Prof David Putwain

Journal article

Held T, Mejeh M, Putwain DW, Hascher T. 2025. Relationships between inter- and intra-individual emotions and learning outcomes of vocational students Learning and Individual Differences, 120 DOI Publisher Url

Symes W, Lichtenfield S, Wood P, Putwain DW. 2025. Profiles of control, value and achievement emotions in primary school mathematics lessons British Journal of Educational Psychology, :1-15 DOI Author Url Publisher Url Public Url

Wood P, Putwain DW, Freitas Fernandes P. 2025. “I get by with a little help from my friends”: The importance of peer-led emotion work during the primary to secondary school transition British Educational Research Journal (BERJ), :1-18 DOI Publisher Url Public Url

Putwain DW, von der Embse NP, Nicholson LJ, Daumiller M. 2024. Emotional Intersection: Delineating Test Anxiety, Emotional Disorders, and Student Well-Being Journal of School Psychology, 107 DOI Author Url Publisher Url Public Url

Putwain D, Mallaburn A, Held T. 2024. Science Motivation, Academic Achievement, Career Aspirations in Early Adolescent Learning and Individual Differences: Journal of Psychology and Education, 116 DOI Publisher Url Public Url

Gabrielle F, von der Embse N, Putwain D, Eunsook K. 2024. Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report Journal of Psychoeducational Assessment, DOI Publisher Url Public Url

Martin D, Putwain D, Ulrike N. 2024. Complex Dynamics: Investigation of Within and Between Person Relationships Between Achievement Emotions and Emotion Regulation During Exam Preparation Through Dynamic Network Modelling Journal of Educational Psychology, DOI Publisher Url Public Url

Putwain D, Daumiller M, Hussain T, Pekrun R. 2024. Revisiting the Relation Between Academic Buoyancy and Coping: A Network Analysis Contemporary Educational Psychology, 78 DOI Publisher Url Public Url

Bodfield KS, Carey P, Putwain DW, Rowley A. 2023. A Thematic Analysis of Self-Reported Teacher Perceptions and Management of Atypical Student Behaviours and their Relation to the Student Self-Concept Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, DOI Publisher Url Public Url

Fenouillet F, Prokofieva V, Lorant S, Masson J, Putwain D. 2023. French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age and Gender Journal of Psychoeducational Assessment, DOI Publisher Url Public Url

Putwain DW, Wendy S, Zhane M-H, Herb M, Reinhard P. 2023. COVID-19 Meets Control-Value Theory: Emotional Reactions to Canceled High-Stakes Examinations Learning and Individual Differences: journal of psychology and education, 105 DOI Author Url Publisher Url Public Url

Beaumont J, Putwain D, Gallard D, Malone E, Marsh HW, Pekrun R. 2023. Students’ Emotion Regulation and School-Related Wellbeing: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives Beaumont JOANNA, Gallard DIAHANN, Malone ELIZABETH, Marsh HERB, Pekrun REINHARD. Journal of Educational Psychology, DOI Publisher Url Public Url

Pires CP, Hofmann SG, Putwain DW, Salvador MDC. 2023. The efficacy of a compassion, acceptance and mindfulness-based pilot intervention for adolescents’ test anxiety: a case study using the academic program Journal of Evidence-Based Psychotherapies, 23 :37-66 DOI Publisher Url Public Url

Putwain D, Daumiller M. 2023. A Network Analysis of Control-Value Appraisals and Class-room-Related Enjoyment, Boredom, and Pride Education Sciences, 13 DOI Publisher Url Public Url

Putwain D, Jansen in de Wal J, Van Alphen T. 2023. Academic Buoyancy: Overcoming Test Anxiety and Setbacks Journal of Intelligence, 11 DOI Author Url Publisher Url Public Url

Putwain D, Beaumont J, Gallard D. 2022. Adaptability vs. Buoyancy: Which Offers the Greater Protection Against Test Anxiety and Could Relations be Reciprocal? Learning and Individual Differences, 101 DOI Publisher Url Public Url

Putwain DW, Gulsah K, Linda K, Bethan G. 2022. The Development and Preliminary Validation of a New Measure of Self-Efficacy: Questionnaire of Self-Efficacy in Learning a Foreign Language International Journal of Applied Linguistics, DOI Publisher Url Public Url

Putwain DW, Wood P. 2022. Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement Learning and Instruction, 83 DOI Publisher Url Public Url

Putwain DW, Wood P. 2022. Anxiety In The Mathematics Classroom: Reciprocal Relations With Control and Value, and Relations with Subsequent Achievement ZDM – Mathematics Education, DOI Publisher Url Public Url

Holliman AJ, Knight A, Pan J, Waldeck D, Atkinson E, Putwain DW. 2022. Examining the Influence of Adaptability and Social Support on Students’ Psychological Wellbeing in a Sixth Form Setting Psychology of Education Review, 46 DOI Publisher Url Public Url

Putwain DW, Nicholson L, Kutuk G. 2022. Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement? Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Peiser G, Pratt A, Putwain DW. 2022. Student teachers’ views about the university’s research contribution to professional knowledge development Teaching and Teacher Education, 112 DOI Publisher Url Public Url

Ashworth E, Putwain DW, McLoughlin S, Saini P, Chopra J, Rosser BA, Eames C. 2022. Ordinary magic in extraordinary circumstances: Factors associated with positive mental health outcomes for early adolescents during the COVID-19 pandemic Adversity and Resilience Science, DOI Author Url Publisher Url Public Url

Santana-Monagas E, Putwain DW, Núñez JL, Loro JF, León J. 2022. Do teachers’ engaging messages predict motivation to learn and performance? Revista de Psicodidactica, 27 :86-95 DOI Publisher Url Public Url

