Norah Frederickson
Biographic Data
| ID | 2747029 |
|---|---|
| NAME | Norah Frederickson |
| GIVEN NAMES | Norah |
| FAMILY NAME | Frederickson |
| SIGNATURE | FREDERICKSON N |
| AFFILIATIONS | University College London |
| ORCID | 0009-0003-2360-208X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 50 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment
BackgroundFriendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which int…
Doctor, builder, soldier, lawyer, teacher, dancer, shopkeeper, vet
An interest in a medical career, unlike high prestige jobs in general, is not associated with higher educational attainment or cognitive ability, and it is likely that only one in ten of the children interested in medical careers will have sufficient educational attainment at GCSE or A-level to be able to enter medical school
Sub-threshold autism traits
Theory and research suggests that features of autism are not restricted to individuals diagnosed with autism spectrum disorders (ASDs), and that autism-like traits vary throughout the general population at lower severities. The present research first investigated the relationship of autism traits with trait emotional intelligence and empathy in a sample of 163 adults aged between 18 and 51 years (44% male). It then examined performance on a set o…
Assessing pupil concerns about transition to secondary school
Background. The primary-secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition-related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims. To assess the validity of a quantitative self-report measure…
An application of belief-importance theory in the domain of academic achievement
BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based …
Special Needs, Relationship Type and Distributive Justice Norms in Early and Later Years of Middle Childhood
Sensitivity to relationship type and level of need in distributing rewards for work done was investigated with classmates who were best friends, acquaintances, or children with special educational needs (SEN). Children (N = 142) aged 8–11 years completed measures of reward allocation, monitoring of task inputs and belief in a just world (BJW). An increase in children's sensitivity to relationship type and need was found with age in reward allocat…
Trait Emotional Intelligence and Children's Peer Relations at School
Trait emotional intelligence (‘trait EI’ or ‘trait emotional self‐efficacy’) is a constellation of emotion‐related self‐perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to n…
Explaining individual differences in scholastic behaviour and achievement
Background. This paper presents results from the first wave of a longitudinal study examining the effects of various psychosocial variables on scholastic achievement and behaviour at school.Aims. The main aim is to investigate the nature and strength of the effects of major individual difference dimensions on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour.Samples. Data were collected…
The role of trait emotional intelligence in academic performance and deviant behavior at school
Mainstream‐ special school inclusion partnerships
Perspectives of 107 pupils, parents and school staff involved in inclusion initiatives in two Local Education Authorities in the UK were obtained though interviews and focus groups. The format of the interview was semistructured, with a predetermined set of questions and prompts being delivered according to a standardized protocol. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. All gr…
Peer-assessed behavioural characteristics and sociometric rejection
Background: The outcomes of social inclusion and skills training programmes for pupils with special educational needs have been mixed. Programmes are generally based on research with mainstream samples yet it has been suggested that the social skills important for sociometric acceptance may be different for children who have special educational needs.Aims: The study aims to compare peer-assessed behavioural characteristics associated with sociome…
Identification and Assessment of Dyslexia in Bi/multilingual Children
When slow progress is made by children who are learning to read and write in their second or third language, it is often assumed that they simply have a language problem: if they knew the target language better, they would find it easier to learn to read. In this paper we argue that, while that is often true, there is a risk that learning difficulties associated with dyslexia will sometimes be overlooked. In support of this argument we present ev…
Assessing pupil concerns about transition to secondary school
Background. The primary-secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition-related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims. To assess the validity of a quantitative self-report measure…
Explaining individual differences in scholastic behaviour and achievement
Background. This paper presents results from the first wave of a longitudinal study examining the effects of various psychosocial variables on scholastic achievement and behaviour at school.Aims. The main aim is to investigate the nature and strength of the effects of major individual difference dimensions on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour.Samples. Data were collected…
Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment
BackgroundFriendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which int…
Trait Emotional Intelligence and Children's Peer Relations at School
Trait emotional intelligence (‘trait EI’ or ‘trait emotional self‐efficacy’) is a constellation of emotion‐related self‐perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to n…
Peer-assessed behavioural characteristics and sociometric rejection
Background: The outcomes of social inclusion and skills training programmes for pupils with special educational needs have been mixed. Programmes are generally based on research with mainstream samples yet it has been suggested that the social skills important for sociometric acceptance may be different for children who have special educational needs.Aims: The study aims to compare peer-assessed behavioural characteristics associated with sociome…
Sub-threshold autism traits
