Ros McLellan

University of Cambridge, Education, Faculty Member

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Ros taught psychology and mathematics in the secondary schooling sector for a number of years before joining the Faculty. Her background is in psychology and she is a graduate member of the British Psychology Society. She has always been interested in student motivation and her Masters and Doctoral projects were in this area, although in recent years, her focus has been on student wellbeing.

Ros is currently a British Educational Research Association Council member and Chairs the Publications Committee. She is also a co-convenor of the European Educational Research Association Network 8: Health Education.

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Judith L Green

University of California, Santa Barbara

Nail ilhan

Inönü üniversitesi

Paul R Carr

Université du Québec en Outaouais

Andrea Peto

Central European University

Albert Bastardas-Boada

Universitat de Barcelona

Alev Elçi

Aksaray University

David Seamon

Kansas State University

Remo Caponi

University of Cologne

Ciprian Fartusnic

Institute of Educational Sciences

Stephen Whittle

Manchester Metropolitan University

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Papers by Ros McLellan

Development of subjective well-being and its relationship with self-esteem in early adolescence

by Ioannis G . Katsantonis, Ros McLellan, and Jose Marquez

British Journal of Developmental Psychology, 2022

Despite evidence indicating that self-esteem (SE) may be considered a precondition to subjective ... more Despite evidence indicating that self-esteem (SE) may be considered a precondition to subjective well-being (SWB), there are inconclusive findings regarding its developmental links with SWB. Considering the declines in SWB, the purpose of this study is to examine the developmental changes in SWB and its relationship with SE in early adolescence. The data of 11,231 adolescents aged 11 and 14 years old (50% females) from the Millennium Cohort Study were utilized. Latent mean comparison indicated that SWB declined substantially between 11 and 14 years old in the United Kingdom. Cross-lagged modelling showed that SWB was developmentally unstable and that SE predicted later changes in SWB, whereas SWB did not predict changes in SE. SWB declines in the United Kingdom are mostly linked to less satisfaction with secondary school contexts and peer relationships. In short, SE is an important factor that can contribute to adolescents' SWB. Implications for educational policy and practice are discussed.

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School Engagement Scale

PsycTESTS Dataset

Teachers' Fixed-Ability Practices: Measurement, Antecedents, and Implications for Students' Motivational Beliefs and Achievement

Mindsets (i.e., implicit beliefs about whether ability can be changed) are important for students... more Mindsets (i.e., implicit beliefs about whether ability can be changed) are important for students' learning, but relatively little is known about how they develop. Considering the gaps in the literature, the overarching purpose of the present study was to understand the role of teaching practices in the development of students' mindsets and associated achievement-related motivational beliefs. This study set out to first develop a conceptualisation of, and a teacher and student questionnaire for, the assessment of fixed- ability practices (FAPs) – teaching practices that are based on the notion that ability is fixed. It aimed to examine the dimensionality of student-perceived FAPs (RQ 1), and whether teachers' own motivational beliefs (mindset, teaching goal orientation, attribution for students' achievement, and perceived student ability/expectation) predict their engagement in student-perceived and/or teacher-reported FAPs (RQ 2). Moreover, it aimed to examine wheth...

Making Enterprise Training and Education more Accessible to the WISE

Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students

This project had multiple goals. Firstly, we wished to provide estimates of mathematics anxiety p... more This project had multiple goals. Firstly, we wished to provide estimates of mathematics anxiety prevalence amongst UK primary and secondary school students. Secondly, we wished to validate an instrument for measuring mathematics anxiety in this group. Thirdly, we wanted to see how mathematics anxiety is related to other individual factors, such as maths performance, gender and individual cognitive differences. Additionally, we used interviews to gain a richer understanding of students' experiences with and feelings towards mathematics. Methodology Our study had two main phases. In the first of these, we worked with more than 1700 primary and secondary students to screen for mathematics anxiety, test anxiety and general anxiety, and gain a measure of mathematics and reading performance. In the second phase, we worked one-to-one with the children to gain a deeper understanding of their cognitive abilities and feelings towards mathematics, using a series of sessions administering cognitive tasks, questionnaires and interviews

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Exploring school children's wellbeing and school engagement in Kazakhstan

The Design and Technology Association Education and International Research Conference 2007 – Paper abstracts

Design and technology education : an international journal, 2008

Despite international support for cross-curricular activity involving design and technology, scie... more Despite international support for cross-curricular activity involving design and technology, science and mathematics classroom practice in secondary schools has been unable to respond positively or effectively. This paper explores the ideas of purpose and utility as drivers to enable collaboration between teachers from these subjects and suggests ways in which this collaboration might take place.

