Andy Field

Professor of Quantitative Methods

University of Sussex

United Kingdom

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About

Andy Field is a Professor of Quantitative Methods at the University of Sussex, UK. His research areas include meta-analysis, psychological interventions, and educational psychology, as reflected in his recent publications. He has explored topics such as trauma memories in PTSD, the impact of digital training on psychological well-being, and predictors of mathematical attainment in educational settings.

Articles (9)

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2024

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2023

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2023

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2022

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2020

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2020

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2020

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2020

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2020

Collaborators (4)

Melissa Neuman

Assistant Professor

London School of Hygiene & Tropical Medicine

UNITED KINGDOM

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Kate Cavanagh

Professor of Clinical Psychology

University of Sussex

UNITED KINGDOM

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Clara Strauss

Professor of Clinical Psychology

University of Sussex

UNITED KINGDOM

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Helen Weiss

Professor of Epidemiology

London School of Hygiene & Tropical Medicine

UNITED KINGDOM

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Andy Field

Research Interests

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Articles (9)

Meta-Analysis Shows Trauma Memories in Posttraumatic Stress Disorder Lack Coherence: A Response to Taylor et al. (2022)

Coach-Supported Versus Self-guided Digital Training Course for a Problem-solving Psychological Intervention for Nonspecialists: Protocol for a Pre-Post Nested Randomized Controlled Trial

Estimating the change in meta-analytic effect size estimates after the application of publication bias adjustment methods.

Health Care Workers’ Need for Headspace: Findings From a Multisite Definitive Randomized Controlled Trial of an Unguided Digital Mindfulness-Based Self-help App to Reduce Healthcare Worker Stress

Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education

Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment

Adolescents’ Peer Friendship and Anxiety and Depression among First-Generation Immigrant BAME Families in the UK

Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary–secondary education transition

Maternal and paternal influences on childhood anxiety symptoms: A genetically sensitive comparison

Collaborators (4)

Melissa Neuman

Kate Cavanagh

Clara Strauss

Helen Weiss

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