Dr. Wendy Symes
Wissenschaftliche Mitarbeiterin
Campus Golm
Raum 2.24. 1.82
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Research interests
- The consequences of teacher motivational messages used prior to examinations
- Achievement emotions and motivation
- Attention bias in students with exam anxiety
Professional experience
2008-2014 - Research Associate at the Manchester Institute of Education, University of Manchester
2014-2015 - Research Assistant in the Faculty of Education, Edge Hill University
2015-2016 - Research Associate in the Department of Psychology and Pedagogy, Ludwig Maximilian University of Munich
2017 - 2021 - Lecturer (Assistant Professor) in the School of Education, University of Birmingham
2011-2016 - PhD in Education, University of Manchester
2008-2010 - MSc in Educational Research, University of Manchester
2002-2006 - BSc in Psychology, University of Surrey
Publications
Journal articles
Symes, W., Lazarides, R. & Hussner, I. (2022). The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic. Teaching and Teacher Education. 103941. doi: 10.1016/j.tate.2022.103941
Putwain, D., Symes, W., Coxon, E. & Gallard, D. (2020). Attention bias in test anxiety: the impact of a test-threat congruent situation, presentation time, and approach-avoidance temperament. Educational Psychology, 40(6), 713-734. https://doi.org/10.1080/01443410.2020.1740653
Putwain, D., Symes, W., Nicholson, L. & Remedios, R. (2020). Teacher motivational messages used prior to examinations: What are they, how are they evaluated, and what are their educational outcomes? Advances in Motivation Science. https://doi.org/10.1016/bs.adms.2020.01.001
Putwain, D., Nicholson, L., Pekrun, R., Becker, S. & Symes, W. (2019). Expectancy of success, attainment value, engagement, and achievement: A moderated mediation analysis. Learning and Instruction, 60, 117-125. https://doi.org/10.1016/j.learninstruc.2018.11.005
Putwain, D., Symes, W., Nicholson, L. & Becker, S. (2018). Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis. Learning and Individual Differences, 68, 12-19. https://doi.org/10.1016/j.lindif.2018.09.006
Putwain, D., Pekrun, P., Nicholson, L.J., Symes, W., Becker, S. & Marsh, H.W. (2018). Control-value appraisals, enjoyment and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal, 55(6), 1339-1368. https://doi.org/10.3102/0002831218786689
Putwain, D. & Symes, W. (2018). Does increased effort compensate for performance debilitating test anxiety? School Psychology Quarterly, 33(3), 482-491. https://doi.org/10.1037/spq0000236
Putwain, D., Becker, S., Symes, W. & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73-81. https://doi.org/10.1016/j.learninstruc.2017.08.004
Putwain, D., Symes, W. & McCaldin, T. (2017). Teacher use of loss-focused, utility value messages, prior to high-stakes examinations, and their appraisal by students. Journal of Psychoeducational Assessment, 37(2), 169-180. https://doi.org/10.1177/0734282917724905
Putwain, D., Symes, W. & Wilkinson, H. (2017). Fear appeals, engagement, an examination performance: The role of challenge and threat appraisals. British Journal of Educational Psychology, 87(1), 16-31. https://doi.org/10.1111/bjep.12132
Putwain, D. , Remedios, R., and Symes, W. (2016). The appraisal of fear appeals as threatening or challenging: Frequency of use, academic self-efficacy and subjective value. Educational Psychology, 36(6), 1670-1690. https://doi.org/10.1080/01443410.2014.963028
Putwain, D., Symes, W. & Remedios, R. (2016). The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal. Learning and Individual Differences, 51, 307-313. https://doi.org/10.1016/j.lindif.2016.08.042
Putwain, D. & Symes, W. (2016). Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting messages made prior to a high-stakes examination. Social Psychology of Education, 19(2), 325-343. https://doi.org/10.1007/s11218-016-9337-y
Symes, W. & Putwain, D. (2016). The role of attainment value, academic self-efficacy and message frame in the appraisal of value-promoting messages. British Journal of Educational Psychology, 86(3),446-460. https://doi.org/10.1111/bjep.12117
Bond, C., Symes, W., Hebron, J., Humphrey, N., Morewood, G. & Woods, K. (2016). Educational Interventions for children with ASD: A systematic literature review 2008-2013. School Psychology International, 37(3), 303-320.https://doi.org/10.1177/0143034316639638
Symes, W., Putwain, D. & Remedios, R.(2015). The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations. School Psychology International, 36(6), 605-619. https://doi.org/10.1177/0143034315610622
Putwain, D., Remedios, R. & Symes, W. (2015). Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction, 40, 21-28. https://doi.org/10.1016/j.learninstruc.2015.07.007
