Publications
Scientific Publications
Hanley, A., Symonds, J. E., & Horan, J. (2022). COVID-19 School closures and children’s social and emotional functioning: the protective influence of parent, sibling, and peer relationships. Education 3-13, 1-12. https://doi.org/10.1080/03004279.2022.2154615
Donegan, A., Devine, D., Martinez‐Sainz, G., Symonds, J., & Sloan, S. (2022). Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown. Children & Society. https://doi.org/10.1111/chso.12665
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children & Society. https://doi.org/10.1111/chso.12637
Symonds, J. E., D'Urso, G., & Schoon, I. (2022). The long-term benefits of adolescent school engagement for adult educational and employment outcomes. Developmental Psychology. https://doi.org/10.1037/dev0001458
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., Capistrano, D., & Samonova, E. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. https://doi.org/10.1007/s10902-021-00456-4
D’Urso, G., & Symonds, J. (2022). Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization. Journal of School Violence, 1-18. https://doi.org/10.1080/15388220.2022.2081856
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2022). Family–school connectivity during transition to primary school. Educational Research, 1-18. https://doi.org/10.1080/00131881.2022.2054451
Jones, M. H., Cooke, T. J., & Symonds, J. (2022). Not Getting What You Want. Social Psychology, 53(1), 46. https://doi.org/http://dx.doi.org/10.1027/1864-9335/a000471
Chzhen, Y., Symonds, J., Devine, D., Mikolai, J., Harkness, S., Sloan, S., & Martinez Sainz, G. (2022). Learning in a Pandemic: Primary School Children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. Child Indicators Research, 1-22. https://doi.org/10.1007/s12187-022-09922-8
Hayes, D., Symonds, J. E., & Harwell, T. A. (2022). Preventing pollution: A scoping review of immersive learning environments and gamified systems for children and young people. Journal of Research on Technology in Education, 1-19. https://doi.org/10.1080/15391523.2022.2107589
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research. https://doi.org/10.1108/JACPR-09-2021-0633
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 1-20. https://doi.org/10.1007/s11218-021-09684-1
Flanagan, R. M., & Symonds, J. E. (2022). Children's self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review, 100432. https://doi.org/10.1016/j.edurev.2022.100432
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change, 1-27. https://doi.org/10.1007/s10833-022-09461-7
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87, 102500. https://doi.org/10.1016/j.ijedudev.2021.102500
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies, 1-14. https://doi.org/10.1080/14733285.2021.1985432
D’Urso, G., & Symonds, J. (2021). Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review. Educational Review, 1-26. https://doi.org/10.1080/00131911.2021.1987391
Torsney, B. M., Korstange., R. & Symonds, J. E. (2021). Changing misconceptions of abilities: The impact of a brief mindset refutation text intervention. Psychology in the Schools 58(1). https://doi.org/10.1002/pits.22592
Salmela‐Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020. Journal of Research on Adolescence, 31(2), 256-272. https://doi.org/10.1111/jora.12619 PDF
Haire, L., & Symonds, J. E. (2021). Methods of Studying Pathological Demand Avoidance in Children and Adolescents: A Scoping Review Protocol. https://doi.org/10.31234/osf.io/cekxp
Symonds, J. E. (2021). Does class size matter? Experts say yes. Educational Review. https://doi.org/10.1080/00131911.2021.1917102
D'Urso, G. & Symonds, J.E. (2021). Teacher attitudes towards the representation of homosexuality in film and television: A new self-report measure. Sexuality and Culture. https://doi.org/10.1007/s12119-021-09846-5
Stack, K., Symonds, J. E. & Kinsella, W. (2021). The perspectives of students with autism spectrum disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2021.101782 PDF
Symonds, J. E.; Kaplan, A.; Upadyaya, K.; Salmela-Aro, K.; Torsney, B.; Skinner, E. & Eccles, J. S. (2021). Momentary engagement as a complex dynamic system. PsyArXiv. https://doi.org/10.31234/osf.io/fuy7p. PDF
Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. https://doi.org/10.1177/0907568220981159
D'Urso, G., Symonds, J. E., & Pace, U. (2021). Positive youth development and being bullied in early adolescence: A sociocultural analysis of national cohort data. The Journal of Early Adolescence, 41(4), 577-606. https://doi.org/10.1177/0272431620931199. PDF
Jindal-Snape, D., Symonds, J. E., Hannah, E. F. S., & Barlow, W. (2021). Conceptualising primary-secondary school transitions: A systematic mapping review of worldviews, theories and frameworks. Frontiers in Education, 6(52). https://doi.org/10.3389/feduc.2021.540027
Flanagan, R. M., & Symonds, J. E. (2021). Self-talk in middle childhood: A mechanism for motivational resilience during learning. Psychology in the Schools. https://doi.org/10.1002/pits.22484
Devine, D.; Samonova, E.; Bolotta, G.; Sugrue, C.; Sloan, S.; Symonds, J. E.; Capistrano, D.; Crean, M. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare: A Journal of Comparative and International Education.
