Kathryn Asbury
Dados Biográficos
| ID | 260234 |
|---|---|
| NOME | Kathryn Asbury |
| PRENOMES | Kathryn |
| SOBRENOME | Asbury |
| ASSINATURA | ASBURY K |
| AFILIAÇÕES | University of York |
| ORCID | 0000-0003-0011-457X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 56 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Affect, behaviour, cognition
It's really difficult because sometimes you want to be special and different and sometimes you just want to be like everybody else
The UK Economic and Social Research Council (ESRC) is considering developing a longitudinal qualitative cohort study of seldom‐heard families. This paper presents findings from a scoping study of best practice in qualitative longitudinal research focused on families with a child with a chromosomal learning disability. We conducted in‐depth online interviews with twelve parents and identified their views of research participation in relation to re…
Stories of aloneness in childhood
Loneliness is known to be a major health concern globally. However, although there is a growing body of research on loneliness in adults, it is less studied in children. Further, very few studies have considered the long‐term meaning of experiences of being alone in early life for adults. This study explored the construct of aloneness in children using a retrospective design. It asked 70 adults to describe their high and low point stories from ch…
Step into her World
The voices of learning-disabled children and young people are rarely heard in qualitative research, particularly when they have complex communication needs. The current study was motivated by a desire to identify and co-produce effective and ethical qualitative research methods that would be capable of supporting the inclusion of this group of children and young people. We interviewed 12 parents of children with chromosomal learning disabilities …
‘I think it’s been difficult for the ones that haven’t got as many resources in their homes’
School closures due to COVID-19 have been predicted to have a large impact on pupils’ learning and wellbeing. Systematic evidence about teachers’ perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial s…
‘I had forgotten what it was like to feel like you’re doing a good job’
Examining the changes in teachers' experiences of their job resources, job demands and personal resources can reveal important insights into the profession.Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England at three time points during COVID-19 (February 2021, July 2021 and July 2022).Four themes were identified in a longitudinal thematic analysis, namely: teachers' …
Genetic influences on sibling bullying and mental health difficulties
BACKGROUND: Sibling bullying is associated with mental health difficulties; both in the short and long term. It is commonly assumed that sibling bullying leads to mental health difficulties but additional explanations for the relationship between the two are seldom investigated. METHODS: To address this gap in knowledge, we used a genetically sensitive design with data from the Avon Longitudinal Study of Parents and Children (maximum N = 3,959, 5…
The ups and downs in perceived societal appreciation of the teaching profession during Covid‐19
Given the disruptions the COVID‐19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers’ perceptions of how…
The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic
Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the Covid‐19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers’ wellbeing following t…
Explaining the influence of non‐shared environment ( NSE ) on symptoms of behaviour problems from preschool to adulthood
BACKGROUND: Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences …
It feels like I'm back to being a teacher
BackgroundUnderstanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.Aim and MethodTo investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and Novem…
Alone in the Covid‐19 lockdown
Feelings of isolation have been prevalent worldwide since March 2020 due to COVID‐19 pandemic lockdowns. This has prompted increased concerns about loneliness and related mental health problems. During the first UK COVID‐19 lockdown, 71 participants were asked to share their high and low point stories from lockdown. These were analyzed using thematic analysis to explore how “aloneness” was experienced at this time. A deductive analyses supported …
What makes a great teacher during a pandemic
The COVID-19 pandemic has challenged many assumptions underlying education, including those related to the qualities that are most essential to being an effective teacher. We interviewed 23 state primary and secondary school teachers about what makes a great teacher during a pandemic. Two themes were identified: caring for pupil wellbeing, and dealing with uncertainty. Teachers reported that the need to demonstrate these qualities, while always i…
My brain feels like a browser with 100 tabs open
BackgroundTeaching and caring for pupils during the COVID-19 pandemic has been a challenge for many teachers, and its impact on teachers' mental health and well-being (MHWB) should be of great national and international concern.Aim and participantsThis study examines 24 primary and secondary school teachers' MHWB experiences across three time points (April, July, and November 2020) using longitudinal qualitative trajectory analysis.MethodWe used …
How is Covid-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?
