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Personal profile

Overview

My research interests lie predominantly within the field of social and educational psychology. I am interested in applying psychological theories most commonly applied in social psychology to educational problems. I have examined attitudinal and social cognitive predictors of behaviour, automaticity of behaviour, behaviour change interventions and have used cognitive tests to assess psychological constructs across a range of contexts including teachers’ inclusive behaviours for children with disabilities, bullying in schools and parent-child interactions. 

Current research activities

I am collaborating on a number of projects examining teacher beliefs towards inclusion with colleagues both internal and external to UWS. I am also working collaboratively on projects examining online behaviours.

 

Desired research direction

I aim to build on my current research findings relating to teachers' roles in the success of inclusive education. To do this I aim to;

1) Develop a cost effective intervention targeting beliefs to enhance teachers’ confidence and positive attitudes towards inclusion.

2) Further examine teachers’ unconscious biases. My study was the first of its kind and I am eager to build on these findings to provide more of an understanding of teachers’ implicit beliefs and the impact of these in the classroom.

I aim to apply for a New Investigator Grant funded by the ESRC to do this. Education Scotland are keen to collaborate on this appplication.

In addition to this, I aim to collaborate with colleagues to further research risky texting behaviours given the lack of UK research in this area and thus the potential for high impact publications.

 

Target collaborative organisations

Education Scotland

British Psychological Society Education Section

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Research Output

Facebook reactions: how are they used and which personality factors predict their use?

Scott, G. G., Conlon, L-J. & Wilson, C., 26 May 2020, (Accepted/In press) In : The Journal of Social Media in Society.

Research output: Contribution to journalArticle

  • Individual and cultural factors in teachers' attitudes towards inclusion: a meta-analysis

    van Steen, T. & Wilson, C., 24 Jun 2020, In : Teaching and Teacher Education. 95, 13 p., 103127.

    Research output: Contribution to journalArticle

  • School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching

    Wilson, C., Woolfson, L. & Durkin, K., 28 Jan 2020, In : International Journal of Inclusive Education. 24, 2, p. 218-234 17 p.

    Research output: Contribution to journalArticle

    Open Access
    File
  • 3 Citations (Scopus)
    13 Downloads (Pure)
  • Barriers to inclusion, a study of mainstream schools and ASD

    Ballantyne, C., Wilson, C. & Gillespie-Smith, K., 5 Sep 2019. 1 p.

    Research output: Contribution to conferencePaper

  • Activities

    • 2 Oral presentation

    Barriers to inclusion, a study of mainstream schools and ASD

    Carrie Ballantyne (Speaker), , Karri Gillespie-Smith (Speaker), & Claire Wilson (Speaker)

    5 Sep 2019

    Activity: Talk or presentationOral presentation

    Inclusion and ASD: Perceived Barriers in the Classroom

    Carrie Ballantyne (Speaker), , Claire Wilson (Speaker), & Karri Gillespie-Smith (Speaker)

    28 Mar 2019

    Activity: Talk or presentationOral presentation

    Profiles