http://doi.org/10.1080/03057925.2020.1868976
Stack, K., Symonds, J. E. & Kinsella, W. (2020). Student and parent perspectives of the transition from primary to secondary school for students with autism spectrum disorder. Frontiers in Education. https://doi.org/10.3389/feduc.2020.551574 PDF
D’Urso, G., Symonds, J., & Pace, U. (2020). The role of psychoticism in the relationship between attachment to parents and homophobic bullying: A study in adolescence. Sexologies. https://doi.org/10.1016/j.sexol.2020.08.005 PDF
Symonds, J. E.; Schreiber, J. B. & Torsney, B. M. (2020). Silver linings and storm clouds: Divergent profiles of momentary engagement emerge in response to the same task. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000605 PDF
Britton, U., Issartel, J., Symonds, J., & Belton, S. (2020). What keeps them physically active? Predicting physical activity, motor competence, health-related fitness, and perceived competence in Irish adolescents after the transition from primary to second-level school. International Journal of Environmental Research and Public Health, 17(8), 2874 - 2888. https://doi.org/10.3390/ijerph17082874
D’Urso, G.; Symonds, J. E. & Pace, U. (2020). Emergent forms of psychopathology and their associations with homophobic bullying in adolescents: An exploratory quantitative study. Sexuality and Culture. Online view. https://doi.org/10.1007/s12119-019-09691-7 PDF
Torsney, B. M., & Symonds, J. E. (2019). The Professional Student Program for Educational Resilience: Enhancing momentary engagement in classwork. The Journal of Educational Research. (Joint first authors.). https://doi.org/10.1080/00220671.2019.1687414 PDF
Strasser-Burke, N., & Symonds, J. E. (2019). Who do you want to be like? Factors influencing early adolescents’ selection of accessible and inaccessible role models. The Journal of Early Adolescence, 40(7), 914-935. https://doi.org/10.1177/0272431619880619. PDF
Symonds, J. E., Schoon, I., Eccles, J., & Salmela-Aro, K. (2019). The development of motivation and amotivation to study and work across age-graded transitions in adolescence and young adulthood. Journal of Youth and Adolescence, 48(6), 1131-1145. https://doi.org/10.1007/s10964-019-01003-4. PDF
Symonds, J. E., & O'Sullivan, C. (2017). Educating young adults to be work-ready in Ireland and the United Kingdom: A review of programmes and outcomes. Review of Education, 5(3), 229-263. https://doi.org/110.1002/rev3.3099. PDF
Symonds, J. E., & O'Sullivan, C. (2017). Context and Implications Document for: Educating Young Adults to be Work-Ready in Ireland and the United Kingdom: A Review of Programmes and Outcomes. Review of Education, 5(3), 264-266. https://doi.org/10.1002/rev3.3100. PDF
Symonds, J. E; Dietrich, J; Chow, A & Salmela-Aro, K (2016). Mental health improves after transition from comprehensive school to vocational education or employment in England: A national cohort study. Developmental Psychology, 52(4), 652-665. https://doi.org/10.1037/a0040118 PDF
Symonds, J. E; Schoon, I, Salmela-Aro, K (2016). Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England. British Educational Research Journal, 42(6), 993-1022. https://doi.org/10.1002/berj.3243 PDF
Symonds, J. E & Hargreaves, L (2016). Emotional and motivational engagement at school transition: A qualitative stage-environment fit study. The Journal of Early Adolescence, 36(1), 54-85. https://doi.org/10.1002/berj.3243 PDF
Symonds, J. E. (2014). The international measurement of school perceptions: school environment, school climate and student attitudes. International Psychology Bulletin, 18(2-3), 72-74. PDF
Symonds, J. E. & Galton, M (2014). Moving to the next school at age 10-14 years: An international review of psychological development at school transition. Review of Education, 2(1), 1-27. https://doi.org/10.1002/rev3.3021 PDF
