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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.

Does the mean adequately represent reading performance? Evidence from a cross-linguistic study (2014)
Journal Article
Marinelli, C. V., McGeown, S. P., Horne, J., Zoccolotti, P., & Martelli, M. (2014). Does the mean adequately represent reading performance? Evidence from a cross-linguistic study. Frontiers in Psychology, 5(AUG), doi:10.3389/fpsyg.2014.00903

Reading models are largely based on the interpretation of average data from normal or impaired readers, mainly drawn from English-speaking individuals. In the present study we evaluated the possible contribution of orthographic consistency in generat... Read More about Does the mean adequately represent reading performance? Evidence from a cross-linguistic study.

What factors underlie children's susceptibility to semantic and phonological false memories? Investigating the roles of language skills and auditory short-term memory (2014)
Journal Article
McGeown, S. P., Gray, E. A., Robinson, J. L., & Dewhurst, S. A. (2014). What factors underlie children's susceptibility to semantic and phonological false memories? Investigating the roles of language skills and auditory short-term memory. Cognition, 131(3), 323-329. https://doi.org/10.1016/j.cognition.2014.02.005

Two experiments investigated the cognitive skills that underlie children's susceptibility to semantic and phonological false memories in the Deese/Roediger-McDermott procedure (Deese, 1959; Roediger & McDermott, 1995). In Experiment 1, performance... Read More about What factors underlie children's susceptibility to semantic and phonological false memories? Investigating the roles of language skills and auditory short-term memory.

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.

Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills (2013)
Journal Article
Johnston, R., McGeown, S., & Moxon, G. E. (2014). Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills. Journal of Research in Reading, 37(1), 51-64. doi:10.1111/jrir.12007

This study examined, in 180 children aged from 6 to 9years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of rea... Read More about Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills.

Reading instruction affects the cognitive skills supporting early reading development (2012)
Journal Article
Johnston, R. S., McGeown, S. P., & Medford, E. (2012). Reading instruction affects the cognitive skills supporting early reading development. Learning and Individual Differences, 22(3), (360-364). doi:10.1016/j.lindif.2012.01.012. ISSN 1041-6080

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (22 S.D.) and post-test 5;03 (21 S.D.)) were taught to re... Read More about Reading instruction affects the cognitive skills supporting early reading development.

Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls (2011)
Journal Article
Johnston, R. S., McGeown, S., & Watson, J. E. (2012). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing, 25(6), 1365-1384. https://doi.org/10.1007/s11145-011-9323-x

A comparison was made of 10-year-old boys and girls who had learnt to read by analytic or synthetic phonics methods as part of their early literacy programmes. The boys taught by the synthetic phonics method had better word reading than the girls in... Read More about Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls.


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