Chopra J, Ashworth E, Saini P, Putwain DW, McLoughlin S, Kirkby J, Eames C, Hunt A, Duffy K. 2021. Adolescents’ Lockdown-Induced Coping Experiences (ALICE) study: A qualitative exploration of early adolescents’ experiences of lockdown and reintegration The Journal of Early Adolescence, DOI Author Url Publisher Url Public Url

Brown CAROL, Putwain DAVIDW. 2021. Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, Stockinger K, von der Embse N, Suldo S, Daumiller M. 2021. Test Anxiety, Anxiety Disorders, and School-Related Wellbeing: Manifestations of the Same or Different Constructs? Journal of School Psychology, 88 :47-67 DOI Author Url Publisher Url Public Url

Kutuk G, Putwain DW, Kaye L, Garrett B. 2021. Relations Between Gender Stereotyping and Foreign Language Attainment: The Mediating Role of Language Learners’ Anxiety and Self-Efficacy British Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, Gallard D, Beaumont J, Loderer K, von der Embse NP. 2021. Correction Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders? (Mar, 10.1007/s10608-021-10211-x, 2021) COGNITIVE THERAPY AND RESEARCH, DOI Author Url Publisher Url

Putwain DW, Gallard D, Beaumont J, Loderer K, von der Embse N. 2021. Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders? Cognitive Therapy and Research, 45 :1150-1162 DOI Author Url Publisher Url Public Url

von der Embse N, Putwain DW, Francis G. 2021. Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS) School Psychology, 36 :86-96 DOI Author Url Publisher Url Public Url

Putwain D, Beaumont J, Gallard D. 2020. Academic buoyancy protects achievement against minor academic adversities Learning and Individual Differences, 83-84 DOI Author Url Publisher Url Public Url

Wilkinson H, Putwain DW, Mallaburn A. 2020. How do teachers communicate to students about forthcoming GCSE exams?: An observational study The Psychology of Education Review, 44 DOI Publisher Url Public Url

Pires CP, Putwain DW, Hofmann SG, Martins DS, MacKenzie MB, Kocovski NL, do Céu Salvador M. 2020. Assessing psychological flexibility in test situations: The test anxiety acceptance and action questionnaire for adolescents Revista de Psicopatologia y Psicologia Clinica, 25 :147-159 DOI Publisher Url Public Url

Putwain DW, Wood P, Pekrun R. 2020. Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, von der Embse NP, Rainbird E, West G. 2020. The Development and Validation of a new Multidimensional Test Anxiety Scale (MTAS) European Journal of Psychological Assessment, 37 :236-246 DOI Author Url Publisher Url Public Url

Bodfield K, Putwain DW, Carey P, Rowley A. 2020. A Construct Validation and Extension of the Adolescent Attachment Questionnaire (AAQ) Journal of Social and Personal Relationships, 37 :3070-3082 DOI Author Url Publisher Url Public Url

Putwain DW, von der Embse N. 2020. Cognitive-Behavioural Intervention for Test Anxiety in Adolescent Students: Do Benefits Extend to School-Related Wellbeing and Clinical Anxiety Anxiety, Stress and Coping, 34 :22-36 DOI Author Url Publisher Url Public Url

Putwain DW, Schmitz E, Wood P, Pekrun R. 2020. The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes British Journal of Educational Psychology, 91 :347-367 DOI Author Url Publisher Url Public Url

Putwain DW, Symes W, Coxon E, Gallard D. 2020. Attention Bias in Test Anxiety: The Impact of a Test-threat Congruent Situation, Presentation Time, and Approach-avoidance Temperament Educational Psychology, 40 :713-734 DOI Author Url Publisher Url Public Url

Putwain DW, Moe A. 2020. An Evaluative Message Fosters Mathematics Performance in Male Students but Decreases Intrinsic Motivation in Female Students Educational Psychology: an international journal of experimental educational psychology, 40 :941-960 DOI Author Url Publisher Url Public Url

Putwain DW, Loderer K, Gallard D, Beaumont J. 2020. School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct British Journal of Educational Psychology, 90 :92-108 DOI Author Url Publisher Url Public Url

Hirvonen R, Putwain DW, Määttä S, Ahonen T, Kiuru N. 2019. The Role of Academic Buoyancy and Emotions in Students’ Learning-Related Expectations and Behaviours in Primary School British Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Nicholson L, Putwain DW. 2019. A Cross-Lagged Panel Analysis of Fear Appeal Appraisal and Student Engagement British Journal of Educational Psychology, 90 :830-847 DOI Author Url Publisher Url Public Url

Kutuk G, Putwain DW, Kaye L, Garrett B. 2019. Development and Validation of a New Multidimensional Language Class Anxiety Scale Journal of Psychoeducational Assessment, :073428291987588-073428291987588 DOI Author Url Publisher Url Public Url

Nicholson L, Putwain D. 2019. ‘We should just be told to try our best’ The Psychologist, 32 :38-41 Publisher Url Public Url

Cutler C-R, Mallaburn A, Putwain DW, Daly A. 2019. Teachers’ Theories of Intelligence and Instruction in English Secondary Education Teacher Education Advancement Network Journal, 11 :59-70 Publisher Url Public Url

Hirvonen R, Yli-Kivisto L, Putwain D, Ahonen T, Kiuru N. 2019. School-related stress among sixth-grade students - associations with academic buoyancy and temperament Learning and Individual Differences, 70 :100-108 DOI Author Url Publisher Url Public Url

Putwain DW, Kinsella C, Kaye L. 2019. “You heard me swear but you never heard me!” Negotiating agency in the Pupil Referral Unit Classroom Mind, Culture, and Activity, DOI Author Url Publisher Url Public Url

Putwain DW, Gallard D, Beaumont J. 2019. A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability School Psychology International, 40 :49-65 DOI Author Url Publisher Url Public Url

