Items where authors include "Asbury, Kathryn"

Article

Ellis, Rebecca and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2024) An investigation of autistic opinions about autism-related genomic research. Neurodiversity. ISSN 2754-6330

Fox, Laura orcid.org/0000-0003-0890-9334 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2024) “I need them for my autism, but I don’t know why”: Exploring the friendship experiences of autistic children in UK primary schools. Autism & Developmental Language Impairments. ISSN 2396-9415

Fox, Laura orcid.org/0000-0003-0890-9334, Williams, Rosina and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2024) Experiences of friendships among autistic children in UK schools: A qualitative meta-synthesis. Neurodiversity. pp. 1-14. ISSN 2754-6330

Toseeb, Umar orcid.org/0000-0002-7536-2722, Vincent, John and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2024) Genetic Influences on Sibling Bullying and Mental Health Difficulties. Journal of Child Psychology and Psychiatry. jcpp.13956. pp. 1165-1174. ISSN 1469-7610

Deniz, Emre, Fox, Laura orcid.org/0000-0003-0890-9334, Asbury, Kathryn orcid.org/0000-0003-0011-457X et al. (1 more author) (2024) Sibling relationships and parental interventions to sibling bullying during COVID-19:A qualitative comparison of British and Turkish families of autistic adolescents. Autism & Developmental Language Impairments. ISSN 2396-9415

Kawakami, Kaito, Procopio, Francesca, Rimfeld, Kaili et al. (4 more authors) (2024) Exploring the genetic prediction of academic underachievement and overachievement. npj Science of Learning. 39. ISSN 2056-7936

Kim, Lisa orcid.org/0000-0001-9724-2396, Bowling, Abigail and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2024) ‘I had forgotten what it was like to feel like you’re doing a good job’:a longitudinal thematic analysis of teachers’ experiences during the COVID-19 pandemic. Cambridge Journal of Education. ISSN 1469-3577

Asbury, Kathryn orcid.org/0000-0003-0011-457X, Toseeb, Umar orcid.org/0000-0002-7536-2722 and Barrow, Naomi (2024) What do parents of nonverbal and minimally verbal autistic children think about genomic autism research? Autism. ISSN 1461-7005

Oxley, Laura orcid.org/0000-0002-0143-2812, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Kim, Lisa orcid.org/0000-0001-9724-2396 (2023) The impact of student conduct problems on teacher wellbeing following the onset of the Covid-19 pandemic: an Interpretative Phenomenological Analysis. British Educational Research Journal. ISSN 0141-1926

Kim, Lisa orcid.org/0000-0001-9724-2396, Owusu, Keziah and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2023) The ups and downs in perceived societal appreciation of the teaching profession during COVID-19: A longitudinal trajectory analysis. British Educational Research Journal. ISSN 0141-1926

Kim, Lisa orcid.org/0000-0001-9724-2396, Fields, Diana orcid.org/0000-0003-1933-031X and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2023) ‘It feels like I'm back to being a teacher’:A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England. British Journal of Educational Psychology. e12622. ISSN 0007-0998

Toseeb, Umar orcid.org/0000-0002-7536-2722, Vincent, John, Oginni, Olakunle et al. (2 more authors) (2023) The Development of Mental Health Difficulties in Young People with and without Developmental Language Disorder:A Gene-Environment Interplay Study Using Polygenic Scores. Journal of Speech, Language and Hearing Research (JSLHR). pp. 1639-1657. ISSN 1558-9102

Fox, Laura orcid.org/0000-0003-0890-9334, Asbury, Kathryn orcid.org/0000-0003-0011-457X, Code, Aimee et al. (1 more author) (2023) Parents' perceptions of the impact of COVID-19 and school transition on autistic children's friendships. Autism. 983–996. ISSN 1461-7005

Gidziela, Agnieszka, Malanchini, Margherita, Rimfeld, Kaili et al. (8 more authors) (2023) Explaining the influence of non-shared environment (NSE) on symptoms of behaviour problems from preschool to adulthood:mind the missing NSE gap. Journal of Child Psychology and Psychiatry. pp. 747-757. ISSN 1469-7610

Fields, Diana orcid.org/0000-0003-1933-031X and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2023) Do Children Think it is Important to Predict Learning and Behaviour Problems, and Do They Think Genetic Screening Has a Role to Play in This? Journal of Autism and Developmental Disorders. pp. 2368-2385. ISSN 0162-3257

Toseeb, Umar orcid.org/0000-0002-7536-2722 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2023) A Longitudinal Study of the Mental Health of Children and Adolescents with Autism and their Parents during COVID-19:Part 1 Quantitative Findings. Autism. pp. 105-116. ISSN 1461-7005

Asbury, Kathryn orcid.org/0000-0003-0011-457X and Toseeb, Umar orcid.org/0000-0002-7536-2722 (2023) A Longitudinal Study of the Mental Health of Children and Adolescents with Autism and their Parents during COVID-19:Part 2, Qualitative Findings. Autism. pp. 188-199. ISSN 1461-7005

Asbury, Kathryn orcid.org/0000-0003-0011-457X, McBride, Tom and Bawn, Rosie (2022) Can genomic research make a useful contribution to social policy? Royal Society Open Science. 220873. ISSN 2054-5703

Leary, Rowena and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2022) Alone in the COVID-19 lockdown:An exploratory study. Analyses of Social Issues and Public Policy. ISSN 1530-2415

Code, Aimee, Fox, Laura orcid.org/0000-0003-0890-9334, Asbury, Kathryn orcid.org/0000-0003-0011-457X et al. (1 more author) (2022) How did autistic children, and their parents, experience school transition during the Covid-19 pandemic? British Journal of Special Education. pp. 168-189. ISSN 1467-8578

