|Name:||Dr Laura Nicholson|
|Department:||Research – Faculty of Education|
|Current position:||Senior Research Fellow|
|Location:||Ormskirk Main Campus, Faculty of Education|
Whilst Laura worked towards her PhD in psychology, she worked as a Sessional Lecturer at Liverpool John Moores University from 2004 to 2008. Laura joined the Department of Social and Psychological Sciences at Edge Hill University as a Research Assistant in 2009, in which she worked on several educational psychology projects for 18 months. She then became an Associate Tutor in the same department, where she remained, on a casual basis, until 2016. Laura joined the research team in the Faculty of Education at Edge Hill University in October 2013. Laura’s position as Research Associate, her primary role is to conduct high-quality research. Laura also supervises PhD and MA students, mentor academic staff with their research, serve as editor and reviewer for several journals and organise the faculty research seminar series. Laura is a Chartered Member (CPsychol) and Associate Fellow (AFBPsS) of the British Psychological Society (BPS), and a member of the BPS Psychology of Education Section committee.
- PhD, Using an extended theory of planned behaviour to investigate sleep impaired driving, Liverpool John Moores University (2010)
- BSc (Hons) Psychology, University of Central Lancashire (2002)
Laura’s research interests include student engagement, and emotions, attitudes and motivation relating to a range of educational situations and behaviours. Laura is currently leading a research project, in which she is collaborating with Prof Dave Putwain (Liverpool John Moores University) and investigating how GCSE students evaluate teacher messages about their exams and how this affects their emotions, student engagement and GCSE grades. In her research on motivation, she has collaborated with colleagues from the University of Birmingham (Dr Wendy Symes), University of Manchester (Prof Kevin Woods), University of Munich (Prof Reinhard Pekrun, Dr Sandra Becker) and Australian Catholic University, Sydney (Prof Herb Marsh).
Laura also leads a study into the beliefs and attitudes of teacher educators towards their engagement in research, in which she is collaborating with Prof Vini Lander (University of Roehampton). Laura has recently joined Dr Vicky Duckworth (Edge Hill University) and Dr Rob Smith (Birmingham City University) on a UCU-commissioned research project wherein they are administering two national surveys on transformative teaching and learning in Further Education. She is also involved in several other research projects at Edge Hill University and elsewhere.
Peer-reviewed journal articles
- Putwain, D.W., Pekrun, R., Nicholson, L.J., Symes, W., Becker, S., & Marsh, H. W. (In press). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal
- Nicholson, L.J., Rodriguez-Cuadrado, S., & Woolhouse, C. (In press). Reframing peer mentoring as a route for developing an educational community of practice. Mentoring and Tutoring: Partnership in Learning
- Nicholson, L.J., Putwain, D.W., 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. The Journal of Experimental Education
- Putwain, D.W., Nakhla, G., Liversidge, A., Nicholson, L.J., 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: 10.1016/j.tate.2016.10.003
- Nicholson, L. J. & Putwain, D. W. (2016). The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education, 1-18. doi: 10.1080/02671522.2016.1271004
- Putwain, D., Nicholson, L., 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: 10.1016/j.cedpsych.2015.12.001
- Savery, A., Cain, T., Garner, J., Jones, T., Kynaston, E., Mould, K., Nicholson, L., Proctor, S., Pugh, R., Rickard, E., & Wilson, D. (2016). Does engagement in Forest School influence perceptions of risk, held by children, their parents, and their school staff? Education 3-13, 45(5), 519-531. doi: 10.1080/03004279.2016.1140799
- Nicholson, L.J. & Putwain, D.W. (2015). Facilitating re-engagement in learning: A disengaged student perspective. The Psychology of Education Review, 39(2), 37-41.
- Putwain, D.W., Nicholson, L.J., & Edwards, J.L. (2015). Hard to reach and hard to teach: Supporting the self-regulation of learning in an alternative provision secondary school. Educational Studies, 42(1), 1-18. doi: 10.1080/03055698.2015.1108839
- 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(2), 285-298. doi: 10.1080/03075079.2011.585710
- Putwain, D.W., Nicholson, L.J., 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: 1016/j.lindif.2013.09.010
- Putwain, D.W., Connors, E., Woods, K.A., & Nicholson, L.J. (2012). Stress and anxiety surrounding forthcoming Standard Assessment Tests in English schoolchildren. Pastoral Care in Education, 30(4), 289-302. doi: 10.1080/02643944.2012.688063
- Putwain, D.W., Langdale, H.C., Woods, K.A., & Nicholson, L.J. (2011). Developing and piloting a dot-probe measure of attentional bias for test anxiety. Learning and Individual Differences, 21(4), 478-482. doi: 10.1016/j.lindif.2011.02.002
- Nicholson, L.J. (2016). ‘Stressed out: The psychological effects of tests on primary school children’ (2016, 9 May). The Conversation. Retrieved from https://theconversation.com/stressed-out-the-psychological-effects-of-tests-on-primary-school-children-58913 (30,000 readers)
- Nicholson, L.J. (2014). ‘The importance of trusting, caring and supportive relationships in education’ (2014, 29 August). The Guardian. Retrieved from http://www.theguardian.com/education/2014/aug/29/trusting-caring-supportive-relationships-education
Knowledge Transfer and Enterprise
- Nicholson, L.J. & Lander, V. (2017). Beliefs of teacher educators regarding their research engagement. British Psychological Society Psychology of Education Section Annual Conference, 27 – 28 October 2017, Edinburgh, UK.