Putwain DW, Nicholson L, Pekrun R, Becker S, Symes W. 2019. Expectancy of Success, Attainment Value, Engagement, and Achievement: A Moderated Mediation Analysis Learning and Instruction, 60 :117-125 DOI Author Url Publisher Url Public Url

Putwain DW. 2018. Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis American Educational Research Journal, 55 :1339-1368 DOI Author Url Publisher Url Public Url

Putwain DW, von der Embse NP. 2018. Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, Symes W, Nicholson L, Becker S. 2018. Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis Learning and Individual Differences, 68 :12-19 DOI Author Url Publisher Url Public Url

Putwain DW, von der Embse NP. 2018. Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within Social Psychology of Education, :1-19 DOI Author Url Publisher Url Public Url

Putwain DW, Symes W. 2018. Does Increased Effort Compensate for Performance Debilitating Test Anxiety? School Psychology Quarterly, 33 :482-491 DOI Author Url Publisher Url Public Url

Nicholson LJ, Putwain DW, Nakhla G, Porter B, Liversidge A, Reece M. 2018. A Person-Centered Approach to Students' Evaluations of Perceived Fear Appeals and Their Association With Engagement Journal of Experimental Education, :1-22 DOI Author Url Publisher Url Public Url

Putwain DW. 2018. An examination of the self-referent executive processing model of test anxiety: control, emotional regulation, self-handicapping, and examination performance European Journal of Psychology of Education, DOI Author Url Publisher Url Public Url

McGeown S, St Clair-Thompson H, Putwain DW. 2018. The Development and Validation of a Mental Toughness Scale for Adolescents JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 36 :148-161 DOI Author Url Publisher Url Public Url

Putwain DW, Pescod M. 2017. Is Reducing Uncertain Control the Key to Successful Test Anxiety Intervention for Secondary School Students? Findings From a Randomized Control Trial. School Psychology Quarterly, DOI Author Url Publisher Url Public Url

Flitcroft D, Woods K, Putwain D. 2017. Developing school practice in preparing students for high-stake examinations in english and mathematics Educational and Child Psychology, 34 :7-19 DOI Publisher Url Public Url

Putwain DW, Becker S, Symes W, Pekrun R. 2017. Reciprocal relations between students' academic enjoyment, boredom, and achievement over time Learning and Instruction, DOI Author Url Publisher Url Public Url

Putwain DW, Symes W, McCaldin T. 2017. Teacher Use of Loss-Focused, Utility Value Messages, Prior to High-Stakes Examinations, and Their Appraisal by Students Journal of Psychoeducational Assessment, 37 :169-180 DOI Author Url Publisher Url Public Url

St Clair-Thompson H, Giles R, McGeown SP, Putwain D, Clough P, Perry J. 2017. Mental toughness and transitions to high school and to undergraduate study Educational Psychology, 37 :792-809 DOI Publisher Url Public Url

Putwain DW, Nakhla G, Liversidge A, Nicholson LJ, Porter B, Reece M. 2017. Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond? Teaching and Teacher Education, 61 :73-83 DOI Author Url Publisher Url Public Url

McGeown S, Putwain DW, St.Clair-Thompson H, Clough P. 2016. Understanding and supporting adolescents' mental touchness in an educational context Psychology in the Schools, 2 :196-209 DOI Publisher Url Public Url

Nicholson LJ, Putwain DW. 2016. The importance of psychological need satisfaction in educational re-engagement Research Papers in Education, DOI Author Url Publisher Url Public Url

Putwain DW, Daly AL, Chamberlain S, Sadreddini S. 2016. “‘Sink or swim’: buoyancy and coping in the cognitive test anxiety–academic performance relationship” Educational Psychology, 36 :1807-1825 DOI Author Url Publisher Url Public Url

Putwain DW, Aveyard B. 2016. Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? School Psychology Quarterly, DOI Author Url Publisher Url Public Url

Putwain DW, Symes W, Wilkinson HM. 2016. Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, Symes W, Remedios R. 2016. The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal Learning and Individual Differences, 51 :307-313 DOI Author Url Publisher Url Public Url

Kinsella C, Putwain DW, Kaye LK. 2016. Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education Review of Education, 4 :266-289 DOI Publisher Url

Kinsella C, Putwain DW, Kaye LK. 2016. Context and Implications Document for: Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education Review of Education, 4 :290-292 DOI Publisher Url

Putwain DW, Woods K. 2016. The scare tactic: Does it work? Motivating students for tests and exams DECP Debate, 1 :31-38 DOI Publisher Url

Symes W, Putwain DW. 2016. The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting messages. British Journal of Educational Psychology, DOI Author Url Publisher Url Public Url

Putwain DW, Symes W. 2016. Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination Social Psychology of Education, :1-19 DOI Author Url Publisher Url Public Url

Putwain DW, Nicholson LJ, Nakhla G, Reece M, Porter B, Liversidge A. 2016. Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised Contemporary Educational Psychology, 44-45 :21-31 DOI Author Url Publisher Url Public Url

Putwain DW, Sander P. 2016. Does the confidence of first-year undergraduate students change over time according to achievement goal profile? Studies in Higher Education, 41 :381-398 DOI Author Url Publisher Url Public Url

Putwain DW, Nicholson LJ, Edwards JL. 2016. Hard to reach and hard to teach: supporting the self-regulation of learning in an alternative provision secondary school Educational Studies, 42 :1-18 DOI Author Url Publisher Url Public Url

Putwain D, Remedios R, Symes W. 2016. The appraisal of fear appeals as threatening or challenging: frequency of use, academic self-efficacy and subjective value EDUCATIONAL PSYCHOLOGY, 36 :1670-1690 DOI Author Url Publisher Url

Putwain DW, Remedios R, Symes W. 2015. Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy Learning and Instruction, 40 :21-28 DOI Author Url Publisher Url Public Url

