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Wendy Symes
Wendy Symes
Verified email at manchester.ac.uk
Title
Cited by
Cited by
Year
Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools
N Humphrey, W Symes
European Journal of Special Needs Education 25 (1), 77-91, 2010
3542010
Personal and situational predictors of test anxiety of students in post‐compulsory education
DW Putwain, KA Woods, W Symes
British Journal of Educational Psychology 80 (1), 137-160, 2010
2642010
Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study
W Symes, N Humphrey
School psychology international 31 (5), 478-494, 2010
2632010
Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings
N Humphrey, W Symes
Autism 15 (4), 397-419, 2011
2582011
Is academic buoyancy anything more than adaptive coping?
DW Putwain, L Connors, W Symes, E Douglas-Osborn
Anxiety, Stress & Coping 25 (3), 349-358, 2012
2402012
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge
N Humphrey, W Symes
International Journal of Inclusive Education 17 (1), 32-46, 2013
2192013
Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: A qualitative study
N Humphrey, W Symes
Journal of research in special educational needs 10 (2), 82-90, 2010
1862010
Practitioner review: The effectiveness of solution focused brief therapy with children and families: A systematic and critical evaluation of the literature from 1990–2010
C Bond, K Woods, N Humphrey, W Symes, L Green
Journal of Child Psychology and Psychiatry 54 (7), 707-723, 2013
1682013
A new parenting-based group intervention for young anxious children: Results of a randomized controlled trial
S Cartwright-Hatton, D McNally, AP Field, S Rust, B Laskey, C Dixon, ...
Journal of the American Academy of Child & Adolescent Psychiatry 50 (3), 242 …, 2011
1632011
Do cognitive distortions mediate the test anxiety–examination performance relationship?
DW Putwain, L Connors, W Symes
Educational Psychology 30 (1), 11-26, 2010
1532010
Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time
DW Putwain, S Becker, W Symes, R Pekrun
Learning and Instruction 54, 73-81, 2018
1302018
School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools
W Symes, N Humphrey
Journal of Research in Special Educational Needs 11 (3), 153-161, 2011
1242011
Achievement goals as mediators of the relationship between competence beliefs and test anxiety
DW Putwain, W Symes
British Journal of Educational Psychology 82 (2), 207-224, 2012
1112012
The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools
W Symes, N Humphrey
British Journal of Special Education 38 (2), 57-64, 2011
982011
Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis
DW Putwain, R Pekrun, LJ Nicholson, W Symes, S Becker, HW Marsh
American Educational Research Journal 55 (6), 1339-1368, 2018
892018
Mainstreaming autism: making it work
GD Morewood, N Humphrey, W Symes
Good Autism Practice (GAP) 12 (2), 62-68, 2011
852011
Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students?
DW Putwain, W Symes
British Journal of Educational Psychology 81 (3), 456-474, 2011
802011
Including pupils with autistic spectrum disorders in the classroom: The role of teaching assistants
W Symes, N Humphrey
European Journal of Special Needs Education 27 (4), 517-532, 2012
792012
Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?
D Putwain, W Symes
Learning and Individual Differences 21 (2), 227-232, 2011
762011
Do creativity self-beliefs predict literacy achievement and motivation?
DW Putwain, R Kearsley, W Symes
Learning and Individual Differences 22 (3), 370-374, 2012
712012
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