Symonds, J. E. & Hagell, A (2011). Adolescents and the organization of their school time: A review of changes over recent decades in England. Educational Review, 2(1), 1-27. https://doi.org/10.1080/00131911.2011.560248 PDF
Symonds, J. E. & Gorard, S (2010). The death of mixed methods? Or the rebirth of research as a craft. Educational Research and Evaluation, 23 (2), 121-136. https://doi.org/10.1080/09500790.2010.483514 PDF
Symonds, J. E. (2008). Educating pupils as active participants. Research in Education, 80(1), 63-74. https://doi.org/10.7227/RIE.80.6 PDF
Symonds, J. E. (2008). Developmentally appropriate research methods for use with child and adolescent participants. Building Research Capacity, 4-7. http://www.tlrp.org/capacity/rm/journal.html. PDF
Symonds, J. E. (2007). Year 11 pupils' education and employment possible selves: the methodological challenges of studying representational constructs. Educate, 7(1), 18-26. http://educatejournal.org/index.php/educate/article/view/97 PDF
Books
Marshall, E. A.; Symonds, J. E. (Eds). (2021). Young adult development at the school-to-work transition: international pathways and processes. Emerging Adulthood Series. Series Editor Larry J. Nelson. Oxford, UK: Oxford University Press. https://global.oup.com/academic/product/young-adult-development-at-the-school-to-work-transition-9780190941512?cc=us&lang=en&
Symonds, J. E. (2015). Understanding school transition: what happens to children and how to help them. London: Routledge. ISBN: 978-0-415-67663-2. PDF
Gray, J; Galton, M; McLaughlin, C; Clarke, B; Symonds, J. E. (2011). The supportive school: wellbeing and the young adolescent. Newcastle Upon Tyne: Cambridge Scholars Publishing. ISBN: 978-1-4438-3209-0. PDF
Book Chapters
Symonds, J. E., Jindal-Snape, D., Bagnall, C., Hannah, B. & Barlow, B. (in press). School transitions. In L. Juang (Ed.) Encyclopedia of Adolescence. Vol 2. Interpersonal and sociocultural factors (2nd ed.). Elsevier.
Upadyaya, K.; Symonds, J. E. (2021). The development of study and work engagement in young adulthood. In: Marshall, A.; Symonds, J (Eds). Young adult development at the school-to-work transition: international pathways and processes. Emerging Adulthood Series. Series Editor Larry J. Nelson. Oxford University Press.
Symonds, J. E.; Hargreaves, J. J.; Long, M. (2017). Music in identity in adolescence across school transition. In: Raymond Macdonald, David J Hargreaves & Dorothy Miell (Eds). Handbook of musical identities. Oxford University Press. pp.510-528. PDF
Symonds, J. E; Galton, M & Hargreaves, L (2014). Emerging gender differences at puberty and school transition: Consistency of findings across era and place In: I. Schoon & J. Eccles (Eds). Gender differences in aspirations and attainment. Cambridge University Press., pp.101-122. PDF
Hagell, A; Aldridge, J; Meier, P; Millar, T; Symonds, J. E., & Donmall, M (2012). Trends in adolescent substance use and their implications for understanding trends in mental health. In: A. Hagell (Eds). Changing adolescence: social trends and mental health. The Policy Press., pp.27-46. Link to website
Hagell, A; Peck, S; Zarrett, N; Giménez-Nadal, J I; & Symonds, J. E. (2012) Trends in adolescent time use in the United Kingdom. In: A. Hagell (Eds). Changing adolescence: social trends and mental health. The Policy Press., pp.47-74. Link to website
Reports
Symonds, J. E., Devine, D., Sloan, S., Crean, M., Davies, A., Farrell, J., Moore, B. & Blue, T. (2020). Experiences of Remote Teaching and Learning in Ireland During the Covid-19 Pandemic (March – May 2020). University College Dublin. PDF
Devine, D.; Symonds, J., Sloan, S., Cahoon, A., Crean, M., Farrell, E., Davies, A., Blue, T. & Hogan, J. (2020). Children’s School Lives: An Introduction, Report No.1, University College Dublin. PDF
Devine, D., Sugrue, C., Symonds, J. E., Sloan, S., Bolotta, G., & Kearns, M. (2018). Evaluation of the Safe Learning Model: Pilot Study Report. Dublin, Ireland: School of Education, University College Dublin.