Flanagan MJ, Putwain DW, Caltabiano ML. 2015. The Relationship Between Goal Setting and Students' Experience of Academic Test Anxiety International Journal of School & Educational Psychology, 3 :189-201 DOI Publisher Url

Putwain DW, Daly AL, Chamberlain S, Sadreddini S. 2015. Academically buoyant students are less anxious about and perform better in high-stakes examinations British Journal of Educational Psychology, 85 :247-263 DOI Author Url Publisher Url Public Url

von der Embse NP, Putwain DW. 2015. Examining the context of instruction to facilitate student success School Psychology International, 36 :552-558 DOI Author Url Publisher Url Public Url

Symes W, Putwain DW, Remedios R. 2015. The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations School Psychology International, 36 :605-619 DOI Author Url Publisher Url Public Url

de la Fuente J, Zapata L, Martínez-Vicente JM, Sander P, Putwain D. 2015. Personal self-regulation, Self-regulated learning and coping strategies, In university context with stress Intelligent Systems Reference Library, 76 :223-255 DOI Publisher Url

Putwain D, Remedios R. 2014. The Scare Tactic: Do Fear Appeals Predict Motivation and Exam Scores? SCHOOL PSYCHOLOGY QUARTERLY, 29 :503-516 DOI Author Url Publisher Url

Putwain D, Remedios R. 2014. Fear appeals used prior to a high-stakes examination: What makes them threatening? Learning and Individual Differences, 36 :145-151 DOI Author Url Publisher Url Public Url

Putwain D, Chamberlain S, Daly AL, Sadreddini S. 2014. Reducing test anxiety among school-aged adolescents: a field experiment Educational Psychology in Practice, 30 :420-440 DOI Publisher Url

Putwain DW, Symes W. 2014. The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging SOCIAL PSYCHOLOGY OF EDUCATION, 17 :229-248 DOI Author Url Publisher Url

McGeown SP, Putwain D, Simpson EG, Boffey E, Markham J, Vince A. 2014. Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics LEARNING AND INDIVIDUAL DIFFERENCES, 32 :278-286 DOI Author Url Publisher Url

Putwain DW, Shah J, Lewis R. 2014. Performance-Evaluation Threat Does Not Adversely Affect Verbal Working Memory in High Test-Anxious Persons Journal of Cognitive Education and Psychology, 13 :120-136 DOI Publisher Url

Putwain D, Daly AL. 2014. Test anxiety prevalence and gender differences in a sample of English secondary school students EDUCATIONAL STUDIES, 40 :554-570 DOI Author Url Publisher Url

Putwain DW, Nicholson LJ, Connors L, Woods K. 2013. Resilient children are less test anxious and perform better in tests at the end of primary schooling LEARNING AND INDIVIDUAL DIFFERENCES, 28 :41-46 DOI Author Url Publisher Url

Putwain D, Sander P, Larkin D. 2013. Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 83 :633-650 DOI Author Url Publisher Url

Sander P, Putwain D, Fuente JDL. 2013. Using structural equation modelling to understand predictors of undergraduate students' academic performance International Perspectives on Higher Education Research, 9 :219-241 DOI Publisher Url

von der Embse NP, Kilgus SP, Segool N, Putwain D. 2013. Identification and Validation of a Brief Test Anxiety Screening Tool International Journal of School and Educational Psychology, 1 :246-258 DOI Publisher Url

Putwain DW, Daly AL. 2013. Do clusters of test anxiety and academic buoyancy differentially predict academic performance? LEARNING AND INDIVIDUAL DIFFERENCES, 27 :157-162 DOI Author Url Publisher Url

Putwain DW, Larkin D, Sander P. 2013. A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 38 :361-374 DOI Author Url Publisher Url

Putwain DW, Sander P, Larkin D. 2013. Using the 2 x 2 framework of achievement goals to predict achievement emotions and academic performance LEARNING AND INDIVIDUAL DIFFERENCES, 25 :80-84 DOI Author Url Publisher Url

Nicholson L, Putwain D, Connors L, Hornby-Atkinson P. 2013. The key to successful achievement as an undergraduate student: confidence and realistic expectations? STUDIES IN HIGHER EDUCATION, 38 :285-298 DOI Author Url Publisher Url

de la Fuente J, Sander P, Putwain D. 2013. Relationship between Undergraduate Student Confidence, Approach to Learning and Academic Performance: The Role of Gender REVISTA DE PSICODIDACTICA, 18 :375-393 DOI Author Url Publisher Url

Putwain DW, Connors L, Woods K, Nicholson LJ. 2012. Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren Pastoral Care in Education, 30 :289-302 DOI Publisher Url

Putwain DW, Best N. 2012. Do highly test anxious students respond differentially to fear appeals made prior to a test? Research in Education, 88 :1-10 DOI Publisher Url

Putwain DW, Symes W. 2012. Achievement goals as mediators of the relationship between competence beliefs and test anxiety BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 82 :207-224 DOI Author Url Publisher Url

Putwain DW, Kearsley R, Symes W. 2012. Do creativity self-beliefs predict literacy achievement and motivation? LEARNING AND INDIVIDUAL DIFFERENCES, 22 :370-374 DOI Author Url Publisher Url

Putwain DW, Roberts CM. 2012. Fear and efficacy appeals in the classroom: the secondary teachers' perspective EDUCATIONAL PSYCHOLOGY, 32 :355-372 DOI Author Url Publisher Url

Putwain DW. 2011. How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? International Journal of Qualitative Studies in Education, 24 :717-731 DOI Publisher Url

Putwain DW, Best N. 2011. Fear appeals in the primary classroom: Effects on test anxiety and test grade LEARNING AND INDIVIDUAL DIFFERENCES, 21 :580-584 DOI Author Url Publisher Url

Putwain DW, Symes W. 2011. Teachers' use of fear appeals in the Mathematics classroom: Worrying or motivating students? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 81 :456-474 DOI Author Url Publisher Url

