W. Symes

Experimental and Cognitive Psychology · 2010–2019

A researcher in the Science corpus: 10 papers; trusts 20 researchers and is trusted by 6 researchers here, as inferred from the citation graph.

Subfields

• Experimental and Cognitive Psychology — 88 citations into it
• Education — 85 citations into it; #10,416 of 11,309 by trust here, #8,671 by citations
• Social Psychology — 81 citations into it
• Clinical Psychology — 34 citations into it; #2,144 of 8,024 by trust here, #2,861 by citations
• Safety Research — 28 citations into it; #4,614 of 5,829 by trust here, #3,096 by citations
• Developmental and Educational Psychology — 25 citations into it
• Cognitive Neuroscience — 24 citations into it; #3,933 of 10,852 by trust here, #4,095 by citations
• Management Science and Operations Research — 11 citations into it

Whom W. Symes trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. N. Humphrey
2. Martin A. Volker
3. D. Putwain
4. Reinhard Pekrun
5. Jacquelynne S. Eccles
6. Elinor Ochs
7. A. Elliot
8. Mahmoud Emam
9. P. Farrell
10. Thomas Goetz

Who trusts W. Symes overall

1. N. Humphrey
2. Robin M. Kowalski
3. J. Hebron
4. Craig Goodall
5. Chad A. Rose
6. S. Lindsay
7. Dorothy Espelage

Papers from W. Symes's perspective

Ordered by how strongly the researchers W. Symes trusts endorse each paper. Same corpus, a different order for every researcher.

1. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
2. Between- and within-domain relations of students' academic emotions.
3. Emotion Research in Education: Theoretical and Methodological Perspectives on the Integration of Affect, Motivation, and Cognition
4. Provision for Youngsters with Autistic Spectrum Disorders in Mainstream Schools: What Parents Say--and What Parents Want.
5. A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
6. Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest.
7. Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis
8. Self-Regulation in Early Childhood: Nature and Nurture
9. Attributional Style and Depression in Adolescents with Asperger Syndrome
10. Inclusion as Social Practice: Views of Children with Autism

Their papers

• Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study (2010) — 137 citations
• Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis (2019) — 88 citations
• Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis (2018) — 59 citations
• Reciprocal relations between students' academic enjoyment, boredom, and achievement over time (2017) — 203 citations
• 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 (2014) — 59 citations
• Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge (2013) — 179 citations
• School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools (2011) — 89 citations
• Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study (2010) — 225 citations
• Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools (2010) — 268 citations
• Do cognitive distortions mediate the test anxiety–examination performance relationship? (2010) — 124 citations