• Achievement emotions and exam anxiety

• The development of motivational beliefs

• Teacher use of motivational messages

• Intolerance of academic uncertainty

Education

British Journal of Educational Psychology – Associate Editor, 2022 – present

Learning and Individual Differences – Editorial Board, 2017 - present

British Psychological Society

European Association for Research on Learning and Instruction

Peer-review journal articles

Symes, W. & Lazarides, R. (2025). Math and German motivation transitions in early adolescence. Learning and Instruction, 95, 102024. https://doi.org/10.1016/j.learninstruc.2024.102024

Hußner, I., Lazarides, R. & Symes, W. (2024). The relation between self-efficacy and teaching behaviour: A video-based analysis of student teachers. Learning and Instruction, 91, 101880. https://doi.org/10.1016/j.learninstruc.2024.101880

Symes, W., Retelsdorf, J. & Lazarides, R. (2023). Interindividual differences in the development of reading self-concept and intrinsic and importance value throughout secondary school. Contemporary Educational Psychology, 75, 102237. https://doi.org/10.1016/j.cedpsych.2023.102237

Hußner, I., Lazarides, R., Symes, W., Richter, E. & Westphal, A. (2023). Reflect on your teaching experience: systematic reflection of teaching behaviour and changes in student teachers’ self-efficacy for reflection. Zeitschrift für Erziehungswissenschaft, 26, 1301-1320. https://doi.org/10.1007/s11618-023-01190-8

Putwain, D.W., Symes, W., Marsh-Henry, Z., Marsh, H.W. & Pekrun, R.  (2023). Covid-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations. Learning and Individual Differences, 105, 102319. https://doi.org/10.1016/j.lindif.2023.102319

Symes, W., Lazarides, R. & Hussner, I. (2023). The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic. Teaching and Teacher Education, 122, 103941.  https://doi.org/10.1016/j.tate.2022.103941

Putwain, D. W., Symes, W., Nicholson, L. J., & Remedios, R. (2021).  Teacher motivational messages used prior to examinations: What are they, how are they evaluated, and what are their educational outcomes?  Advances in Motivation Science, 8,  63-103. https://doi.org/10.1016/bs.adms.2020.01.001

Putwain, D. & Symes, W. (2020). The four Ws of test anxiety: What is it, why is it important, where does it come from, and what can be done about it? Psychologica, 63(2), 31-52. https://doi.org/10.14195/1647-8606_63-2_2

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., 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, and 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),  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

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.

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

Cartwright-Hatton, S., McNally, D., Field, A. P., Rust, S., Laskey, B., Dixon, C., Gallagher, B., Harrington, R., Miller, C., Pemberton, K., Symes, W., White, C., & Woodham, A. (2011). A new parenting-based group intervention for young anxious children: results of a randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 50(3), 242–251.e6. https://doi.org/10.1016/j.jaac.2010.12.015

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