David Putwain

Professor in Education and Early Childhood

Liverpool John Moores University

United Kingdom

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About

David Putwain is a Professor in Education and Early Childhood at Liverpool John Moores University, UK. His research interests encompass various dimensions of educational psychology, specifically focusing on test anxiety, emotion regulation, and the emotional experiences of students in primary and vocational education. Recent articles reflect his commitment to understanding the interplay between academic emotions, achievement, and student well-being.

Articles (18)

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2025

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2023

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2022

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2022

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2022

Collaborators (8)

Diahann Gallard

Liverpool John Moores University

UNITED KINGDOM

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Bethan Garrett

Lancaster University

UNITED KINGDOM

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Herb Marsh

Professor

Australian Catholic University - North Sydney Campus

AUSTRALIA

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Tina Hascher

University of Bern

SWITZERLAND

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Wendy Symes

Universität Hamburg

GERMANY

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Laura Nicholson

Senior Lecturer in Psychology

Edge Hill University

UNITED KINGDOM

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Thijmen van Alphen

University of Amsterdam

NETHERLANDS

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Gulsah Kutuk

University of East Anglia

UNITED KINGDOM

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David Putwain

Research Interests

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About

Articles (18)

Relationships between inter- and intra-individual emotions and learning outcomes of vocational students

Research (ir)relevance for student teachers: the impact of epistemic beliefs, epistemic emotions and demographics

Profiles of control, value and achievement emotions in primary school mathematics lessons

Test anxiety, emotion regulation, and achievement: Lagged and contemporaneous reciprocal relations.

Revisiting the relation between academic buoyancy and coping: A network analysis

Interpretation Evidence for the Multidimensional Test Anxiety Scale: A Brief Report

Inaugural editorial: Updates and future directions

Science motivation, academic achievement, career aspirations in early adolescents

French Study of Multidimensional Test Anxiety Scale in Relation to Performance, Age, and Gender

COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations

Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives.

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride

Academic Buoyancy: Overcoming Test Anxiety and Setbacks

Riding the bumps in mathematics learning: Relations between academic buoyancy, engagement, and achievement

Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value

Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?

Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

Collaborators (8)

Diahann Gallard

Bethan Garrett

Herb Marsh

Tina Hascher

Wendy Symes

Laura Nicholson

Thijmen van Alphen

Gulsah Kutuk

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