M., St Clair-Thompson, H., & McGeown, S. P. (2012). Sex, gender identity and adolescent's academic motivation and classroom behaviour. In S. McGeown (Ed.), Psychology of Gender Differences (107-129). Hauppauge, NY: Nova Science Publishers

© 2012 Nova Science Publishers, Inc. Sex differences or gender differences have long been investigated within the school environment; however the distinction between the two is often unclear. Whilst sex refers to differences between males and females... Read More about Sex, gender identity and adolescent's academic motivation and classroom behaviour.