Research at Leeds Beckett
Dr Eleanor Willard
About Dr Eleanor Willard
Dr Willard's research interests centre around educational, developmental and cognitive psychology.
Eleanor's main research interests are in developmental and cognitive psychology, focused predominantly on adolescence. At Leeds Beckett she has, amongst other topics, taught developmental and cognitive psychology to post graduate level and introductory psychology to undergraduate speech and language students.
Eleanor's PhD research was entitled ‘Perspectives of Dyscalculia: Findings from Secondary Aged Children’. The work looked at students who struggle with processing numerical information and examined the psychological effects this has on them. She is keen to raise awareness of processing difficulties in mathematics in the research community and beyond. Eleanor is also working on developing age appropriate resources for use by the individual and schools. Her research also includes examining the use of emoticons in social media focused in particular on individuals with autistic spectrum disorder . She also has research interests in mathematics anxiety and academic resilience in students
Current TeachingDr Willard teaches on both the undergraduate and masters courses within psychology. Modules include educational psychology and delivery on developmental and cognitive psychology.
Dr Willard's research also includes examining the use of emoticons in social media focused in particular on individuals with autistic spectrum disorder . She also has research interests in mathematics anxiety and academic resilience in students
Journal articles (3)
- Willard EF (In press), Boosting Prospects: Remote Work Experience with Post 16 Students Transitioning to Psychology at University. Psychology Teaching Review(25.1)
- Zammit M; Willard EF (In press), The application of psychological theory to enrich the experience of online learners on a developmental psychology module?. Psychology Teaching Review
- Willard EF (2016), Using Q methodology to investigate perspectives of secondary school children presenting with number processing difficulties. Debate British Psychological Society Publication
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