Citations (16)
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Michael Waite, Cathy Atkinson & Jeremy Oldfield. (2022) The mental health and emotional needs of secondary age students in the United Kingdom. Pastoral Care in Education 40:2, pages 238-255.
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Kerry Brown & Kevin Woods. (2022) Thirty years of GCSE: A review of student views and experiences. Assessment in Education: Principles, Policy & Practice 29:1, pages 51-76.
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David W. Putwain, Anthony L. Daly, Suzanne Chamberlain & Shireen Sadreddini. (2016) “‘Sink or swim’: buoyancy and coping in the cognitive test anxiety – academic performance relationship”. Educational Psychology 36:10, pages 1807-1825.
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Dave Putwain & Anthony L. Daly. (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies 40:5, pages 554-570.
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Dave Putwain, Suzanne Chamberlain, Anthony L. Daly & Shireen Sadreddini. (2014) Reducing test anxiety among school-aged adolescents: a field experiment. Educational Psychology in Practice 30:4, pages 420-440.
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Ruth Goodman & Diana Burton. (2012) What is the nature of the achievement gap, why does it persist and are government goals sufficient to create social justice in the education system?. Education 3-13 40:5, pages 500-514.
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David
W. Putwain & Christine
M. Roberts. (2012) Fear and efficacy appeals in the classroom: the secondary teachers’ perspective. Educational Psychology 32:3, pages 355-372.
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David
William Putwain. (2011) How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained?. International Journal of Qualitative Studies in Education 24:6, pages 717-731.
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David William Putwain. (2008) Deconstructing test anxiety. Emotional and Behavioural Difficulties 13:2, pages 141-155.
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Articles from other publishers (7)
Liam O’Hare, Patrick Stark, Alastair Gittner, Carol McGuinness, Allen Thurston & Andy Biggart. (2023) A pilot randomized controlled trial comparing the effectiveness of different spaced learning models used during school examination revision: the SMART Spaces 24/10 model. Frontiers in Education 8.
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Alberto Regagliolo. (2022) Oral production A2+ in Italian as foreign language: autonomy and repetition tasks. Forum Filologiczne Ateneum:1(10)2022, pages 215-246.
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Kerry Brown, Kevin Woods & Clare Nuttall. (2022) ‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE. Support for Learning 37:2, pages 351-372.
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Stephanie Thornton. (2016) Fear of failure: Supporting students with exam stress. British Journal of School Nursing 11:5, pages 252-254.
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David W. Putwain, Laura J. Nicholson, Ghada Nakhla, Monika Reece, Benjamin Porter & Anthony Liversidge. (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, pages 21-31.
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David W. Putwain & Christine M. Roberts. (2010) The development of an instrument to measure teachers' use of fear appeals in the GCSE classroom. British Journal of Educational Psychology 79:4, pages 643-661.
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Martin Johnson & Victoria Crisp. (2009) An Exploration of the Effect of Pre-Release Examination Materials on Classroom Practice in the UK. Research in Education 82:1, pages 47-59.
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