Putwain DW, Langdale HC, Woods KA, Nicholson LJ. 2011. Developing and piloting a dot-probe measure of attentional bias for test anxiety LEARNING AND INDIVIDUAL DIFFERENCES, 21 :478-482 DOI Author Url Publisher Url

Putwain DW, Connors L, Symes W, Douglas-Osborn E. 2011. Is academic buoyancy anything more than adaptive coping? ANXIETY STRESS AND COPING, 25 :349-358 DOI Author Url Publisher Url

Putwain D, Symes W. 2011. Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? LEARNING AND INDIVIDUAL DIFFERENCES, 21 :227-232 DOI Author Url Publisher Url

Putwain D, Whiteley H, Caddick L. 2011. Thematic versus subject-based curriculum delivery and achievement goals: findings from a single-school study EDUCATIONAL RESEARCH, 53 :387-398 DOI Author Url Publisher Url

Putwain DW, Woods KA, Symes W. 2010. Personal and situational predictors of test anxiety of students in post-compulsory education BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 80 :137-160 DOI Author Url Publisher Url

Putwain DW, Daniels RA. 2010. Is the relationship between competence beliefs and test anxiety influenced by goal orientation? LEARNING AND INDIVIDUAL DIFFERENCES, 20 :8-13 DOI Author Url Publisher Url

Putwain DW, Connors L, Symes W. 2010. Do cognitive distortions mediate the test anxiety-examination performance relationship? EDUCATIONAL PSYCHOLOGY, 30 :11-26 DOI Author Url Publisher Url

Putwain DW, Roberts CM. 2009. The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 79 :643-661 DOI Author Url Publisher Url

Putwain DW. 2009. Situated and Contextual Features of Test Anxiety in UK Adolsecent Students School Psychology International, 30 :56-74 DOI Publisher Url

Putwain DW. 2009. Situated and Contextual Features of Test Anxiety in UK Adolsecent Students SCHOOL PSYCHOLOGY INTERNATIONAL, 30 :56-74 DOI Author Url

Putwain DW. 2009. Assessment and examination stress in Key Stage 4 BRITISH EDUCATIONAL RESEARCH JOURNAL, 35 :391-411 DOI Author Url Publisher Url

Putwain DW. 2008. Examination stress and test anxiety PSYCHOLOGIST, 21 :1026-1029 Author Url Publisher Url Public Url

Putwain DW. 2008. Deconstructing test anxiety Emotional and Behavioural Difficulties, 13 :141-155 DOI Publisher Url

Putwain DW. 2008. Supporting assessment stress in key stage 4 students EDUCATIONAL STUDIES, 34 :83-95 DOI Author Url Publisher Url

Putwain D. 2008. Do examinations stakes moderate the test anxiety - examination performance relationship? EDUCATIONAL PSYCHOLOGY, 28 :109-118 DOI Author Url Publisher Url

Putwain DW. 2008. Test anxiety and GCSE performance: The effect of gender and socio-economic background Educational Psychology in Practice, 24 :319-334 DOI Publisher Url

Putwain DW. 2007. Test anxiety in UK schoolchildren: Prevalence and demographic patterns BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77 :579-593 DOI Author Url Publisher Url

Putwain D. 2007. Researching academic stress and anxiety in students: some methodological considerations BRITISH EDUCATIONAL RESEARCH JOURNAL, 33 :207-219 DOI Author Url Publisher Url

Symes W, Putwain DW. The Four Ws of Test Anxiety Psychologica, 63 :31-52 DOI Publisher Url Public Url

Putwain D, Davina R, Johnstone S, Howard S. Test anxiety in Primary School Children: A 20 year Systematic Review and Meta-Analysis Journal of School Psychology, DOI Author Url Publisher Url Public Url

De la Fuente J, Zapata Sevillano L, Sander P, Putwain D. EL PAPEL DE LA ENSEÑANZA REGULADORA EN LA INDUCCIÓN DE LAS EMOCIONES DE ENGAGEMENT-BOURNOT DEL ALUMNADO UNIVERSITARIO. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 4 :149-149 DOI Publisher Url

De la Fuente J, López M, Zapata L, Sander P, Putwain D. RELACIÓN ENTRE LA AUTORREGULACIÓN PERSONAL Y LA CONFIANZA ACADÉMICA (PRESAGIO) CON EL ENGAGEMENT-BOURNOUT DE LOS ESTUDIANTES UNIVERSITARIOS (PRODUCTO) International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 5 :17-17 DOI Publisher Url

De la Fuente J, Zapata Sevillano L, Sander P, Putwain D. AN EMPIRICAL MODEL OF PERSONAL SELF-REGULATION AND TEACHING REGULATORY, TO PREDICT THE PROCESS AND THE PRODUCT VARIABLES International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 4 :197-197 DOI Publisher Url

Zapata L, De la Fuente J, Putwain D, Sander P. PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE) International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 4 :165-165 DOI Publisher Url

Books (authored)

Putwain D. 2025. UNDERSTANDING AND HELPING TO OVERCOME EXAM ANXIETY: WHAT IS IT, WHY IS IT IMPORTANT AND WHERE DOES IT COME FROM? :1-182 DOI Publisher Url

Sammons A, Putwain D. 2018. Psychology and Crime, 2nd Edition :1-216 DOI Publisher Url

McInerney DM, Putwain DW. 2016. Developmental and educational psychology for teachers: An applied approach: Second edition :1-335 DOI Publisher Url

Editorial/letter to the editor

Putwain DW. 2024. Inaugural editorial: Updates and future directions British Journal of Educational Psychology, 94 :1-5 DOI Author Url Publisher Url

Putwain DW. 2019. Wellbeing and higher education EDUCATIONAL PSYCHOLOGY, 39 :291-293 DOI Author Url Publisher Url

