Ros McLellan
Affiliations: | University of Cambridge, Cambridge, England, United Kingdom |
Area:
Motivation, WellbeingGoogle:
"Ros McLellan"
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Publications
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| Zhou W, McLellan R. (2023) The effectiveness of taught, self-help mindfulness-based interventions on Chinese adolescents' well-being, mental health, prosocial and difficult behavior, and coping strategy. Applied Psychology. Health and Well-Being |
| Katsantonis I, McLellan R. (2023) Person-centred study on higher-order interactions between students' motivational beliefs and metacognitive self-regulation: Links with school language achievement. Plos One. 18: e0289367 |
| Katsantonis I, McLellan R, Torres PE. (2023) Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback. Frontiers in Psychology. 14: 1124189 |
| Katsantonis I, McLellan R, Marquez J. (2022) Development of subjective well-being and its relationship with self-esteem in early adolescence. The British Journal of Developmental Psychology |
| Zhou W, McLellan R. (2021) Examining Social Status Profiles with Gender, School Attended, SES, Academic Achievement and Wellbeing in Urban China. Journal of Youth and Adolescence. 50: 1464-1477 |
| Yu J, McLellan R, Winter L. (2020) Which Boys and Which Girls Are Falling Behind? Linking Adolescents' Gender Role Profiles to Motivation, Engagement, and Achievement. Journal of Youth and Adolescence |
| Li J, McLellan R, Forbes K. (2020) Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study Cambridge Journal of Education. 1-26 |
| Yu J, McLellan R. (2020) Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems Contemporary Educational Psychology. 62: 101901 |
| Winter L, Hernández-Torrano D, McLellan R, et al. (2020) A contextually adapted model of school engagement in Kazakhstan Current Psychology. 1-17 |
| Yu J, McLellan R. (2019) Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping Learning and Individual Differences. 69: 33-44 |