Masters

Postgraduate / Masters research submitted by INSTRUCT researchers

Note - those listed below were completed while working with the INSTRUCT group; our current/alumni researchers might have completed masters work elsewhere.

MPhil in Psychology & Education

Barnes, M. (2024). The integration of AI in early developmental checks: An exploratory study into parental perspectives on utilising automated methods to assess parent-child interaction [Unpublished master's dissertation]. University of Cambridge.

Dong, X. (2024). Decoding the associations of executive functions and anxiety in youth: A longitudinal analysis via the ABCD Study [Unpublished master's dissertation]. University of Cambridge.

Lončarević, B.(2024). Individual differences in executive functions and desirable difficulties: A case of interleaving practice [Unpublished master's dissertation]. University of Cambridge.

Wang, Q. (2024). Pathway from family socioeconomic status to tobacco use: The role of executive function [Unpublished master's dissertation]. University of Cambridge.

Yip, E. (2024). The relationship between theory of mind and narratives in Cantonese-speaking adults [Unpublished master's dissertation]. University of Cambridge.

Pizarro, M. (2021). Are groups smarter than individuals? Comparing measures of collective and individual intelligence in a non-verbal task in college students [Unpublished master's dissertation]. University of Cambridge.

Cai, Y. (2020). Exploring the links between attentional problems and executive function in late primary school children in deprived areas of the USA [Unpublished master's dissertation]. University of Cambridge.

Guo, Z. (2020). Exploring the relationship between late elementary school students’ “Hot” executive function and growth mindset in high poverty urban school districts [Unpublished master's dissertation]. University of Cambridge.

Modhvadia, R. (2020). Student mindsets and achievement goals: the effects of intervention and time [Unpublished master's dissertation]. University of Cambridge.

Wang, R. (2020). The role of executive functions on scientific thinking: A cognitive psychology experiment exploring the influence of inhibition and cognitive flexibility on adult’s ability to reject naive science facts [Unpublished master's dissertation]. University of Cambridge.

Yang, Z. (2020). A Longitudinal Analysis of Developmental Trajectories of Cognitive Flexibility in Middle Childhood [Unpublished master's dissertation]. University of Cambridge.

Yucelen, C. K. (2020). Executive decision-making strategies of young pupils in low-income schools: Predicting commitment to skill-based training intervention? [Unpublished master's dissertation]. University of Cambridge.

Jiang, R. (2018). Linguistics and cognition: An investigation of the relationship between bilingualism, vocabulary size, and inhibitory control in young children [Unpublished master's dissertation]. University of Cambridge.

Yang, Y. (2018). Bridging executive function and metacognition through post error slowing [Unpublished master's dissertation]. University of Cambridge.

Zonneveld, A. (2018). A study of teacher evaluations of student behaviour in high poverty urban school districts: Investigating measurement invariance across groups and time [Unpublished master's dissertation]. University of Cambridge.

Chu, C. P. K. (2017). What are the factors accounting for the differential performances on standardised verbal ability tests? A cross-cultural analysis using UK and HK data [Unpublished master's dissertation]. University of Cambridge.

Kiffin, M. (2017). Exploring the relationship between hot executive functioning, anxiety and attention problems: Understanding the educational implications [Unpublished master's dissertation]. University of Cambridge.

Lai, R. P. Y. (2017). The contribution of executive functions and metacognition to literacy skills in late childhood [Unpublished master's dissertation]. University of Cambridge.

Zi, M. (2017). Assessing the development of executive function with the Shape School Extended [Unpublished master's dissertation]. University of Cambridge.

Hu-Kuo, N. (2016). A cross-cultural study of parent-child relationship on self‐regulated learning in the United Kingdom, Hong Kong, and Mainland China [Unpublished master's dissertation]. University of Cambridge.

Kaunaite, U. (2016). Personalised history: The impact of the self-reference effect on students’ interest and performance in history classes [Unpublished master's dissertation]. University of Cambridge. [won prize for highest marked thesis in cohort]

Penford, R. (2016). Mathematics achievement: The effect of the approximate number system and executive function [Unpublished master's dissertation]. University of Cambridge.