Putwain D. 2018. Editorial Educational Psychology, 38 :117-119 DOI Publisher Url

Putwain DW. 2017. Editorial EDUCATIONAL PSYCHOLOGY, 37 :521-523 DOI Author Url Publisher Url

preprint

Daumiller M, Nett U, Putwain DW. 2023. Complex Dynamics: Investigation of Within and Between Person Relationships Between Achievement Emotions and Emotion Regulation During Exam Preparation Through Dynamic Network Modelling Center for Open Science DOI Publisher Url

Ashworth E, Putwain DW, McLoughlin S, Saini P, Chopra J, Rosser B, Eames C. 2021. Ordinary magic in extraordinary circumstances: Predictors of positive mental health outcomes for early adolescents during the COVID-19 pandemic Research Square Platform LLC DOI Publisher Url

Chapters

Putwain DW, Pekrun R, Rainbird E, Roberts C. 2022. Cognitive-Behavioural Intervention for Test Anxiety: Could Teachers Deliver the STEPS Program and What Training Would They Require? Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers :381-399 DOI Publisher Url

McGeown SP, Clair-Thompson HS, Putwain D, Clough P. 2016. Individual differences in education outcomes: Applying a model of mental toughness Psychology of Individual Differences: New Research :69-92

de la Fuente J, Sander P, López M, Putwain D. 2015. The relationship between academic confidence, approach to learning, self-regulation, stress coping and resilience in the university undergraduate Advances in Psychology Research 112 :31-45

Kinsella C, Putwain D, Kaye L. 2015. Can arts-based education help re-engage excluded learners?: A case study of an arts-based programme aimed at enhancing educational engagement Brewer G, Hogarth R. Creative Education, Teaching and Learning: Creativity, Engagement and the Student Experience. :290-306 Palgrave Macmillan. London

Sander P, Putwain D, de la Fuente J. 2014. Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance Abstract Acknowledgements Theory and Method in Higher Education Research Volume 9 :219-241 Emerald DOI

Fuente JDL, Cardelle-Elawar M, Sander P, Putwain D. 2013. Action-emotion style, test anxiety and resilience in undergraduate students Student Learning: Improving Practice :139-149

Putwain D. Teacher Motivational Messages Used Prior to Examinations: What Are They, How Are They Evaluated, And What Are Their Educational Outcomes? Elliot A. Advances in Motivational Science (Volume 8) Academic Press. Cambridge, MA DOI Publisher Url

Other

Ashworth E, Hunt A, Chopra J, Eames C, Putwain D, duffy K, Kirkby J, mcloughlin S, Saini P. 2021. Adolescents' lockdown-induced coping experiences (ALICE) study: A qualitative exploration of early adolescents' experiences of lockdown and reintegration Journal of Early Adolescence, DOI Publisher Url

Internet publication

Putwain DW. 2020. Examination Pressures on Children and Young People: Are They Taken Seriously Enough? Publisher Url Public Url

Other invited event:

University of Bern, Switzerland, Invited Keynote: Test Anxiety: Deconstructing (again) an often taken for granted construct, EARLI Biennial Conference. 2024

Leyland, Invited Presentation: Examinations and mental health: What are the issues and how can students be supported?, Runshaw College: Curriculum Leadership School CPD. 2024

Online, Invited Presentation: Examinations and mental health: What are the issues and how can students be supported?, Bounce Together Webinar. 2024

Oldham, Invited Presentation: Examinations and mental health: What are the issues and how can students be supported?, Oldham Sixth Form College, staff CDP. 2024

London, Invited Keynote: Exam and Mental Health, Association of Sixth Form Colleges Winter Conference. 2024

Online, Invited panelist for Anxiety in children and teenagers: Supporting, understanding and signposting, Association of Child and Adolescent Mental Health. 2023

Instituto Universitário, Portugal, The scare tactic: Does it work? Motivating students for test and examinations, Invited Research Seminar. 2023

University College Dublin, A seminar to present research findings on how young people are negatively impacted by the anxiety of taking exams, Young persons and test anxiety. 2023

University College Dublin, Department of Education, Young Persons and Test Anxiety, Research Seminar. 2023

Nottingham University, Deaprtment of Psychology, Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement?, Research Seminar. 2023

Online, Seminar for teachers and school leaders on test anxiety, Bounce Together (January 2023) The Four Ws of exam anxiety: What is it, why is it important, where does it come from, and what can be done about it?. 2023

Ofqual, Coventry, Repeat of the seminat for those who could not attend on November, The Four Ws of exam anxiety: What is it, why is it important, where does it come from, and what can be done about it?. 2023

University of Northampton, An introduction to the methodologies that sit behind SEM, A crash course in structural equation modelling. 2023

Coventry, The Four Ws of exam anxiety: What is it, why is it important, where does it come from, and what can be done about it?, Ofqual Staff Away Day. 2023

Ofqual, Coventry, Contribution to Ofqual staff training day, The Four Ws of exam anxiety: What is it, why is it important, where does it come from, and what can be done about it?. 2022

The University of Essex, Contribution to seminar on student emotions, Test Anxiety: Is it Something to Worry About?. 2022

Online, The 4 Ws of test anxiety: What is it; Why is it important; Where does it come from; What can be done about it?, Royal Holloway, University of London, Research Seminar. 2022

Online, The 4 Ws of test anxiety: What is it; Why is it important; Where does it come from; What can be done about it?, Royal Holloway, University of London, Research Seminar. 2022

University of Oxford, Research Seminar, Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement?. 2022

Online, Webinar Exam Anxiety: Is it Something to Worry About?, British Psychological Society Webinar. 2021

Llandudno, Invited Presentastion Exam Anxiety: Is it Something to Worry About?, Wirral Association of School Heads Annual Away Day. 2021

