Doctoral

Doctoral theses completed by INSTRUCT researchers

Note - those listed below were completed within the INSTRUCT group; our current/alumni researchers might have completed doctoral work elsewhere.

Said, T. (2023). Examining the role of executive functions and motivation in conceptual change in a physics task [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.97109

Zonneveld, A. (2023). Executive function measurement in urban schools: Exploring links between performance-based metrics and teacher ratings [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.102177

Chu, C. P. K. (2022). The interplay of linguistic and cognitive factors in predicting reading comprehension: A case of primary school children from the United Kingdom and China [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.87661

Lai, R. P. Y. (2022). Computational thinking competency: Conceptualization and assessment [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.86070

Barsham, H. (2021). Can retrieval practice of the testing effect increase self-efficacy in tests and reduce test anxiety in 10- to 11-year-olds? [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.77643

Kotsiou, A. (2021). An enquiry into the relationship between social networking site use and primary school children’s academic performance and cognition [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.81489

Turner, G. (2020). Life-worthy learning skills: A curriculum intervention to promote self-regulated learning [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.74472

Paes, T. M.  (2019). Self-regulation and language skills of 4- to 5-year-old children with English as an additional language before and after a guided play intervention as measured by teacher reports and cognitive batteries [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.55012

Tsapali, M. (2019). Effects of different learning environments on late primary school students’ decision-making competence in socio-scientific issues [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.54222

Shah, R. (2017). Pictorial triads and property inference decision-making: An experimental investigation into property inference decisions of undergraduate engineering students with a statistical analysis of inference decisions and decision switching [Doctoral Thesis, University of Cambridge]. Apollo - University of Cambridge Repository. https://doi.org/10.17863/CAM.26057

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