Theory and research suggests that features of autism are not restricted to individuals diagnosed with autism spectrum disorders (ASDs), and that autism-like traits vary throughout the general population at lower severities. The present research first investigated the relationship of autism traits with trait emotional intelligence and empathy in a sample of 163 adults aged between 18 and 51 years (44% male). It then examined performance on a set o…
An application of belief-importance theory in the domain of academic achievement
BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based …
Mainstream‐ special school inclusion partnerships
Perspectives of 107 pupils, parents and school staff involved in inclusion initiatives in two Local Education Authorities in the UK were obtained though interviews and focus groups. The format of the interview was semistructured, with a predetermined set of questions and prompts being delivered according to a standardized protocol. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. All gr…
Identification and Assessment of Dyslexia in Bi/multilingual Children
When slow progress is made by children who are learning to read and write in their second or third language, it is often assumed that they simply have a language problem: if they knew the target language better, they would find it easier to learn to read. In this paper we argue that, while that is often true, there is a risk that learning difficulties associated with dyslexia will sometimes be overlooked. In support of this argument we present ev…
The role of trait emotional intelligence in academic performance and deviant behavior at school
Mainstream‐ special school inclusion partnerships
Perspectives of 107 pupils, parents and school staff involved in inclusion initiatives in two Local Education Authorities in the UK were obtained though interviews and focus groups. The format of the interview was semistructured, with a predetermined set of questions and prompts being delivered according to a standardized protocol. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. All gr…
Peer-assessed behavioural characteristics and sociometric rejection
Background: The outcomes of social inclusion and skills training programmes for pupils with special educational needs have been mixed. Programmes are generally based on research with mainstream samples yet it has been suggested that the social skills important for sociometric acceptance may be different for children who have special educational needs.Aims: The study aims to compare peer-assessed behavioural characteristics associated with sociome…
Explaining individual differences in scholastic behaviour and achievement
Background. This paper presents results from the first wave of a longitudinal study examining the effects of various psychosocial variables on scholastic achievement and behaviour at school.Aims. The main aim is to investigate the nature and strength of the effects of major individual difference dimensions on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour.Samples. Data were collected…
Trait Emotional Intelligence and Children's Peer Relations at School
Trait emotional intelligence (‘trait EI’ or ‘trait emotional self‐efficacy’) is a constellation of emotion‐related self‐perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to n…
Special Needs, Relationship Type and Distributive Justice Norms in Early and Later Years of Middle Childhood
Sensitivity to relationship type and level of need in distributing rewards for work done was investigated with classmates who were best friends, acquaintances, or children with special educational needs (SEN). Children (N = 142) aged 8–11 years completed measures of reward allocation, monitoring of task inputs and belief in a just world (BJW). An increase in children's sensitivity to relationship type and need was found with age in reward allocat…
Assessing pupil concerns about transition to secondary school
Background. The primary-secondary transition can negatively affect pupils' emotional and psychological adjustment. However, methods for assessing concerns regarding secondary school are limited. A reliable and valid measure of transition-related concerns would be useful both in evaluating and shaping the content and delivery of universal and targeted transition support programmes. Aims. To assess the validity of a quantitative self-report measure…
An application of belief-importance theory in the domain of academic achievement
BACKGROUND. Belief-importance (belimp; Petrides, 2010a,b) theory posits that personality traits confer on the individual a propensity to perceive convergences and divergences between their belief that they can attain goals and the importance that they place on these goals. The theory suggests that these convergences and divergences have important implications for affect, motivation, and action. AIMS. To test belimp theory using performance-based …
Sub-threshold autism traits
Theory and research suggests that features of autism are not restricted to individuals diagnosed with autism spectrum disorders (ASDs), and that autism-like traits vary throughout the general population at lower severities. The present research first investigated the relationship of autism traits with trait emotional intelligence and empathy in a sample of 163 adults aged between 18 and 51 years (44% male). It then examined performance on a set o…
Doctor, builder, soldier, lawyer, teacher, dancer, shopkeeper, vet
An interest in a medical career, unlike high prestige jobs in general, is not associated with higher educational attainment or cognitive ability, and it is likely that only one in ten of the children interested in medical careers will have sufficient educational attainment at GCSE or A-level to be able to enter medical school
Best friends forever'? Friendship stability across school transition and associations with mental health and educational attainment
BackgroundFriendships have been linked to mental health and school attainment in children. The effects of friendlessness and friendship quality have been well researched, but less is known about the role of friendship stability (i.e., maintaining the same friend over time), an aspect of friendship which is often interrupted by the transition between phases of schooling. Many children report concerns about the secondary school transition which int…
Psychology (12 works) · Developmental psychology (10 works) · Social Psychology (9 works) · Big Five personality traits (5 works) · Personality (5 works) · Academic achievement (3 works) · Bullying, Victimization, and Aggression (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Emotional intelligence (3 works)