Article

Bodfield, KS, Carey, P, Putwain, DW and Rowley, AM (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. ISSN 0264-3944

Putwain, DW, Wendy, S, Zhane, M-H, Herb, M and 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. ISSN 1041-6080

Robson, DA, Johnstone, SJ, Putwain, DW and Howard, S (2023) Test anxiety in Primary School Children: A 20 year Systematic Review and Meta-Analysis. Journal of School Psychology, 98. pp. 39-60. ISSN 0022-4405

Putwain, DW, Gulsah, K, Linda, K and 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. ISSN 0019-0829

Putwain, DW and Wood, P (2022) Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement. Learning and Instruction, 83. ISSN 0959-4752

Putwain, DW and Wood, P (2022) Anxiety In The Mathematics Classroom: Reciprocal Relations With Control and Value, and Relations with Subsequent Achievement. ZDM – Mathematics Education. ISSN 0044-4103

Holliman, AJ, Knight, A, Pan, J, Waldeck, D, Atkinson, E and 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 (1). ISSN 1463-9807

Putwain, DW, Nicholson, L and Kutuk, G (2022) Warning Students of the Consequences of Examination Failure: An Effective Strategy for Promoting Student Engagement? Journal of Educational Psychology. ISSN 0022-0663

Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

Santana-Monagas, E, Putwain, DW, Núñez, JL, Loro, JF and León, J (2022) Do teachers’ engaging messages predict motivation to learn and performance? Revista de Psicodidactica, 27 (1). pp. 86-95. ISSN 1136-1034

Ashworth, E, Putwain, DW, McLoughlin, S, Saini, P, Chopra, J, Rosser, BA and 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. ISSN 2662-2416

Chopra, J, Ashworth, E, Saini, P, Putwain, DW, McLoughlin, S, Kirkby, J, Eames, C, Hunt, A and 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. ISSN 0272-4316

Putwain, DW, Stockinger, K, von der Embse, N, Suldo, S and Daumiller, M (2021) Test Anxiety, Anxiety Disorders, and School-Related Wellbeing: Manifestations of the Same or Different Constructs? Journal of School Psychology, 88. pp. 47-67. ISSN 0022-4405

Kutuk, G, Putwain, DW, Kaye, L and 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. ISSN 0007-0998

Putwain, DW, Gallard, D, Beaumont, J, Loderer, K and von der Embse, N (2021) Does Test Anxiety Predispose Poor School-Related Wellbeing and Enhanced Risk of Emotional Disorders? Cognitive Therapy and Research, 45. pp. 1150-1162. ISSN 0147-5916

von der Embse, N, Putwain, DW and Francis, G (2021) Interpretation and Use of the Multidimensional Test Anxiety Scale (MTAS). School Psychology, 36 (2). pp. 86-96. ISSN 2578-4218

Symes, W and Putwain, DW (2020) The Four Ws of Test Anxiety. Psychologica, 63 (2). pp. 31-52. ISSN 0871-4657

Wilkinson, H, Putwain, DW and Mallaburn, A (2020) How do teachers communicate to students about forthcoming GCSE exams?: An observational study. The Psychology of Education Review, 44 (2). ISSN 1463-9807

Putwain, DW, Wood, P and Pekrun, R (2020) Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy. Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW, Gallard, D and Beaumont, J (2020) Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83-84. ISSN 1041-6080

Putwain, DW, von der Embse, NP, Rainbird, E and West, G (2020) The Development and Validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment, 37. pp. 236-246. ISSN 1015-5759

Pires, CP, Putwain, DW, Hofmann, SG, Martins, DS, MacKenzie, MB, Kocovski, NL and 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 (3). pp. 147-169. ISSN 1136-5420

Bodfield, K, Putwain, DW, Carey, P and Rowley, A (2020) A Construct Validation and Extension of the Adolescent Attachment Questionnaire (AAQ). Journal of Social and Personal Relationships, 37 (12). pp. 3070-3082. ISSN 0265-4075

Putwain, DW and 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 (1). pp. 22-36. ISSN 1061-5806

Putwain, DW, Schmitz, E, Wood, P and Pekrun, R (2020) The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes. British Journal of Educational Psychology, 91 (1). pp. 347-367. ISSN 0007-0998

Putwain, DW, Symes, W, Coxon, E and 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 (6). pp. 713-734. ISSN 0144-3410

Putwain, DW and 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 (8). pp. 941-960. ISSN 0144-3410

Hirvonen, R, Putwain, DW, Määttä, S, Ahonen, T and 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. ISSN 0007-0998

Nicholson, L and Putwain, DW (2019) A Cross-Lagged Panel Analysis of Fear Appeal Appraisal and Student Engagement. British Journal of Educational Psychology, 90 (3). pp. 830-847. ISSN 0007-0998

Kutuk, G, Putwain, DW, Kaye, L and Garrett, B (2019) Development and Validation of a New Multidimensional Language Class Anxiety Scale. Journal of Psychoeducational Assessment. ISSN 0734-2829

Nicholson, L and Putwain, DW (2019) We should just be told to try our best. Psychologist, 32. pp. 38-41. ISSN 0952-8229

Cutler, C-R, Mallaburn, A, Putwain, DW and Daly, A (2019) Teachers’ Theories of Intelligence and Instruction in English Secondary Education. Teacher Education Advancement Network Journal, 11 (2). pp. 59-70. ISSN 2054-5266

Putwain, DW, Kinsella, C and Kaye, L (2019) “You heard me swear but you never heard me!” Negotiating agency in the Pupil Referral Unit Classroom. Mind, Culture, and Activity. ISSN 1074-9039