Online, Invited discussant at roundtable discussions, The British Academy Workshop on the Impacts of Covid-19 on Children and Young People. 2021

Online/ Blackpool Sixth Form College, Exam Anxiety: Is It Something To Worry About?, Blackpool Sixth Form College, research seminar. 2020

Online/ University of Glasgow, Invited Presentation: Exam Anxiety: Is It Something To Worry About? https://tile.psy.gla.ac.uk/2020/11/26/exam-anxiety-is-it-something-to-worry-about-a-reflection/, Glasgow University, School of Psychology Teaching Innovation and Learning Enhancement Network seminar. 2020

BPS London Office, Roundtable discussion for how students with high test anxiety can be most effectively supported, The British Psychological Society, Test Anxiety in Children and Young People Policy Workshop. 2019

BA London Office, Workshop for practitioners and policy makers to comment on and contribute to BA childhood policy review, British Academy Workshop on Policy Review for Children. 2019

Manchester, Keynote Lecture: What do teachers say to What do teachers say to students before important exams, do students listen, and what impact does it have?, British Psychological Society Psychology of Education Section Conference. 2019

London, British Academy invited panel discussant for Mental Health and the Teenage Brain (Chaired by Professor Sarah-Jayne Blakemore), British Academy Roundtable Discussion. 2019

Liverpool, Mental Health and Well-being in Primary Schools, Mental Health and Well-being in Primary Schools. 2019

London, Promoting mental health and wellbeing in schools, All-Party Parliamentary Party Group on Psychology. 2019

Tokyo, Keynote Presentation The Value of High-stakes Exams: Do Teachers Help or Hinder?, The Asian Conference on Psychology and the Behavioural Sciences. 2019

London, Test Anxiety: What is it; where does it come from; is it problematic, what can be done about it?, DfE Research Seminar. 2019

DfE, Coventry, The Office of Qualifications and Examination Regulation invited Lecture: Test Anxiety: What is it, where does it come from, is it problematic and what can be done about it?, Ofqual Invited Lecture. 2018

Brighton, Surviving High-stakes Exams: Do Teachers Help or Hinder?, European Conference on Psychology & the Behavioral Sciences. 2018

Huntington School, York, What do teachers say to What do teachers say to students before important exams, do students listen, and what impact does it have?, ResearchED Conference. 2017

Aspire Academy, Macclesfield, What do teachers say to What do teachers say to students before important exams, do students listen, and what impact does it have?, Research2Teaching Seminar. 2017

University of Manchester, What do teachers say to What do teachers say to students before important exams, do students listen, and what impact does it have?, ITE Mentor Programme. 2017

Conference organisation:

Organiser, British Psychological Society, Psychology of Education Section Conference, 2023, https://www.bps.org.uk/event/psychology-education-section-conference-2023. 2023

Conference Organiser, British Psychological Society Psychology of Education Section Conference 2022, https://www.bps.org.uk/events/psychology-education-section-annual-conference-2022. 2022

Conference Organiser, British Psychological Society Psychology of Education Section Conference 2021. 2021

Co-organiser, British Psychological Society Psychology of Education Section Conference 2019. 2019

Member of Organising committee, European Conference on Psychology and the Behavioural Sciences, 2019. 2019

Chair, British Psychological Society, Psychology of Education Section Annual Conference, 'The role of competence beliefs in teaching and learning'. 2015

Media Coverage:

BBC Radio 5 Live interview with Naga Munchety on A Levels, stress, and coping. 2023

Live interview on A Level exams, stress, and coping with Naga Munchety 2023

BBC Radio Ulster Talkback (invitation to contribute to live radio phone-in show). 2023

Blog for the British Psychological Society (opens in a new tab) 2022

Podcast recorded for Tooled Up Education (opens in a new tab) 2022

Ofqual blog for Youth Mental Health Day (opens in a new tab) 2022

Podcast recorded for the Education Endowment Foundation on exam preparation. (opens in a new tab) 2022

Podcast recorded with the Education Endowment Foundation (opens in a new tab) 2022

Podcast recorded with Ofqual to promote the Revised Coping With Exam Pressures Guide. (opens in a new tab) 2022

Podcast Changing States of Mind, Psychology in the Classroom Series (opens in a new tab) 2022

Postcast recorded with Changing States of Mind, Psychology in the Classroom (opens in a new tab) 2022

Webinar recorded with the Cambridge Assessment International Education on test anxiety as part of their Wellbeing and Mental Health conference (opens in a new tab) 2021

Podcast recorded with the CEO of Cambridge Assessment on exam anxiety. Blog: https://www.cambridgeassessment.org.uk/blogs/helping-students-manage-anxiety-2021-and-beyond/ https://youtu.be/d9Zy0CxL-uU 2021

Live interview with BBC Radio Merseyside on the Government decision to use teacher grades in place of GCSE and A Level examinations in summer 2021. 2021

Live interview with BBC Radio Merseyside on the Government decision to cancel GCSE and A Level examinations in summer 2021. 2021

Interview with the Times Educational Supplement, March 2018, ‘Silence exam in progress’ 2020

Contributed to the MyTutor, Mental Health and Exam Anxiety 2020 Report. https://mytutor-mental-health-report-2020.webflow.io/ 2020

National Education College Webinar, Exam anxiety: what is it, is it problematic, and what can be done about it? 2019

BBC 2: Trust Me I'm a Doctor (Broadcast 3rd October 2018)

BBC One Show: How to Beat Exam Stress with Mindfulness, Yoga and Pet Therapy (Broadcast 19th June, 2018)

Interview with The Association of Child and Adolescent Mental Health, September 2018, ‘Back to School’ (posted 4.9.18) https://www.acamh.org/blog/back-to-school/

Interviewed for article in the Times Educational Supplement (11.5.18) 'The anxiety epidemic: Something to worry about'