Kim, Lisa orcid.org/0000-0001-9724-2396, Oxley, Laura orcid.org/0000-0002-0143-2812 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2022) “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology. pp. 299-318. ISSN 0007-0998

Kim, Lisa orcid.org/0000-0001-9724-2396, Dundas, Suzanna and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2021) "I think it's been difficult for the ones that haven't got as many resources in their homes": Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing. Teachers and teaching: Theory and Practice. ISSN 1470-1278

Kim, Lisa orcid.org/0000-0001-9724-2396, Oxley, Laura orcid.org/0000-0002-0143-2812 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2021) What makes a great teacher during a pandemic? Journal of Education for Teaching. pp. 129-131. ISSN 0260-7476

Kim, Lisa orcid.org/0000-0001-9724-2396, Leary, Rowena and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2021) Teachers’ narratives during COVID-19 partial school reopenings:an exploratory study. Educational Research. pp. 244-260. ISSN 0013-1881

Asbury, Kathryn orcid.org/0000-0003-0011-457X, Fox, Laura orcid.org/0000-0003-0890-9334, Deniz, Emre et al. (2 more authors) (2021) How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families? Journal of Autism and Developmental Disorders. pp. 1772-17780. ISSN 0162-3257

von Stumm, Sophie orcid.org/0000-0002-0447-5471, Smith-Woolley, Emily, Cheesman, Rosa et al. (6 more authors) (2021) School quality ratings are weak predictors of students' achievement and well-being. Journal of Child Psychology & Psychiatry. 13276. pp. 339-348. ISSN 1469-7610

Donati, Georgina, Dumontheil, Iroise, Pain, Oliver et al. (2 more authors) (2021) Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence. Scientific Reports. p. 3851. ISSN 2045-2322

Kim, Lisa orcid.org/0000-0001-9724-2396 and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2020) “Like a rug had been pulled from under you”::The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology. pp. 1-22. ISSN 0007-0998

Yang, Zeyang, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Griffiths, Mark (2019) “A cancer in the minds of youth”?:A qualitative study of problematic smartphone use among undergraduate students. International Journal of Mental Health and Addiction. ISSN 1557-1882

Asbury, Kathryn orcid.org/0000-0003-0011-457X and Wai, Jonathan (2019) Viewing education policy through a genetic lens. Journal of School Choice.

Zheng, Yao and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2019) Genetic and Environmental Influences on Adolescent Emotional Inertia in Daily Life. Journal of Youth and Adolescence. ISSN 1573-6601

Yang, Zeyang, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Griffiths, Mark (2018) Do Chinese and British university students use smartphones differently? A cross-cultural mixed methods study. International Journal of Mental Health and Addiction. pp. 1-14. ISSN 1557-1882

Yerdelen, Sündüs, Durksen, Tracy, Rimfeld, Kaili et al. (2 more authors) (2018) Developing SENSES: Student Experiences of Non-Shared Environment Scales. PLoS ONE. ISSN 1932-6203

Yang, Zeyang, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Griffiths, Mark (2018) An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation, and subjective wellbeing. Journal of Mental Health and Addiction. pp. 1-19.

Crosswaite, Madeline Lucy and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2018) Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology. ISSN 0007-0998

Smith Woolley, Emily, Pingault, Jean-Baptiste, Selzam, Saskia et al. (9 more authors) (2018) Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. npj Science of Learning. 3. ISSN 2056-7936

Asbury, Kathryn orcid.org/0000-0003-0011-457X, Moran, Nicola Elizabeth orcid.org/0000-0002-6219-0394 and Plomin, Robert (2017) Do MZ twins have discordant experiences of friendship?:A qualitative hypothesis-generating MZ twin differences study. PLoS ONE. ISSN 1932-6203

Lewis, Gary, Asbury, Kathryn orcid.org/0000-0003-0011-457X and Plomin, Robert (2017) Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons. Journal of Child Psychology & Psychiatry. pp. 292-304. ISSN 1469-7610

Crosswaite, Madeline Lucy and Asbury, Kathryn orcid.org/0000-0003-0011-457X (2016) ‘Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject':an exploratory content analysis of the online comments beneath a controversial news story. Life Sciences, Society and Policy. ISSN 2195-7819

Asbury, Kathryn orcid.org/0000-0003-0011-457X, Moran, Nicola Elizabeth orcid.org/0000-0002-6219-0394 and Plomin, Robert (2016) Nonshared Environmental Influences on Academic Achievement at Age 16:A Qualitative Hypothesis-Generating Monozygotic-Twin Differences Study. AERA Open. pp. 1-12. ISSN 2332-8584

Tosto, Maria Grazia, Asbury, Kathryn orcid.org/0000-0003-0011-457X, Mazzocco, Michele et al. (2 more authors) (2016) From classroom environment to mathematics achievement:the mediating role of self-perceived ability and subject interest. Learning and individual differences. 260–269. ISSN 1041-6080

Zheng, Yao, Molenaar, Peter C M, Arden, Rosalind et al. (2 more authors) (2016) Person-Specific Non-shared Environmental Influences in Intra-individual Variability:A Preliminary Case of Daily School Feelings in Monozygotic Twins. Behavior genetics. pp. 705-717. ISSN 0001-8244

Monograph

Toseeb, Umar orcid.org/0000-0002-7536-2722, Asbury, Kathryn orcid.org/0000-0003-0011-457X, Code, Aimee et al. (2 more authors) (2020) Supporting families with children with Special Educational Needs and Disabilities during COVID-19. Working Paper. PsyArXiv Preprints

Asbury, Kathryn orcid.org/0000-0003-0011-457X and Plomin, Robert (2017) Understanding and Influencing Pupils' Choices as they Prepare to Leave School. Report. Twins Early Development Study (TEDS)