Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students von Holliman, Andrew J, Waldeck, Daniel, Jay, Bethany, Murphy, Summayah, Atkinson, Emily, Collie, Rebecca J, Martin, Andrew

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Adaptability, social support, and psychological wellbeing among university students: A 1-year follow-up study von Holliman, Andrew J., Waldeck, Daniel, Holliman, David M.

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Adaptability and Social Support: Examining Links with Engagement, Burnout, and Wellbeing among Expat Teachers von Vincent, Michelle K, Holliman, Andrew J, Waldeck, Daniel

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Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness von Holliman, Andrew J., Wood, Clare, Sheehy, Kieron

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Reading intervention at age 6: Long‐term effects of Reading Recovery in the UK on qualifications and support at age 16 von Hurry, Jane, Fridkin, Lisa, Holliman, Andrew J.

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Literacy interest, home literacy environment and emergent literacy skills in preschoolers von Carroll, Julia M., Holliman, Andrew J., Weir, Francesca, Baroody, Alison E.

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Exploring Primary School Teacher Perspectives on Adaptability and Its Links with Classroom Management and Psychological Wellbeing: A Qualitative Inquiry von Davis, Robyn, Holliman, Andrew, Burrows, Michael John, Waldeck, Daniel, Holliman, David

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The role of health demands, health resources, and adaptability in psychological strain and life satisfaction von Martin, Andrew J., Collie, Rebecca J., Holliman, Andrew J.

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Feeling Socially Anxious at University: An Interpretative Phenomenological Analysis von ee, Jennifer, Waldeck, Daniel, Holliman, Andrew J, Banerjee, Moitree, Tyndall, Ian

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A longitudinal investigation of prosodic sensitivity and emergent literacy von Critten, Sarah, Holliman, Andrew J., Hughes, David J., Wood, Clare, Cunnane, Helen, Pillinger, Claire, Deacon, S. Hélène

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The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers von Harrison, Emily, Wood, Clare, Holliman, Andrew J., Vousden, Janet I.

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A cross-sectional study of prosodic sensitivity and reading difficulties von Holliman, Andrew J., Wood, Clare, Sheehy, Kieron

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Psychology education in the post-Covid world von Newstead, Stephen E., Holliman, Andrew J., Waldeck, Daniel

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How to make a ‘promising’ start to your dissertation: Development of a process mapping approach von Holliman, Andrew J., Rosenkranz, Patrick, Jones, Tim

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Children's reading profiles on exiting the Reading Recovery programme: do they predict sustained progress? von Holliman, Andrew J., Hurry, Jane, Bodman, Sue

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Does Speech Rhythm Sensitivity Predict Children's Reading Ability 1 Year Later? von Holliman, Andrew J, Wood, Clare, Sheehy, Kieron

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Student adaptability and achievement on a psychology conversion course von Sheriston, Lee, Holliman, Andrew J., Payne, Alice

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Identifying a topic for a psychology dissertation: A process map for students von Holliman, Andrew J., Jones, Tim

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Transition and adaptability in educational and organisational contexts von Holliman, Andrew J., Hulme, Julie, Wilson-Smith, Kevin

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Exploring the experience of students making the transition from primary school to secondary school: An interpretative phenomenological analysis of the role of friendship and family... von Curson, Sally, Wilson-Smith, Kevin, Holliman, Andrew J.

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