Interviewed for article in The Waitrose Health Magazine (March 2018) 'Exam Season: The Survival Guide'

Editorial boards:

Editor in Chief, British Journal of Educational Psychology. 2022

Editorial Board Member, Learning and Instruction, https://www.journals.elsevier.com/learning-and-instruction. 2021

Editorial Board Member, Social Psychology of Education, https://www.springer.com/journal/11218/aims-and-scope?gclid=EAIaIQobChMIjZfEnbXF9wIVh6ztCh3I5gExEAAYASAAEgIJ2vD_BwE. 2020

Associate Editor, British Journal of Educational Psychology. 2019

Learning and Individual Differences, https://www.journals.elsevier.com/learning-and-individual-differences. 2016

Associate Editor (2015 - 2019) Editorial Board (2019 - Present_, Educational Psychology. 2015

Research Grants Awarded:

Grant value (£): 9,847, British Academy, Inspiring the next generation of scientists: The role of personal and teacher influences (SRG22\220016).. 2022

Duration of research project: 8 Months, Grant value (£): 11520, The Bowland Trust, Peter Wood, Learning by Questions: What is the impact on pupil achievement in maths, pupil behaviour, resilience, confidence in and attitude to maths, and teacher workload?. 2018

Duration of research project: 2 Years, Grant value (£): £9,757, British Academy, Assessing and Supporting the Wellbeing of Students Preparing for their GSCEs. 2017

Duration of research project: 1 Year, Grant value (£): £9097, British Academy, Richard Remedios, University of Durham, “Why should I bother working for my GCSEs?”: Students views of teacher encouragement. 2013

External PGR examinations performed:

PhD, Central Queensland University, , Examining the Influence of a neuroeducational buoyancy program on student buoyancy: An action research approach. 2022

PhD, University of Liverpool, Understanding the psychological mechanisms underpinning test anxiety. 2022

PhD, University of Amsterdam, , Missing factors in math anxiety: The role of emotional components, math behaviour, and cognitive biases in adolescent math anxiety. 2020

PhD, Keele University, Enabling teachers to promote incremental theories of intelligence in young children: An intervention and an instrument. 2020

PhD, Cambridge University, Motivational processes underlying gender gaps in school engagement and achievement. 2020

PhD, Edinburgh University, Exploring Young Learner’s Foreign Language Anxiety in China. 2019

PhD, Università degli Studi di Padova, Personal resources versus risk factors: From academic achievement to anxiety forms. 2018

PhD, The University of York, Chinese and British Teachers’ Emotional Reactions to Students’ Classroom Behaviours. 2017

PhD, The University of Lancaster, Schools Under Pressure: Stress, Coping and Wellbeing, Among Teachers, Pupils, and Headteachers. 2017

PhD, The University of Alberta, Emerging Adulthood in Chinese Young People: Does Ego identity Status Moderate the Relationship Between Transition Features and Burnout?. 2016

PhD, The University of Durham, Automaticity and achievement goals: A theoretical and empirical exploration of the implications of research on the implicit for capturing students’ goals for studying. 2015

PhD, The University of Sydney, Adaptability in Youth: Components, Predictors, and Consequences.. 2014

PhD, The University of Almería, Personal self-regulation, learning approaches and coping strategies in university teaching-learning processes with stress. 2013

Professional Doctorate, The University of Durham, The English Benchmark Policy for Graduation: An Investigation of Perception, Motivation and Approaches to Learning at a University in Central Taiwan. 2013

PhD, Universiti Putra Malaysia, Mediating effect of coping strategies on the relationship between personality traits and test anxiety among Iranian high school students. 2013

PhD, The University of Hull, Towards and understanding of academic motivation, classroom behaviour and academic attainment in adolescents. 2012

Professional Doctorate, The University of Durham, A study of Singapore female teachers' self-efficacy for teaching science. 2011

PhD, The University of Manchester, Stress amongst male teachers in state schools in Saudi Arabia.. 2007

External PGR Supervision - completed students:

PhD, Liverpool John Moores University, Teachers’ theories of intelligence and intelligence feedback in secondary education. 2021

PhD, Liverpool John Moores University, Understanding research engagement in England’s’evidence-informed’ teaching profession : A 3D view. 2020

PhD, The University of Manchester, The experiences of students preparing for GCSE examinations: An interpretative phenomenological analysis. 2019

PhD, The University of Manchester, GCSE student experience across Key Stage 4. 2019

PhD, Edge Hill University, The Effects of Stereotype Threat on Foreign Language Performance through the Mediating Roles of Self-Efficacy and Anxiety. 2019

PhD, Liverpool John Moores University, Difficulies in teaching and learning English in Libyan universities. 2019

PhD, University of Manchester, An investigation of attentional bias in test anxiety. 2018

PhD, Edge Hill University, Re-engaging students in a pupil referral unit through the arts-based curriculum. 2017

PhD, University of Munich, Situating Emotions in the Context of Mathematics. 2017

Professional Doctorate, University of Manchester, Developing school practice in preparing students for high-stake examinations in English and Mathematics. 2016

PhD, Edge Hill University, An exploratory mixed-methods study of student incivility in higher education classrooms. 2016

Professional Doctorate, University of Manchester, Teacher language in the primary classroom: An exploration of the language used by teachers when preparing children aged 6 – 11 for important tests. 2014

Fellowships:

British Psychological Society, Fellow. 2020

External collaboration:

Michelle Meadows, The Office of Qualifications and Examinations Regulation, https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students. 2018

BBC Learning - Bitesize. Smart Revision Advice, BBC, http://www.bbc.co.uk/education/highlights/curations/zpbdxfr. 2018

External committees:

British Psychological Society, Committee Member, Psychology of Education Section. 2018

The International Academic Forum, Member, International Academic Advisory Board. 2018

British Psychological Society, Chair, Psychology of Education Section Committee. 2012