- Nicholson, L.J., Putwain, D.W., Nakhla, G. Reece, M., Porter, B. & Liversidge, A. (2016). Clusters of fear appeal appraisals and their relations with student engagement and disaffection. British Psychological Society Psychology of Education Section Annual Conference, 28 – 29 October 2016, Birmingham, UK.
- Nicholson, L.J. & Putwain, D.W. (2016). Student perceptions of teaching practices that can facilitate educational re-engagement. International Conference on Motivation, 24 – 27 August 2016, Aristotle University of Thessaloniki, Greece.
- Nicholson, L.J. & van Daal, V.H.P. (2015). The importance of parents’ perceptions of control to their involvement in their child’s literacy development. British Psychological Society Psychology of Education Section Annual Conference, 23 – 24 October 2015, Liverpool, UK.
- Nicholson, L. & van Daal, V. (2015). Predicting parental involvement in their child’s literacy development from social cognitive variables. Edge Hill University 7th Annual Education Conference, 8 – 9 July 2015, Edge Hill University, UK.
- van Daal, V.H.P., Nicholson, L. & Symes, W. (2015). TOOF: A longitudinal study of self-teaching in learning to read and spell. Society for the Scientific Study of Reading Twenty-Second Annual Meeting, 15 – 18 July 2015, Hawaii.
- Nicholson, L. and Putwain, D. (2014). Facilitating re-engagement in learning: A disengaged student perspective. British Psychological Society Psychology of Education Section Annual Conference, 7 – 9 November 2014, Milton Keynes, UK.
- Nicholson, L. & Putwain, D. (2014). Engaging the disengaged: A student perspective. Edge Hill University 6th Annual Education Conference, 8 – 10 July 2014, Edge Hill University, UK.
- Putwain, D.W., Langdale, H.C., Woods, K.A., & Nicholson, L.J. (2010). The development and piloting of a measure of attentional bias for test anxiety. British Psychological Society Education Section Annual Conference, 12 – 14 November 2010, Milton Keynes, UK.
- Connors, E., Putwain, D., Woods, K., & Nicholson, L. (2009). Causes and consequences of test anxiety in KS2 pupils: The mediational role of emotional resilience. British Educational Research Association Annual Conference, 2 – 5 September 2009, University of Manchester, UK. (Available online at http://www.leeds.ac.uk/educol/documents/184268.pdf).
- Connors, E., Putwain, D. W., Woods, K.A., & Nicholson, L. J. (2009). Emotional resilience as a moderator of SAT related anxiety in KS2 primary school pupils. British Psychological Society Education Section Annual Conference, 30 October – 1 November 2009, University of Central Lancashire, UK.
- Gerrard*, L.J., Cooper, S.R., Harrison, Y. & Tattersall, A.J. (2007). Using the theory of planned behaviour to predict sleep-impaired driving. Health Psychology Review, 1 (Suppl. 1), 164.
- Gerrard*, L.J., Cooper, S.R., Harrison, Y. & Tattersall, A.J. (2006). Using the theory of planned behaviour to understand sleep duration. Psychology & Health, 21 (Suppl. 1), 54.
- Gerrard*, L.J., Cooper, S.R., Harrison, Y. & Tattersall, A.J. (2006). Using the theory of planned behaviour to understand sleep duration. British Psychological Society Division of Health Psychology Annual Conference, 13 – 15 September 2006, University of Essex, UK.
- Gerrard*, L.J., Cooper, S.R., Harrison, Y. & Tattersall, A.J. (2006). Identifying accessible beliefs about/concerning sleeping for at least eight hours every night. Proceedings of the British Psychological Society, 14(1), 34.
* Gerrard was my maiden name.
Edge Hill University Research Investment Fund, ‘Engaging students for their GCSEs: The role of teacher messages and student emotions’, in collaboration with Dave Putwain, Liverpool John Moores University, Grant value: £11,291, Project duration: 2 years
Additional scholarly activities
- Editor for Cogent Psychology
- Consulting Editor for Educational Psychology: An International Journal of Experimental Educational Psychology
- Journal reviewer for Learning and Individual Differences, School Psychology International, Psychological Reports, The Psychology of Education Review
- PhD and MA supervision
- Ordinary Committee member of the British Psychological Society Psychology of Education Section
- Organiser of the Faculty of Education’s research seminar series