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Publications

, , Anderson Muriel, Burns Niamh, Gill Julia, McLaughlin Emma, , , ,

British Journal of Educational Studies (2026)

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British Journal of Educational Psychology Vol 96, pp. 270-285 (2026)

, Orr Scott, , Coyle Megan, Gallacher Megan, Hunter Amy, McGeehan Lucy, Molloy Rebecca, Noble Jessica, Peattie Lauren, Sutherland Georgia, Wilson Taylor,

Transportation Research Part F: Traffic Psychology and Behaviour Vol 115 (2025)

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British Journal of Educational Psychology Vol 94, pp. 328-345 (2024)

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(2024)

, McCartan Rebecca

Journal of Communication Disorders Vol 73, pp. 15-24 (2018)

Teaching

My teaching contributions extend across the BA Psychology degree and include input to the following classes:

C8105 Psychology 1A
C8106 Psychology 1B
C8107 Introduction to Psychology (for Speech and Language Pathology students)
C8202 Social and Health Psychology
C8303 Individual Differences
C8307 Social Psychology
C8498 Psychology Dissertation
C8443 Moral Psychology (final year specialism)

In addition, I teach on the MSc Research Methods in Psychology degree:

C8939 Quantitative Research Methods
C8986 Dissertation

I have also been a visiting lecturer in Forensic Psychology to Heriot Watt University, and Psychology Module Leader for the Pre-Entry Access Course for admission to selected university degree courses within the Faculty of Humanities and Social Sciences and ºÚÁÏÕýÄÜÁ¿ Business School.

I contribute to the MSc in Mediation and Conflict Resolution offered by the Law School at the University of ºÚÁÏÕýÄÜÁ¿.

Professional Activities

Examiner

15/6/2022

Peer reviewer

2016

Projects

Findlay, Kelly (Principal Investigator) Hamilton, David (Co-investigator) McGroarty, Allan (Co-investigator) March, Joshua (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator)

This research examines how higher education students make decisions about using generative artificial intelligence for different academic tasks. Using a scenario-based survey, the study explores whether Big Five personality traits are associated with students’ likelihood of using GenAI, and with their perceptions of usefulness, risk, trust, confidence, clarity of guidance, and acceptability. The research aims to provide a more nuanced understanding of student GenAI use by focusing on task-specific judgements rather than general use alone.

01-Jan-2026 - 30-Jan-2027

Findlay, Kelly (Principal Investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator)

This research project examines how higher education students decide whether to use or avoid generative artificial intelligence for specific academic tasks. Rather than treating GenAI use as a general behaviour, the study focuses on task-level decision-making, exploring how factors such as assessment relevance, ambiguity, time pressure, writing demand, perceived usefulness, risk, trust, confidence, and clarity of guidance shape students’ willingness to use GenAI. The project also considers whether these decision processes differ between neurotypical and neurodivergent students, with the aim of informing more inclusive and responsible guidance around GenAI use in higher education.

01-Jan-2026 - 30-Jan-2027

Findlay, Kelly (Principal Investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator) McGroarty, Allan (Co-investigator)

This project investigates how autistic and allistic adults judge whether academic texts have been written by a human or generated by ChatGPT. Rather than focusing only on accuracy, the study examines the cues participants use when making these judgements, including clarity, coherence, formulaic structure, naturalness, and authorial voice. Participants classify a set of human-written and AI-generated academic text extracts, rate their confidence, and evaluate each text on these cue dimensions. The project aims to understand whether different cue-use patterns help explain individual differences in AI-text detection, and whether autistic and allistic participants rely on these cues in different ways.

01-Jan-2026 - 30-Jan-2027

Findlay, Kelly (Principal Investigator) Keown, Sophie (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Thomson, Elizabeth (Co-investigator)

This project evaluates student-facing guidance designed to support responsible use of generative AI in higher education. Using a pre-post design, it examines whether a quick guide and reflective checklist improve students’ understanding of appropriate GenAI use, academic integrity expectations, confidence, intentions, and self-reported practices. The study also assesses how acceptable and useful students find the resources, drawing on the Theoretical Framework of Acceptability and the Theory of Planned Behaviour.

01-Jan-2026 - 30-Jan-2027