Selina Mccoy
Dados Biográficos
| ID | 366648 |
|---|---|
| NOME | Selina Mccoy |
| PRENOMES | Selina |
| SOBRENOME | Mccoy |
| ASSINATURA | MCCOY S |
| AFILIAÇÕES | Economic and Social Research Institute |
| ORCID | 0000-0001-8774-4018 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 101 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students
With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low S…
The role of academic self‐concepts, parent expectations and teacher–student interactions in socio‐economic gaps in educational attainment
BACKGROUND: Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes. AIMS: We examine SES differences in (a) changes in parent expectations and academic…
Shadow Education Uptake in Ireland
This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show…
A Whole Education Approach to Inclusive Education
Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationali…
Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20
While Ireland has the highest level of participation in higher education (HE) in Europe, it also has one of the widest participation gaps between disabled and non-disabled young people. Using a large-scale longitudinal dataset, we assess how disabled young people compare with non-disabled peers in accessing a range of post-school educational pathways. Extending the effectively maintained inequality perspective to disability research, our results …
A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland
Using data from Ireland’s national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results suggest that young people with SEN register both lower average scores and make less academic progress betwe…
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland
Parents' and teachers’ beliefs and evaluations of young people are important. Using a feminist institutionalist perspective, and drawing on rich data from one in seven nine-year-old children in Ireland, this paper examines mothers’ (who make up the overwhelming majority of primary care-givers) and teachers’ perceptions of boys’ and girls’ mathematics performance. The evidence shows that girls’ mathematics performance is underestimated by both rel…
Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools
Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland's ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecologi…
Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland
COVID-19 school closures have seen the homeplace become a school-place for students and their families in Ireland. This paper presents research on the resources and supports available for students to engage with learning in their home environments. Evidence from a nationally representative survey comprising one third of second-level school leaders, conducted during the first school closures in 2020, shows that attendance and engagement appears to…
Early mobile phone ownership
Children live in a technology-mediated world, and most young people use a variety of technologies in their daily lives. However, despite intense public discourse, we have little empirical evidence on how technology use impacts on children’s development across a number of psycho-social domains. Research that has been conducted tends to be largely small-scale or cross-sectional in nature and most often focused on (young) adults rather than children…
Special education reforms in Ireland
Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Pe…
Effectively Maintained Inequality in Educational Transitions in the Republic of Ireland
While it is well established that the structure and organization of the education system affects youth transitions, less attention has been paid to the study of qualitative distinctions at the same level of education over time in the Irish context. Using data from the School Leavers' Survey over the period 1980-2006, this paper considers the hypothesis of effectively maintained inequality in the case of the Republic of Ireland. The data capture y…
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Affective School Engagement and Self-Concept
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
The dynamics of credentialism
Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland
So much to do, so little time
This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such…
The body as a source of self-esteem
The present research investigated the role of the physical body as a source of self-esteem and tested the hypothesis derived from terror management theory that reminding people of their mortality increases self-esteem striving in the form of identification with one's body, interest in sex, and appearance monitoring. The results revealed that individuals high in body esteem responded to mortality salience manipulations with increased identificatio…
Death, sex, love, and neuroticism
Terror management theory posits that sex is a ubiquitous human problem because the creaturely aspects of sex make apparent our animal nature, which reminds us of our vulnerability and mortality. People minimize this threat by investing in the symbolic meaning offered by the cultural worldview. Because people high in neuroticism have difficulty finding or sustaining meaning, sex is a particular problem for them. In Study 1, mortality salience caus…
The body as a source of self-esteem
The present research investigated the role of the physical body as a source of self-esteem and tested the hypothesis derived from terror management theory that reminding people of their mortality increases self-esteem striving in the form of identification with one's body, interest in sex, and appearance monitoring. The results revealed that individuals high in body esteem responded to mortality salience manipulations with increased identificatio…
Death, sex, love, and neuroticism
Terror management theory posits that sex is a ubiquitous human problem because the creaturely aspects of sex make apparent our animal nature, which reminds us of our vulnerability and mortality. People minimize this threat by investing in the symbolic meaning offered by the cultural worldview. Because people high in neuroticism have difficulty finding or sustaining meaning, sex is a particular problem for them. In Study 1, mortality salience caus…
So much to do, so little time
This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such…
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
The dynamics of credentialism
Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland
Shadow Education Uptake in Ireland
This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show…
Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools
Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland's ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecologi…
Special education reforms in Ireland
Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Pe…
Affective School Engagement and Self-Concept
Death, sex, love, and neuroticism
Terror management theory posits that sex is a ubiquitous human problem because the creaturely aspects of sex make apparent our animal nature, which reminds us of our vulnerability and mortality. People minimize this threat by investing in the symbolic meaning offered by the cultural worldview. Because people high in neuroticism have difficulty finding or sustaining meaning, sex is a particular problem for them. In Study 1, mortality salience caus…
The body as a source of self-esteem
The present research investigated the role of the physical body as a source of self-esteem and tested the hypothesis derived from terror management theory that reminding people of their mortality increases self-esteem striving in the form of identification with one's body, interest in sex, and appearance monitoring. The results revealed that individuals high in body esteem responded to mortality salience manipulations with increased identificatio…
So much to do, so little time
This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such…
Understanding Parental Influence on Educational Outcomes Among 9 Year Olds in Ireland
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
The dynamics of credentialism
Affective School Engagement and Self-Concept
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Effectively Maintained Inequality in Educational Transitions in the Republic of Ireland
While it is well established that the structure and organization of the education system affects youth transitions, less attention has been paid to the study of qualitative distinctions at the same level of education over time in the Irish context. Using data from the School Leavers' Survey over the period 1980-2006, this paper considers the hypothesis of effectively maintained inequality in the case of the Republic of Ireland. The data capture y…
Early mobile phone ownership
Children live in a technology-mediated world, and most young people use a variety of technologies in their daily lives. However, despite intense public discourse, we have little empirical evidence on how technology use impacts on children’s development across a number of psycho-social domains. Research that has been conducted tends to be largely small-scale or cross-sectional in nature and most often focused on (young) adults rather than children…
Special education reforms in Ireland
Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Pe…
Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland
COVID-19 school closures have seen the homeplace become a school-place for students and their families in Ireland. This paper presents research on the resources and supports available for students to engage with learning in their home environments. Evidence from a nationally representative survey comprising one third of second-level school leaders, conducted during the first school closures in 2020, shows that attendance and engagement appears to…
Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20
While Ireland has the highest level of participation in higher education (HE) in Europe, it also has one of the widest participation gaps between disabled and non-disabled young people. Using a large-scale longitudinal dataset, we assess how disabled young people compare with non-disabled peers in accessing a range of post-school educational pathways. Extending the effectively maintained inequality perspective to disability research, our results …
A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland
Using data from Ireland’s national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results suggest that young people with SEN register both lower average scores and make less academic progress betwe…
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland
Parents' and teachers’ beliefs and evaluations of young people are important. Using a feminist institutionalist perspective, and drawing on rich data from one in seven nine-year-old children in Ireland, this paper examines mothers’ (who make up the overwhelming majority of primary care-givers) and teachers’ perceptions of boys’ and girls’ mathematics performance. The evidence shows that girls’ mathematics performance is underestimated by both rel…
Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools
Reflecting the neglect of childhood disability in social stratification research, there is a notable dearth of research on the mechanisms underpinning disability differentials in educational outcomes. Drawing on rich longitudinal data collected at 9, 13 and 17 years as part of Ireland's ‘Growing Up in Ireland’ study, we look at the impact of special educational needs (SEN) identification in primary school on upper secondary outcomes. A bioecologi…
A Whole Education Approach to Inclusive Education
Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationali…
Shadow Education Uptake in Ireland
This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show…
Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students
With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low S…
The role of academic self‐concepts, parent expectations and teacher–student interactions in socio‐economic gaps in educational attainment
BACKGROUND: Low socio-economic status (SES) is a persistent risk factor for educational attainment. Parent expectations and student's academic self-concepts contribute to this link; however, few studies have examined how changes in these constructs over time contribute to SES gaps in attainment and how teachers may buffer against the consequences of these changes. AIMS: We examine SES differences in (a) changes in parent expectations and academic…
Psychology (16 obras) · Sociology (14 obras) · Developmental psychology (12 obras) · Pedagogy (12 obras) · Early Childhood Education and Development (10 obras) · Political science (9 obras) · Social Psychology (7 obras) · Education Systems and Policy (6 obras) · Irish (6 obras) · Economics (5 obras)