0000-0003-4259-6124
Thinking Structurally: A Cognitive Framework for Understanding How People Infer Structural Causes of Inequality
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Early Executive Functions Questionnaire
Building Children’s Competencies for Educational Achievement Through Chores and Labor: A Longitudinal Study in Sierra Leone
Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge
Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study
Perspectives on Momentary Engagement and Learning Situated in Classroom Contexts
The impact of academically and socially focused peer relations on children’s engagement and academic progress in primary school
Children’s School Lives – A National Cohort Study of Primary Schooling in Ireland
COVID-19 School closures and children’s social and emotional functioning: the protective influence of parent, sibling, and peer relationships
Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school
Momentary student engagement as a dynamic developmental system.
To persist or not? Examining the relations between parental education, self‐regulation, school engagement and persistence in post‐compulsory education
Longitudinal relations between child emotional difficulties and parent-child closeness: a stability and malleability analysis using the STARTS model
Quality Appraisal Checklist for Quantitative, Qualitative, and Mixed Methods Studies
Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review
The Impact of Social Innovation Education on Teacher Work Engagement
Compensatory and Cumulative: Mother, Father and Teacher-Child Relationships Interact to Predict School Adjustment and Achievement
Preventing pollution: A scoping review of immersive learning environments and gamified systems for children and young people
How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood
Emergence of college students’ John Henryism during schoolwork: an exploratory study
Exploring the Effectiveness of Emotion Coaching in Classrooms: A Systematic Literature Review Protocol
The Child and Adolescent Social and Personal Assessment of Wellbeing (CAPSAW) User Manual
Relationships between externalising behaviour, teachers’ academic expectations and student achievement: a systematic review protocol
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic
An Investigation into the Relationship between Cognitive Processing Speed and White Matter Integrity across the Life Course Systematic Review Protocol
The long-term benefits of adolescent school engagement for adult educational and employment outcomes.
Population heterogeneity in developmental trajectories of internalising and externalising mental health symptoms in childhood: differential effects of parenting styles
Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland
Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization
Family–school connectivity during transition to primary school
Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone
The Impact of Social Innovation Education on Wellbeing: Qualitative Case Study Findings
Children's self-talk in naturalistic classroom settings in middle childhood: A systematic literature review
Assessing experiences with violence and peace in primary schools in Sierra Leone
Not Getting What You Want
Bullies, victims, and meanies: the role of child and classmate social and emotional competencies
Changing misconceptions of abilities: The impact of a brief mindset refutation text intervention
Do smaller class sizes in school matter? Experts say yes
Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task.
Methods of Studying Pathological Demand Avoidance in Children and Adolescents: A Scoping Review Protocol
Self‐talk in middle childhood: A mechanism for motivational resilience during learning
The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review
Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone
Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks
Gendering childhood(s) and engagement with schooling in rural Sierra Leone
Positive Youth Development and Being Bullied in Early Adolescence: A Sociocultural Analysis of National Cohort Data
Power, agency and children’s time use in rural Sierra Leone
Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010–2020
Teacher Attitudes Towards the Representation of Homosexuality in Film and Television: A New Self-report Questionnaire
‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone
What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School
Emergent Forms of Psychopathology and Their Associations with Homophobic Bullying in Adolescents: An Exploratory Quantitative Study
Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder
The role of psychoticism in the relationship between attachment to parents and homophobic bullying: A study in adolescence
Who Do You Want to Be Like? Factors Influencing Early Adolescents’ Selection of Accessible and Inaccessible Role Models
Silver Linings and Storm Clouds: Divergent Profiles of Student Momentary Engagement Emerge in Response to the Same Task
Momentary Engagement as a Complex Dynamic System
The Development of Motivation and Amotivation to Study and Work across Age-Graded Transitions in Adolescence and Young Adulthood
The professional student program for educational resilience: Enhancing momentary engagement in classwork
Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England
Emotional and Motivational Engagement at School Transition: A Qualitative Stage-Environment Fit Study
Mental health improves after transition from comprehensive school to vocational education or employment in England: A national cohort study
Understanding school transition: What happens to children and how to help them
Emerging gender differences in times of multiple transitions
Adolescents and the organisation of their school time: A review of changes over recent decades in England
Death of mixed methods? Or the rebirth of research as a craft