Parents of children with Special Educational Needs and Disabilities in the UK ( n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and d…
School quality ratings are weak predictors of students’ achievement and well‐being
BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. T…
Like a rug had been pulled from under you
BackgroundOn 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government.AimsThe current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed.SampleTwenty-four teachers from English state schools were interviewed, representing mainstream prima…
A Cancer in the Minds of Youth?” A Qualitative Study of Problematic Smartphone Use among Undergraduate Students
There is empirical evidence to suggest that problematic smartphone use (PSU) is associated with mental health problems including anxiety in educational settings. This qualitative study explored attitudes towards—and self-reported impacts of—smartphone use among British young adult students, as well as perceived causes of PSU. Free-response written accounts were gathered from 265 British undergraduates at an English university. Open-ended question…
Genetic and Environmental Influences on Adolescent Emotional Inertia in Daily Life
Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of…
Do Chinese and British University Students Use Smartphones Differently? A Cross-cultural Mixed Methods Study
Although an increasing number of studies have focused on problematic smartphone use and smartphone addiction, few of these studies have employed both quantitative and qualitative methods or employed a cross-cultural design. A limited number of studies have compared eastern and western groups. The present study investigates the prevalence and causes of problematic smartphone use among Chinese and British undergraduates. A sample of n = 778 undergr…
An Exploration of Problematic Smartphone Use among Chinese University Students
Over the past decade, there have been an increasing number of studies that have investigated problematic and/or ‘addictive’ smartphone use. The present study explored the prevalence and correlates of problematic smartphone use (PSU) among Chinese university students. Few studies have investigated relationships between PSU and factors such as academic anxiety, academic procrastination, self-regulation, and subjective wellbeing. The present study p…
Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject’
An article published in the UK Guardian on 11/10/2013 with the headline 'Genetics outweighs teaching, Gove advisor tells his boss' reported a leaked document written by special advisor Dominic Cummings to the then UK Secretary of State for Education, Michael Gove. The article generated 3008 on-line reader comments from the public. These reader comments offer a naturalistic opportunity to understand public opinion regarding Cummings' controversial…
Can Genetics Research Benefit Educational Interventions for All
Pretty much everyone knows that our genes have at least something to do with how able or how high achieving we are. Some believe that we should not speak of this common knowledge, nor inquire into how genetic influence works or what it might mean. If we do not keep an open mind to the fact of genetic influence on academic achievement, however, then we cannot explore its possible implications. And if we do not consider the implications, then we ca…
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
Significance Differences among children in educational achievement are highly heritable from the early school years until the end of compulsory education at age 16, when UK students are assessed nationwide with standard achievement tests [General Certificate of Secondary Education (GCSE)]. Genetic research has shown that intelligence makes a major contribution to the heritability of educational achievement. However, we show that other broad domai…
Like a rug had been pulled from under you
BackgroundOn 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government.AimsThe current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed.SampleTwenty-four teachers from English state schools were interviewed, representing mainstream prima…
Nature and Nurture
The appropriate conjunction between the words nature and nurture is not versus but and. There is increasing acceptance of the evidence for substantial genetic influence on many behavioral traits, but the same research also provides the best available evidence for the importance of environmental influence and important clues about how the environment works. Because much developmental action is at the interface between genes and environment, geneti…
My brain feels like a browser with 100 tabs open
BackgroundTeaching and caring for pupils during the COVID-19 pandemic has been a challenge for many teachers, and its impact on teachers' mental health and well-being (MHWB) should be of great national and international concern.Aim and participantsThis study examines 24 primary and secondary school teachers' MHWB experiences across three time points (April, July, and November 2020) using longitudinal qualitative trajectory analysis.MethodWe used …
It feels like I'm back to being a teacher
BackgroundUnderstanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.Aim and MethodTo investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and Novem…
Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of…
The ups and downs in perceived societal appreciation of the teaching profession during Covid‐19
Given the disruptions the COVID‐19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers’ perceptions of how…
The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic
Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the Covid‐19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers’ wellbeing following t…