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New ways of thinking about raising boys' achievement

To what extent do theories derived in a Westernised context on self-regulated learning, self-efficacy, and seeking social assistance apply to Saudi first-year undergraduates : a mixed method research

Students in their first year of university face great challenges that may influence their studies... more Students in their first year of university face great challenges that may influence their studies and career. In Saudi Arabia, where this study took place, this difficulty might be greater, as Saudi undergraduates' autonomous learning is open to question. Compared with Westernised literature, Saudi students appear different in terms of self-regulated learning (SRL), self-efficacy (SE), and seeking social assistance (SSA) behaviour. In addition, the existing literature looked into the relationship between SRL, SE, and/or SSA, yet the vast majority did not target Saudi learners. This research aimed to address the aforementioned gaps in this literature by exploring whether Saudi first-years are not yet independent learners because they possess inadequate levels of SRL, SE, and SSA as defined in Westernised contexts. Zimmerman's Social-Cognitive Model of SRL and Bandura's Self-Efficacy Theory (SET) were used as theoretical frameworks for this study. This helped in exploring the extent to which these theories are applied to the Saudi students. This mixed methods research followed sequential stages. Eight Teachers, 28 first-years and their family members (25 females) were interviewed face-to-face. Two instruments were used simultaneously: first, the collected data was used to develop a pen-and-paper structured questionnaire which was conducted on a survey sample of students and 2,174 responses were received. Second, an 11-point (11-week) diary task for the 28 students took place and a post-diary task interview with each student was carried out. Eighteen months later, these students were asked follow-up questions. Qualitative data was primarily analysed using thematic analysis to explore the intricacies of meaning within the data; whereas confirmatory factor analysis and then structural equation modelling were used with the quantitative data to investigate the links between the studied elements. It was found that Saudi first-years use a number of SRL strategies, the most common of which are goal-setting and planning. Th [...]

Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools?

Thinking Skills and Creativity, 2013

ABSTRACT Creativity is acknowledged to be important for economic growth and as an everyday life-s... more ABSTRACT Creativity is acknowledged to be important for economic growth and as an everyday life-skill but several reports have indicated that education should do more to harness it. In England legislation has made provision for creativity in schools but it continues to be problematic. This paper takes secondary Design &amp; Technology (D&amp;T) education in England as its focus, where creativity is acknowledged to be crucial for the design process but has been found to be lacking in student work. Research conducted in commercial organisations has indicated that organisational climate can help or hinder creativity. Thus, this paper explores whether organisational climate models can be usefully applied to the D&amp;T classroom context and assesses whether the climate experienced by secondary students (aged 11–16 years) is conducive for creativity. Data are drawn from a number of sources including student (N = 126) and teacher (N = 14) interviews and student (N = 4996) and teacher (N = 69) questionnaires gathered across a total of 15 schools. In mapping the data to the nine climate dimensions outlined in Ekvall and Isaksen&#39;s climate model three themes emerged; challenge, freedom and idea support. Students felt much of the work they do lacks challenge, they have limited freedom, and they are not always supported in realising their design ideas. Hence students do not perceive the climate in their classrooms as conducive for creativity. Teachers’ perceptions differed somewhat and this is discussed with reference to the performativity culture in which they are located and the implications of this for professional identity. As teachers can influence classroom climate, teachers can change their practice to enable creativity to flourish. Tentative suggestions for ways forward are outlined.

The Design and Technology Association Education and International Research Conference 2007Paper Abstracts

Design and …, 2008

Despite international support for cross-curricular activity involving design and technology, scie... more

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Embracing Arts curricula as integral for children’s wellbeing

Pastoral Care in Education

Internationally, research documents a link between children’s creative engagement in Arts and the... more

No 636 Raising Boys ’ Achievement

The views expressed in this report are the authors ’ and do not necessarily reflect those of the ... more

The Impact of Entrepreneurial Programmes: Lessons from Examining SelfEfficacy

Over the past decade, entrepreneurship has firmly established itself on the agenda of policy make... more Over the past decade, entrepreneurship has firmly established itself on the agenda of policy makers as a means for economic development through innovation, job creation and economic growth (van der Kuip and Verheul, 2004). From an academic perspective, this has been supported by a growing body of knowledge that draws on a variety of perspectives to explore how economic and social phenomena connect with entrepreneurship. For

Making a difference: turning teacher learning inside out

In the field of teachers' professional learning, 'Making a Difference' asks what coul... more In the field of teachers' professional learning, 'Making a Difference' asks what could make a difference to practice and to knowledge about that practice? In addressing this question, the book sets an agenda for future research and practice within the field of teachers' professional learning. It aims to examine what we know now, what is currently occurring in practice and what reasons might lie behind the fact that practice and policy seem to be 'stuck'. Within the field of research and practice, the authors look at what seems to make a difference and how this can be developed.