O'Sullivan, C., Symonds, J., & Akkermans, J. E. (2018). An evaluation of Career LEAP: A work-readiness training programme for young adults not in education, employment or training. Dublin, Ireland: Temple-na-Scelig Press. PDF
Gray, J., Galton, M., McLaughlin, C., Clarke, B., & Symonds, J. E. (2011). School Experiences and Mental Health Outcomes Amongst 10-14 Year Olds: A Review. London: Changing Adolescence Programme, The Nuffield Foundation. Link to website
Symonds, J. E., Long, M., & Hargreaves, J. E. (2011). Changing Key: Adolescents’ views on their musical development across the primary to secondary school transition. London: The Paul Hamlyn Foundation. http://www.phf.org.uk/page.asp?id=1591. PDF
Symonds, J. E. (2010). Are middle schools better for early adolescent development than transition into secondary school? A study of two school environments. National Middle Schools Forum. http://www.middleschools.org.uk/research.php. PDF
Deakin Crick, R., Jelfs, H., Symonds, J. E., Ren, K., Patton, A., & Grushka, K. (2010). Learning futures evaluation report. University of Bristol. Paul Hamlyn Foundation.
Symonds, J. E. (2009). Constructing stage-environment fit: Early adolescents' psychological development and their attitudes to school in English middle and secondary school environments. Doctoral Thesis. Faculty of Education, University of Cambridge, UK. PDF
Symonds, J. E. (2007). The ambiguities of comparing transfer effects between two and three tier systems: Suggestions for improving declines in pupils’ attitude and achievement. The National Middle Schools Forum, www.middleschools.org.uk. PDF
Intervention Manuals
Symonds, J., Torsney, B., Akkermans, J., & O'Sullivan, C. (2017). Level Up: moving to the next level of building your career and being ready for work. Student workbook. Dublin, Ireland: School of Education, University College Dublin. PDF
Symonds, J., Torsney, B., Akkermans, J., & O'Sullivan, C. (2017). Level Up: moving to the next level of building your career and being ready for work. Teacher manual. Dublin, Ireland: School of Education, University College Dublin. PDF
Symonds, J., Torsney, B., & Duffy, E. (2017). PROSPER: the professional student programme for educational resilience. Student workbook: junior cycle English. Dublin, Ireland: School of Education, University College Dublin. PDF
Symonds, J., Torsney, B., & Duffy, E. (2017). PROSPER: the professional student programme for educational resilience. Student workbook: junior cycle Social, Personal and Health Education (SPHE). Dublin, Ireland: School of Education, University College Dublin. PDF
Symonds, J., Torsney, B., & Duffy, E. (2017). PROSPER: the professional student programme for educational resilience. Teacher manual: junior cycle English. Dublin, Ireland: School of Education, University College Dublin. PDF
Symonds, J., Torsney, B., & Duffy, E. (2017). PROSPER: the professional student programme for educational resilience. Teacher manual: junior cycle Social, Personal and Health Education (SPHE). Dublin, Ireland: School of Education, University College Dublin. PDF
O'Sullivan, C., Symonds, J., & Akkermans, J. (2017). Career LEAP: work-readiness training programme. Dublin, Ireland: Temple-na-Scelig Press.