The Use of Discordant MZ Twins to Generate Hypotheses regarding Non‐shared Environmental Influence on Anxiety in Middle Childhood
Non‐shared environmental influence (NSE) has been found to account for around 50 percent of anxiety variance, but specific NSE factors have not been identified. Discordant monozygotic (MZ) twins can be used to generate relevant hypotheses because MZ discordance can be caused by NSE, but not by genes or shared environment. Of 1590 MZ pairs teacher rated for anxiety at the age of seven, we selected the most discordant 19 pairs and conducted intervi…
Nature and Nurture in the Family
Behavioral genetic research provides the best evidence we have for the importance of the environment. Heritabilities rarely exceed 50%, which means that, on average, half of the variance for behavioral dimensions and disorders is not genetic in origin. However, no one needed to be convinced that environmental factors contribute importantly to behavior. The two findings that stand out as the most important from behavioral genetics both involve nur…
Nature and Nurture
The appropriate conjunction between the words nature and nurture is not versus but and. There is increasing acceptance of the evidence for substantial genetic influence on many behavioral traits, but the same research also provides the best available evidence for the importance of environmental influence and important clues about how the environment works. Because much developmental action is at the interface between genes and environment, geneti…
The Use of Discordant MZ Twins to Generate Hypotheses regarding Non‐shared Environmental Influence on Anxiety in Middle Childhood
Non‐shared environmental influence (NSE) has been found to account for around 50 percent of anxiety variance, but specific NSE factors have not been identified. Discordant monozygotic (MZ) twins can be used to generate relevant hypotheses because MZ discordance can be caused by NSE, but not by genes or shared environment. Of 1590 MZ pairs teacher rated for anxiety at the age of seven, we selected the most discordant 19 pairs and conducted intervi…
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
Significance Differences among children in educational achievement are highly heritable from the early school years until the end of compulsory education at age 16, when UK students are assessed nationwide with standard achievement tests [General Certificate of Secondary Education (GCSE)]. Genetic research has shown that intelligence makes a major contribution to the heritability of educational achievement. However, we show that other broad domai…
Can Genetics Research Benefit Educational Interventions for All
Pretty much everyone knows that our genes have at least something to do with how able or how high achieving we are. Some believe that we should not speak of this common knowledge, nor inquire into how genetic influence works or what it might mean. If we do not keep an open mind to the fact of genetic influence on academic achievement, however, then we cannot explore its possible implications. And if we do not consider the implications, then we ca…
Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject’
An article published in the UK Guardian on 11/10/2013 with the headline 'Genetics outweighs teaching, Gove advisor tells his boss' reported a leaked document written by special advisor Dominic Cummings to the then UK Secretary of State for Education, Michael Gove. The article generated 3008 on-line reader comments from the public. These reader comments offer a naturalistic opportunity to understand public opinion regarding Cummings' controversial…
Do Chinese and British University Students Use Smartphones Differently? A Cross-cultural Mixed Methods Study
Although an increasing number of studies have focused on problematic smartphone use and smartphone addiction, few of these studies have employed both quantitative and qualitative methods or employed a cross-cultural design. A limited number of studies have compared eastern and western groups. The present study investigates the prevalence and causes of problematic smartphone use among Chinese and British undergraduates. A sample of n = 778 undergr…
An Exploration of Problematic Smartphone Use among Chinese University Students
Over the past decade, there have been an increasing number of studies that have investigated problematic and/or ‘addictive’ smartphone use. The present study explored the prevalence and correlates of problematic smartphone use (PSU) among Chinese university students. Few studies have investigated relationships between PSU and factors such as academic anxiety, academic procrastination, self-regulation, and subjective wellbeing. The present study p…
A Cancer in the Minds of Youth?” A Qualitative Study of Problematic Smartphone Use among Undergraduate Students
There is empirical evidence to suggest that problematic smartphone use (PSU) is associated with mental health problems including anxiety in educational settings. This qualitative study explored attitudes towards—and self-reported impacts of—smartphone use among British young adult students, as well as perceived causes of PSU. Free-response written accounts were gathered from 265 British undergraduates at an English university. Open-ended question…
Genetic and Environmental Influences on Adolescent Emotional Inertia in Daily Life
Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of…
Like a rug had been pulled from under you
BackgroundOn 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government.AimsThe current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed.SampleTwenty-four teachers from English state schools were interviewed, representing mainstream prima…
How is Covid-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families?