Is language learning a feminine domain? Examining the content and stereotype threat effect of female-language stereotypes among EFL learners in China

Contemporary Educational Psychology

TITLE Motivational Style, Commitment, and Cognitive Acceleration: Is It Only Good Schools Which Opt into "Successful&quot

This paper investigates the motivational profiles of students in schools that participate in a pr... more This paper investigates the motivational profiles of students in schools that participate in a professional development program (the CASE project), which has reported remarkable success in raising students ' academic achievement. On the basis of new work on the characterization and measurement of motivational orientation, beliefs, and self-view, the question was raised of whether this apparent success can be attributed, at least in part, to the fact that schools that opt for the program already display a more adaptive motivational profile in their students than nonprogram schools. This is the first phase of a longitudinal study of the effects of CASE on achievement motivation. The focus is on the definition of constructs, the development of an instrument, and the question of systematic differences between CASE and non-CASE schools at pretest, before the program could have an effect. Early results do suggest that a higher proportion of students in CASE schools exhibit what C. Dw...

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‘Oh yeah, yeah you get a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts.’ Fixation in pupils’ design and technology work (11-16 years)

Design and technology education : an international journal, 2007

This paper focuses on the design ideas generated by young people aged 11-16 years when solving de... more This paper focuses on the design ideas generated by young people aged 11-16 years when solving design and technology problems. A number of methods including focus interviews with pupils and teachers, lesson observations and analysis of documents and pupils portfolios are used to help explain how pupils aged 11-16 years generate their design and technology ideas. The findings indicate that a significant number of pupils produced stereotypical design ideas such as love hearts and sports logos. This was the case regardless of their age and gender and happens at various stages when designing. A review of the creative cognition literature suggests that this occurs as a result of a normal way of thinking and is referred to as fixation. Fixation, that is, what it looks like and how it manifests itself in the D&T classroom is discussed in detail. Fixation was also found to manifest itself in other ways such as a strong desire to do the first idea that comes into your head. It is argued that...

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The contribution of product analysis to fixation in students’ design and technology work

Design and technology (D&T) educators have pointed to a 'crisis' in creativity within the... more Design and technology (D&T) educators have pointed to a 'crisis' in creativity within the subject. Creative cognition literature suggests lack of creativity in design work is at least partly the result of 'fixation' (difficulty in generating novel ideas due to imagination being 'structured' by pre-existing knowledge). This paper applies these ideas in the context of current practice in D&T to shed light on how students generate design ideas and how a particular teaching approach, product analysis, influences these processes. Data are reported from the six schools involved in the preliminary phase of a Gatsby-funded ongoing research and intervention project 1 . A number of methods including interviews with D&T teachers (N=14) and focus groups of students (N=126), lesson observations (N=10) and an analysis of documents and student work were utilised to address the question: 'How does the use of product analysis contribute to fixation in secondary school stu...

The impact of creative initiatives on wellbeing: a literature review

Development of subjective well-being and its relationship with self-esteem in early adolescence

by Ioannis G . Katsantonis, Ros McLellan, and Jose Marquez

British Journal of Developmental Psychology, 2022

Download

School Engagement Scale

PsycTESTS Dataset

Teachers' Fixed-Ability Practices: Measurement, Antecedents, and Implications for Students' Motivational Beliefs and Achievement

Making Enterprise Training and Education more Accessible to the WISE

Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students

Download

Exploring school children's wellbeing and school engagement in Kazakhstan

The Design and Technology Association Education and International Research Conference 2007 – Paper abstracts

Design and technology education : an international journal, 2008

Download

New ways of thinking about raising boys' achievement

To what extent do theories derived in a Westernised context on self-regulated learning, self-efficacy, and seeking social assistance apply to Saudi first-year undergraduates : a mixed method research

Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools?

Thinking Skills and Creativity, 2013

The Design and Technology Association Education and International Research Conference 2007Paper Abstracts

Design and …, 2008

Despite international support for cross-curricular activity involving design and technology, scie... more

Download

Embracing Arts curricula as integral for children’s wellbeing

Pastoral Care in Education

Internationally, research documents a link between children’s creative engagement in Arts and the... more

No 636 Raising Boys ’ Achievement

The views expressed in this report are the authors ’ and do not necessarily reflect those of the ... more

The Impact of Entrepreneurial Programmes: Lessons from Examining SelfEfficacy

Making a difference: turning teacher learning inside out

Is language learning a feminine domain? Examining the content and stereotype threat effect of female-language stereotypes among EFL learners in China

Contemporary Educational Psychology

TITLE Motivational Style, Commitment, and Cognitive Acceleration: Is It Only Good Schools Which Opt into "Successful&quot

Download

‘Oh yeah, yeah you get a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts.’ Fixation in pupils’ design and technology work (11-16 years)

Design and technology education : an international journal, 2007

Download

The contribution of product analysis to fixation in students’ design and technology work

The impact of creative initiatives on wellbeing: a literature review

Ros McLellan

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