Yvonne Skipper
Dados Biográficos
| ID | 2746401 |
|---|---|
| NOME | Yvonne Skipper |
| PRENOMES | Yvonne |
| SOBRENOME | Skipper |
| ASSINATURA | SKIPPER Y |
| AFILIAÇÕES | University of Glasgow |
| ORCID | 0000-0001-7011-3439 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
‘I Shouldn't Really Be Here’
Universities may offer students from disadvantaged personal or socioeconomic contexts a lower threshold for entry compared to students from a more stable or affluent background; this is termed a contextual offer. Examples may include having a health condition, disability or living and going to school in a less affluent area. While there has been extensive debate on how to enact these offers, the experiences of students who attend university with …
I'd Probably Scroll by
Misinformation is one of the defining challenges of our era. Many young people are online for multiple hours a day and are exposed to vast amounts of misinformation. However, there is limited research exploring their understanding of what misinformation is and whether they feel equipped to spot and challenge it. The aim of the current study was to qualitatively explore young people's views on misinformation. Participants were N = 37 pupils aged f…
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
What emotional‐centred challenges do children attending special schools face over primary–secondary school transition
Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children …
Knowledge mobilization
In recent years, there has been a growing interest in using co-creation approaches, with academics and partners working together to create research and interventions to achieve impact. Action research typically starts with the question ‘how can we improve this situation?’ and then co-creates knowledge with and not on or for people. This approach contrasts with conventional approaches in which academics create knowledge and then disseminate it to …
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
Examining teachers’ ratings of feedback following success and failure
BACKGROUND: Previous research has explored the impact of different types of praise and criticism on how children experience success and failure. However, less is known about how teachers choose to deliver feedback and specifically whether they deliver person (ability) or process (effort) feedback. AIM: The aim of the current study was to use vignettes to explore how teachers would deliver feedback following success and failure. SAMPLE: The sample…
The impact of a selective entry examination on children's feelings as they approach the transition to secondary school
In the current study we examined how different experiences of a selective entry examination influenced children's feelings about themselves, school and intelligence as they approached transition to secondary school. Children were recruited from three English schools that use a selective entry examination to stream students into secondary schools based on ability (98 children aged around 10) and were assessed at two time points. At Time 1 it had r…
The influence of teacher feedback on children's perceptions of student-teacher relationships
BackgroundTeachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship.AimWe examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following…
Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures
Background. According to Dweck and colleagues, praise can be delivered using person (‘you are clever') or process terms (‘you worked hard'). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability. However, research has thus far inadequately addressed how these types of praise compare to receiving no evaluative feedback.…
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
Knowledge mobilization
In recent years, there has been a growing interest in using co-creation approaches, with academics and partners working together to create research and interventions to achieve impact. Action research typically starts with the question ‘how can we improve this situation?’ and then co-creates knowledge with and not on or for people. This approach contrasts with conventional approaches in which academics create knowledge and then disseminate it to …
Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures
Background. According to Dweck and colleagues, praise can be delivered using person (‘you are clever') or process terms (‘you worked hard'). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability. However, research has thus far inadequately addressed how these types of praise compare to receiving no evaluative feedback.…
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
The impact of a selective entry examination on children's feelings as they approach the transition to secondary school
In the current study we examined how different experiences of a selective entry examination influenced children's feelings about themselves, school and intelligence as they approached transition to secondary school. Children were recruited from three English schools that use a selective entry examination to stream students into secondary schools based on ability (98 children aged around 10) and were assessed at two time points. At Time 1 it had r…
The influence of teacher feedback on children's perceptions of student-teacher relationships
BackgroundTeachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship.AimWe examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following…
Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures
Background. According to Dweck and colleagues, praise can be delivered using person (‘you are clever') or process terms (‘you worked hard'). Research suggests that giving people process praise after success can help them deal better with subsequent failures because it attributes outcomes to effort rather than fixed ability. However, research has thus far inadequately addressed how these types of praise compare to receiving no evaluative feedback.…
The influence of teacher feedback on children's perceptions of student-teacher relationships
BackgroundTeachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship.AimWe examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following…
The impact of a selective entry examination on children's feelings as they approach the transition to secondary school
In the current study we examined how different experiences of a selective entry examination influenced children's feelings about themselves, school and intelligence as they approached transition to secondary school. Children were recruited from three English schools that use a selective entry examination to stream students into secondary schools based on ability (98 children aged around 10) and were assessed at two time points. At Time 1 it had r…
Examining teachers’ ratings of feedback following success and failure
BACKGROUND: Previous research has explored the impact of different types of praise and criticism on how children experience success and failure. However, less is known about how teachers choose to deliver feedback and specifically whether they deliver person (ability) or process (effort) feedback. AIM: The aim of the current study was to use vignettes to explore how teachers would deliver feedback following success and failure. SAMPLE: The sample…
Knowledge mobilization
In recent years, there has been a growing interest in using co-creation approaches, with academics and partners working together to create research and interventions to achieve impact. Action research typically starts with the question ‘how can we improve this situation?’ and then co-creates knowledge with and not on or for people. This approach contrasts with conventional approaches in which academics create knowledge and then disseminate it to …
You're in this world now
BackgroundPrimary-secondary school transition is a major life event for 11-year-old children in the United Kingdom and can also be a stressful period for parents and teachers. However, most research focuses on the impact of transition on children's academic performance and social well-being and we have a limited understanding of their emotional experiences in the lead up to and during the transition, from the perspective of key stakeholders: stud…
What emotional‐centred challenges do children attending special schools face over primary–secondary school transition
Primary–secondary school transition encompasses multiple social, academic and environmental changes which can negatively impact children’s emotional well‐being. Children with Social, Emotional and Mental Health difficulties (SEMH) are believed to be especially vulnerable during this time. However, the voices of children with SEMH are heavily underrepresented in this field within practice and research. The present case study examined how children …
Primary-secondary school transition under Covid-19
The transition from primary to secondary school is a major life event for eleven-year-old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid-19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid-19, could have a negative impact on children's school adjustment and mental health. Given the ra…
‘I Shouldn't Really Be Here’
Universities may offer students from disadvantaged personal or socioeconomic contexts a lower threshold for entry compared to students from a more stable or affluent background; this is termed a contextual offer. Examples may include having a health condition, disability or living and going to school in a less affluent area. While there has been extensive debate on how to enact these offers, the experiences of students who attend university with …
I'd Probably Scroll by
Misinformation is one of the defining challenges of our era. Many young people are online for multiple hours a day and are exposed to vast amounts of misinformation. However, there is limited research exploring their understanding of what misinformation is and whether they feel equipped to spot and challenge it. The aim of the current study was to qualitatively explore young people's views on misinformation. Participants were N = 37 pupils aged f…
Psychology (10 obras) · Developmental psychology (7 obras) · Early Childhood Education and Development (5 obras) · Social Psychology (5 obras) · Sociology (5 obras) · Medical education (4 obras) · Medicine (4 obras) · Education, Achievement, and Giftedness (3 obras) · Mathematics education (3 obras) · Perception (3 obras)