Parents of children with Special Educational Needs and Disabilities in the UK ( n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and d…
School quality ratings are weak predictors of students’ achievement and well‐being
BACKGROUND: In England, all state-funded schools are inspected by an independent government agency, the Office for Standards in Education, Children's Services and Skills (Ofsted). Inspections aim to hold schools accountable and to promote the improvement of education, with the results made available to the public. Ofsted reports intend to index school quality, but their influence on students' individual outcomes has not been previously studied. T…
Alone in the Covid‐19 lockdown
Feelings of isolation have been prevalent worldwide since March 2020 due to COVID‐19 pandemic lockdowns. This has prompted increased concerns about loneliness and related mental health problems. During the first UK COVID‐19 lockdown, 71 participants were asked to share their high and low point stories from lockdown. These were analyzed using thematic analysis to explore how “aloneness” was experienced at this time. A deductive analyses supported …
What makes a great teacher during a pandemic
The COVID-19 pandemic has challenged many assumptions underlying education, including those related to the qualities that are most essential to being an effective teacher. We interviewed 23 state primary and secondary school teachers about what makes a great teacher during a pandemic. Two themes were identified: caring for pupil wellbeing, and dealing with uncertainty. Teachers reported that the need to demonstrate these qualities, while always i…
My brain feels like a browser with 100 tabs open
BackgroundTeaching and caring for pupils during the COVID-19 pandemic has been a challenge for many teachers, and its impact on teachers' mental health and well-being (MHWB) should be of great national and international concern.Aim and participantsThis study examines 24 primary and secondary school teachers' MHWB experiences across three time points (April, July, and November 2020) using longitudinal qualitative trajectory analysis.MethodWe used …
Explaining the influence of non‐shared environment ( NSE ) on symptoms of behaviour problems from preschool to adulthood
BACKGROUND: Individual differences in symptoms of behaviour problems in childhood and adolescence are not primarily due to nature or nurture - another substantial source of variance is non-shared environment (NSE). However, few specific environmental factors have been found to account for these NSE estimates. This creates a 'missing NSE' gap analogous to the 'missing heritability' gap, which refers to the shortfall in identifying DNA differences …
It feels like I'm back to being a teacher
BackgroundUnderstanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis.Aim and MethodTo investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and Novem…
‘I think it’s been difficult for the ones that haven’t got as many resources in their homes’
School closures due to COVID-19 have been predicted to have a large impact on pupils’ learning and wellbeing. Systematic evidence about teachers’ perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial s…
‘I had forgotten what it was like to feel like you’re doing a good job’
Examining the changes in teachers' experiences of their job resources, job demands and personal resources can reveal important insights into the profession.Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England at three time points during COVID-19 (February 2021, July 2021 and July 2022).Four themes were identified in a longitudinal thematic analysis, namely: teachers' …
Genetic influences on sibling bullying and mental health difficulties
BACKGROUND: Sibling bullying is associated with mental health difficulties; both in the short and long term. It is commonly assumed that sibling bullying leads to mental health difficulties but additional explanations for the relationship between the two are seldom investigated. METHODS: To address this gap in knowledge, we used a genetically sensitive design with data from the Avon Longitudinal Study of Parents and Children (maximum N = 3,959, 5…
The ups and downs in perceived societal appreciation of the teaching profession during Covid‐19
Given the disruptions the COVID‐19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers’ perceptions of how…
The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic
Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the Covid‐19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers’ wellbeing following t…
Stories of aloneness in childhood
Loneliness is known to be a major health concern globally. However, although there is a growing body of research on loneliness in adults, it is less studied in children. Further, very few studies have considered the long‐term meaning of experiences of being alone in early life for adults. This study explored the construct of aloneness in children using a retrospective design. It asked 70 adults to describe their high and low point stories from ch…
Psychology (26 obras) · Developmental psychology (15 obras) · Medicine (14 obras) · Social Psychology (12 obras) · Sociology (11 obras) · Qualitative research (10 obras) · Clinical Psychology (9 obras) · COVID-19 and Mental Health (9 obras) · Early Childhood Education and Development (8 obras) · Pedagogy (8 obras)