Putwain, D., Remedios, R. & Symes, W. (2014). The appraisal of fear appeals as threatening or challenging: frequency of use, academic self-efficacy and subjective value. Educational Psychology, 36(9), 1670-1690. https://doi.org/10.1080/01443410.2014.963028
Putwain, D. & Symes, W. (2014). The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to high-stakes tests as threatening or challenging. Social Psychology of Education, 17(2), 229-248. https://doi.org/10.1007/s11218-014-9249-7
Bond, C., Woods, K., Humphrey, N., Symes, W. & Green, L. (2013). Practitioner review: The effectiveness of solution focused brief therapy with children and families: a systematic and critical evaluation of the literature. Journal of Child Psychology and Psychiatry, 54(7), 707-723. https://doi.org/10.1111/jcpp.12058
Putwain, D., Kearsley, R. & Symes, W. (2012). Do creativity self-beliefs predict literacy achievement and motivation? Learning and Individual Differences, 22(3), 370-374. https://doi.org/10.1016/j.lindif.2011.12.001
Putwain, D. & Symes, W. (2012). Achievement goals as mediators of the relationship between competence beliefs and test anxiety. British Journal of Educational Psychology, 82(2), 207-224. https://doi.org/10.1111/j.2044-8279.2011.02021.x
Symes, W. & Humphrey, N. (2012). Including pupils with autistic spectrum disorders in the classroom: the role of teaching assistants. European Journal of Special Education, 27(4), 517-532. https://doi.org/10.1080/08856257.2012.726019
Putwain, D. , Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress, & Coping, 25(3), 349-358. https://doi.org/10.1080/10615806.2011.582459
Putwain, D. & Symes, W. (2012). Achievement goals as mediators of the relationship between competence beliefs and test anxiety. British Journal of Educational Psychology, 82(2), 207-224. https://doi.org/10.1111/j.2044-8279.2011.02021.x
Symes, W. & Humphrey, N. (2011). The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders in mainstream secondary schools. British Journal of Special Education, 38(2), 57-64. https://doi.org/10.1111/j.1467-8578.2011.00499.x
Symes, W., & Humphrey, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools. Journal of Research in Special Educational Needs, 11(3), 153 -161. https://doi.org/10.1111/j.1471-3802.2011.01196.x
Humphrey, N., & Symes, W. (2011). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, (November 2011), 1-15. https://doi.org/10.1080/13603116.2011.580462
Humphrey, N., & Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism, 15(4), 397-419. https://doi.org/10.1177/1362361310387804
Morewood, G. D., Humphrey, N., & Symes, W. (2011). Mainstreaming autism : making it work. Good Autism Practice, 12 (2), 62-68.
Putwain, D., & Symes, W. (2011). Perceived fear appeals and examination performance: Facilitating or debilitating outcomes? Learning and Individual Differences, 21(2), 227-232. https://doi.org/10.1016/j.lindif.2010.11.022
Putwain, D. & Symes, W. (2011) Teachers’ use of fear appeals in the Mathematics classroom: worrying or motivating students? British Journal of Educational Psychology, 81(3),456-457. https://doi.org/10.1348/2044-8279.002005
Lobban, F., Solis-Trapala, I., Symes, W., & Morriss, R. (2011). Early warning signs checklists for relapse in bipolar depression and mania: Utility, reliability and validity. Journal of Affective Disorders, 133(3), 413-422. https://doi.org/10.1016/j.jad.2011.04.026
Symes, W. & Humphrey, N. (2010). Peer group indicators of inclusion for pupils on the autistic spectrum: a comparative study. School Psychology International,30(5), 473-494. https://doi.org/10.1177/0143034310382496
Humphrey, N. & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream schools. European Journal of Special Needs Education, 25(1), 77-91. https://doi.org/10.1111/j.1471-3802.2010.01146.x
Humphrey, N. & Symes, W. (2010). Responses to bullying and use of social support among pupils with autistic spectrum disorders in mainstream secondary schools: a qualitative study. Journal of Research in Special Educational Needs, 10(2), 82-90. https://doi.org/10.1111/j.1471-3802.2010.01146.x
Putwain, D., Woods, K. & Symes, W. (2010). Personal and situational predictors of test anxiety in post-compulsory education. British Journal of Educational Psychology, 80(1), 137-160. https://doi.org/10.1348/000709909X466082
Putwain, D., Connors, L. & Symes, W. (2010) Do cognitive distortions mediate the test anxiety-examination performance relationships? Educational Psychology, 30(1), 11-26. https://doi.org/10.1080/01443410903328866
Book chapters
Bond, C. & Symes, W. (2018). Undertaking a systematic literature review of educational interventions for children and young people on the autism spectrum. Sage Research Methods Cases. London: Sage