Julie A Hadwin
Biographic Data
| ID | 2750958 |
|---|---|
| NAME | Julie A Hadwin |
| GIVEN NAMES | Julie A |
| FAMILY NAME | Hadwin |
| SIGNATURE | HADWIN J A |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0002-1776-7940 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The benefits of successive relearning on multiple learning outcomes
Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via email to engage in three learning practice sessions, each separated by two days. Half the students engaged in successive relearning (relearn condition…
Research Review
Exploring Parenting Narratives in Asylum Seeking Populations in Sweden
Empirical evidence shows that asylum seekers experience a range of stressors in a post-migration context that can contribute to poor mental health. Few studies have considered how post-migration stressors affect the family unit, specifically with a focus on parenting and child outcomes. In 2018 and 2019, interviews were conducted with asylum seeking parents (27 families) in a small community in Sweden. A grounded theory research design approach f…
Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Non-Clinical Sample of Children and Adolescents in Saudi Arabia
This paper examined the reliability, convergent validity and factor structure of the self-report Screen for Child Anxiety Disorders (SCARED; Birmaher et al. in J Am Acad Child Adolesc Psychiatry 36:545-553, 1997) in a large community sample of children and adolescents in Saudi Arabia. The questionnaire showed moderate to high internal consistency and satisfactory test-retest reliability over a 2 week period. In addition, there were significant po…
When does anxiety help or hinder cognitive test performance? The role of working memory capacity
Cognitive interference theories (e.g. attentional control theory, processing efficiency theory) suggest that high levels of trait anxiety predict adverse effects on the performance of cognitive tasks, particularly those that make high demands on cognitive resources. We tested an interaction hypothesis to determine whether a combination of high anxiety and low working memory capacity (WMC) would predict variance in demanding cognitive test scores.…
Development and initial validation of the Perceptions of Parental Illness Questionnaire
The Perceptions of Parental Illness Questionnaire was developed based on interviews with 15 adolescents with a parent with multiple sclerosis and refined using cognitive interviews. In total, 104 adolescents with a parent with multiple sclerosis then completed the Perceptions of Parental Illness Questionnaire and adjustment measures at two time points 6 months apart. Principal component analysis resulted in 11 Perceptions of Parental Illness Ques…
Anxiety and depression in academic performance
Anxiety and depression are linked to lower academic performance. It is proposed that academic performance is reduced in young people with high levels of anxiety or depression as a function of increased test-specific worry that impinges on working memory central executive processes. Participants were typically developing children (12 to 13-years-old) from two UK schools. The study investigated the relationship between negative affect, worry, worki…
Exploring Parenting Narratives in Asylum Seeking Populations in Sweden
Empirical evidence shows that asylum seekers experience a range of stressors in a post-migration context that can contribute to poor mental health. Few studies have considered how post-migration stressors affect the family unit, specifically with a focus on parenting and child outcomes. In 2018 and 2019, interviews were conducted with asylum seeking parents (27 families) in a small community in Sweden. A grounded theory research design approach f…
When does anxiety help or hinder cognitive test performance? The role of working memory capacity
Cognitive interference theories (e.g. attentional control theory, processing efficiency theory) suggest that high levels of trait anxiety predict adverse effects on the performance of cognitive tasks, particularly those that make high demands on cognitive resources. We tested an interaction hypothesis to determine whether a combination of high anxiety and low working memory capacity (WMC) would predict variance in demanding cognitive test scores.…
Development and initial validation of the Perceptions of Parental Illness Questionnaire
The Perceptions of Parental Illness Questionnaire was developed based on interviews with 15 adolescents with a parent with multiple sclerosis and refined using cognitive interviews. In total, 104 adolescents with a parent with multiple sclerosis then completed the Perceptions of Parental Illness Questionnaire and adjustment measures at two time points 6 months apart. Principal component analysis resulted in 11 Perceptions of Parental Illness Ques…
Anxiety and depression in academic performance
Anxiety and depression are linked to lower academic performance. It is proposed that academic performance is reduced in young people with high levels of anxiety or depression as a function of increased test-specific worry that impinges on working memory central executive processes. Participants were typically developing children (12 to 13-years-old) from two UK schools. The study investigated the relationship between negative affect, worry, worki…
When does anxiety help or hinder cognitive test performance? The role of working memory capacity
Cognitive interference theories (e.g. attentional control theory, processing efficiency theory) suggest that high levels of trait anxiety predict adverse effects on the performance of cognitive tasks, particularly those that make high demands on cognitive resources. We tested an interaction hypothesis to determine whether a combination of high anxiety and low working memory capacity (WMC) would predict variance in demanding cognitive test scores.…
Development and initial validation of the Perceptions of Parental Illness Questionnaire
The Perceptions of Parental Illness Questionnaire was developed based on interviews with 15 adolescents with a parent with multiple sclerosis and refined using cognitive interviews. In total, 104 adolescents with a parent with multiple sclerosis then completed the Perceptions of Parental Illness Questionnaire and adjustment measures at two time points 6 months apart. Principal component analysis resulted in 11 Perceptions of Parental Illness Ques…
Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a Non-Clinical Sample of Children and Adolescents in Saudi Arabia
This paper examined the reliability, convergent validity and factor structure of the self-report Screen for Child Anxiety Disorders (SCARED; Birmaher et al. in J Am Acad Child Adolesc Psychiatry 36:545-553, 1997) in a large community sample of children and adolescents in Saudi Arabia. The questionnaire showed moderate to high internal consistency and satisfactory test-retest reliability over a 2 week period. In addition, there were significant po…
Exploring Parenting Narratives in Asylum Seeking Populations in Sweden
Empirical evidence shows that asylum seekers experience a range of stressors in a post-migration context that can contribute to poor mental health. Few studies have considered how post-migration stressors affect the family unit, specifically with a focus on parenting and child outcomes. In 2018 and 2019, interviews were conducted with asylum seeking parents (27 families) in a small community in Sweden. A grounded theory research design approach f…
Research Review
The benefits of successive relearning on multiple learning outcomes
Successive relearning involves repeated retrieval practice of the same information (with feedback) over multiple, spaced sessions. We implemented successive relearning in an introductory psychology class to explore potential learning benefits. After each weekly lecture, students were sent links via email to engage in three learning practice sessions, each separated by two days. Half the students engaged in successive relearning (relearn condition…
Developmental psychology (6 works) · Psychology (6 works) · Psychiatry (5 works) · Anxiety (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Cognition (3 works) · Early Childhood Education and Development (3 works) · Family Support in Illness (2 works)