Hirvonen, R, Yli-Kivisto, L, Putwain, DW, Ahonen, T and Kiuru, N (2019) School-related stress among sixth-grade students - associations with academic buoyancy and temperament. Learning and Individual Differences, 70. pp. 100-108. ISSN 1041-6080

Putwain, DW, Nicholson, L, Pekrun, R, Becker, S and Symes, W (2019) Expectancy of Success, Attainment Value, Engagement, and Achievement: A Moderated Mediation Analysis. Learning and Instruction, 60. pp. 117-125. ISSN 0959-4752

Putwain, DW, Loderer, K, Gallard, D and Beaumont, J (2019) School-related subjective well-being promotes subsequent adaptability, achievement, and positive behavioural conduct. British Journal of Educational Psychology. ISSN 2044-8279

Putwain, DW and von der Embse, NP (2018) Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology. ISSN 0144-3410

Putwain, DW, Gallard, D and Beaumont, J (2018) A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International. ISSN 0143-0343

Putwain, DW, Symes, W, Nicholson, L and Becker, S (2018) Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68. pp. 12-19. ISSN 1041-6080

Putwain, DW (2018) Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis. American Educational Research Journal, 55 (6). pp. 1339-1368. ISSN 0002-8312

Putwain, DW and 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. ISSN 1381-2890

Putwain, DW and Symes, W (2018) Does Increased Effort Compensate for Performance Debilitating Test Anxiety? School Psychology Quarterly, 33 (3). pp. 482-491. ISSN 1045-3830

Nicholson, LJ, Putwain, DW, Nakhla, G, Porter, B, Liversidge, A and Reece, M (2018) A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement. Journal of Experimental Education. ISSN 0022-0973

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. ISSN 0256-2928

Putwain, DW and 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. ISSN 1045-3830

Flintcroft, D, Woods, K and Putwain, DW (2017) Developing school practice in preparing students for high-stake examinations in English and Mathematics. Educational and Child Psychology, 34 (3). pp. 7-19. ISSN 0267-1611

Putwain, DW, Becker, S, Symes, W and Pekrun, R (2017) Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction. ISSN 0959-4752

Putwain, DW, Symes, W and 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 (2). pp. 169-180. ISSN 0734-2829

McGeown, S, Putwain, DW, St.Clair-Thompson, H and Clough, P (2016) Understanding and supporting adolescents' mental touchness in an educational context. Psychology in the Schools, 2 (54). pp. 196-209. ISSN 0033-3085

Nicholson, LJ and Putwain, DW (2016) The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education. ISSN 0267-1522

Putwain, DW and Aveyard, B (2016) Is Perceived Control a Critical Factor in Understanding the Negative Relationship Between Cognitive Test Anxiety and Examination Performance? School Psychology Quarterly. ISSN 1045-3830

Putwain, DW, Symes, W and Wilkinson, HM (2016) Fear appeals, engagement, and examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology. ISSN 2044-8279

Putwain, DW, Nakhla, G, Liversidge, A, Nicholson, LJ, Porter, B and Reece, M (2016) 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. pp. 73-83. ISSN 0742-051X

McGeown, S, St Clair-Thompson, H and Putwain, DW (2016) The Development and Validation of a Mental Toughness Scale for Adolescents. Journal of Psychoeducational Assessment, 36 (2). pp. 148-161. ISSN 0734-2829

Putwain, DW, Symes, W and 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. pp. 307-313. ISSN 1041-6080

Symes, W and 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. ISSN 2044-8279

St Clair-Thompson, H, Giles, R, McGeown, SP, Putwain, DW, Clough, P and Perry, J (2016) Mental toughness and transitions to high school and to undergraduate study. Educational Psychology, 37 (7). pp. 792-809. ISSN 0144-3410

Putwain, DW and 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. pp. 1-19. ISSN 1381-2890

Putwain, DW and Sander, P (2016) Does the confidence of first-year undergraduate students change over time according to achievement goal profile? Studies in Higher Education, 41 (2). pp. 381-398. ISSN 0307-5079

Putwain, DW, Nicholson, LJ, Nakhla, G, Reece, M, Porter, B and 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. pp. 21-31. ISSN 0361-476X

Putwain, DW, Nicholson, LJ and 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). pp. 1-18. ISSN 0305-5698

von der Embse, NP and Putwain, DW (2015) Examining the context of instruction to facilitate student success. School Psychology International, 36 (6). pp. 552-558. ISSN 1461-7374

Symes, W, Putwain, DW and 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 (6). pp. 605-619. ISSN 0143-0343

Putwain, DW, Daly, AL, Chamberlain, S and Sadreddini, S (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. British Journal of Educational Psychology, 85 (3). pp. 247-263. ISSN 2044-8279

Putwain, DW, Remedios, R and Symes, W (2015) Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction, 40. pp. 21-28. ISSN 0959-4752

Putwain, DW, Daly, AL, Chamberlain, S and Sadreddini, S (2015) “‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”. Educational Psychology. ISSN 0144-3410

Putwain, DW and Remedios, R (2014) Fear appeals used prior to a high-stakes examination: What makes them threatening? Learning and Individual Differences, 36. pp. 145-151. ISSN 1041-6080

Putwain, DW (2008) Examination stress and test anxiety. PSYCHOLOGIST, 21 (12). pp. 1026-1029. ISSN 0952-8229

Other

Putwain, DW (2020) Examination Pressures on Children and Young People: Are They Taken Seriously Enough? The British Academy.