Beadles, M. (2015). Mathematics anxiety and its relationship with maths performance across genders in single-sex and mixed-sex schools [Unpublished master's dissertation]. University of Cambridge.

Candida Crawford (2015). Using mental rotation with virtual and physical objects to improve maths performance [Unpublished master's dissertation]. University of Cambridge.

Francis, G. (2015). Exploring the links between executive functions and academic achievement: The case of high poverty urban school districts [Unpublished master's dissertation]. University of Cambridge.

Gilligan, K. (2013). The effects of music on executive function [Unpublished master's dissertation]. University of Cambridge.

Parekh, N. (2013). Teachers’ knowledge of executive function [Unpublished master's dissertation]. University of Cambridge.

Nanda, P. (2012). Desirous molecules: agency and chemistry reasoning [Unpublished master's dissertation]. University of Cambridge.

McFarland, A. (2011). Metacognitive monitoring in memory and problem-solving tasks [Unpublished master's dissertation]. University of Cambridge.

Quinn, C. (2011). An investigation into cross-modal integration of visual and auditory information in dyslexia and its relationship with phonological representations [Unpublished master's dissertation]. University of Cambridge.

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MEd in Psychology & Education

Lau, C. (2021). A systematic review and meta-analysis on the effects of musical training on working memory in children and adolescents [Unpublished master's dissertation]. University of Cambridge.

Vasilopoulos, F. (2018). Blood, sweat and tears: An integration of physical activity, self-regulation, and academic outcomes [Unpublished master's dissertation]. University of Cambridge.

Moore, I. (2016). What is the effect of a mindful parenting intervention on low-income parents' attention and self-regulation in the context of interactions with their child? [Unpublished master's dissertation]. University of Cambridge. [won prize for highest mark in the cohort]

Crehan, D. (2013). Do training and practice of mindfulness enhance children's skills of selective attention? [Unpublished master's dissertation]. University of Cambridge.

Carney, C. (2011). The relationship between executive functioning and academic performance in adolescence [Unpublished master's dissertation]. University of Cambridge.

Kavanagh, R. (2011). Adolescent stress, coping and gender in a sixth form college [Unpublished master's dissertation]. University of Cambridge.

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MPhil in Educational Research

Patel, J. (2017). Novel metacognitive problem-solving task for 8- to 11-year-old students [Unpublished master's dissertation]. University of Cambridge.

Tsapali, M. (2015). Progress in primary school children's understandings of materials and dissolving: A cross-age qualitative survey [Unpublished master's dissertation]. University of Cambridge.

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MEd in Educational Research

Tan, N. (2015). Reflective practice and the implementation of workplace based assessments in UK doctors [Unpublished master's dissertation]. University of Cambridge.

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MPhil in Research in Second Language Education

Cai, W. (2016). The role of L1 in l2 reading: a case study of Chinese EFL readers in a secondary school in Shanghai [Unpublished master's dissertation]. University of Cambridge.

Li, J. (2015). The effect of multimedia on vocabulary acquisition: An investigation of workplace adult ESL learners in mainland China [Unpublished master's dissertation]. University of Cambridge.

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Postgraduate Award in Educational Studies (PAES)

Hughes, W. (2014). Academic background predicts disparities in GTA teaching effectiveness in structured-inquiry biology labs [Unpublished researc report]. University of Cambridge.

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Postgraduate Certificate in Educational Research (PCER)

Hughes, W. (2013). Inquiry-oriented teaching training for graduate teaching assistants: Improving teaching effectiveness in the biology lab [Unpublished researc report]. University of Cambridge.

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Postgraduate Certificate of Educational Enquiry (PCEE)

Balmain, S. (2012). Teaching pattern recognition versus methodical analysis in electrocardiogram rhythm diagnosis and triage [Unpublished research. University of Cambridge.

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MA in Applied Developmental Psychology

Molzhon, A. (2011). Predicting arithmetic performance from age and executive function skills [Unpublished master's dissertation]. Virginia Commonwealth University.

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