Attitudes to school
Gender and achievement
Current Research Projects
Collaboration between Faculty of Education, University of Cambridge, and Graduate School of Education, Nazarbayev University, to examine Kazakhstan school students’ well-being and engagement
Understanding the Origins and Experience of Mathematics Anxiety in primary and secondary school pupils
- PhD in Science Education (King's College, London)
- MPhil in Psychology of Education (Cambridge)
- PGCE in Secondary Mathematics (Cambridge)
- MA in Social and Political Sciences, specialising in Social Psychology (Cambridge)
Memberships: British Psychological Society, British Educational Research Association
- Council Member and Trustee of the British Educational Research Association.
Peer-reviewed Journal Articles
Jenson, H., Kvalsvig, J. D., Taylor, M., Sibisi, S., Whitebread, D. & McLellan, R. (2020). What counts as learning in play? Uncovering patterns in perceptions of South African early educators. International Journal of Early Years Education, https://doi.org/10.1080/09669760.2020.1814215
Yu, J., & McLellan, R. (2020). Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. Contemporary Educational Psychology, 62 https://doi.org/10.1016/j.cedpsych.2020.101901
Yu, J., McLellan, R., & Winter, L. (2020). Which boys and which girls are falling behind? Linking adolescents’ gender role profiles to motivation, engagement and achievement. Journal of Youth & Adolescence https://doi.org/10.1007/s10964-020-01293-z
Li, J., McLellan, R., & Forbes, K. (2020). Investigating EFL teachers’ gender stereotypical beliefs about learners: A mixed methods study. Cambridge Journal of Education, https://doi.org/10.1080/0305764X.2020.1772720
Winter, L., Hernandez-Torrano, D., McLellan, R., Almukhambetova, A., & Brown Hajdukova, E.,., (2020). A contextually adapted model of school engagement in Kazakhstan. Current Psychology. https://doi.org/10.1007/s12144-020-00758-5
McLellan, R. (2019). Enhancing Wellbeing: The Necessity and Implications of a Culturally Grounded Interdisciplinary Conceptualisation. The Psychology of Education Review, 43 (2) 37-47.
Yu, J. & McLellan, R. (2019). Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping. Learning and Individual Differences, 69, 33-44. https://doi.org/10.1016/j.lindif.2018.11.010.
Torres, P., Whitebread, D., & McLellan, R. (2018). The role of teacher regulatory talk in students' self-regulation development across cultures. In V. Grau & D. Whitebread (Eds), Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 89-114.
Gao, J. & McLellan, R. (2018). Using Ryff’s scales of psychological well-being in adolescents in mainland China. BMC Psychology, 6:17. https://doi.org/10.1186/s40359-018-0231-6.
Galton, M. & McLellan, R. (2018). A transition odyssey: Pupils’ experiences of transfer to secondary school across five decades. Research Papers in Education, 33 (2) 255-277.
Brown Hajdukova, E., Winter, L., & McLellan, R. (2017). Young people’s conceptualization of their wellbeing: Culturally situated understandings in the context of Kazakhstan. Health, 9 (11), 1542-1566. https://doi.org/10.4236/health.2017.91111
Blaskova, L., & McLellan, R. (2017). Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools. International Journal of School & Educational Psychology http://dx.doi.org/10.1080/21683603.2017.1342579
Cornelissen, F., McLellan, R. & Schofield, J. (2017). Fostering Research Engagement in Partnership Schools: Networking and Knowledge Creation. Oxford Review of Education, 43 (6) 695-717. http://dx.doi.org/10.1080/03054985.2017.1316251
Kuo, H., Burnard, P., McLellan, R., Cheng, Y. & Wu, J. (2017). The development of indicators for creativity education and a questionnaire to evaluate its delivery and practice. Thinking Skills & Creativity, 24, 186-198.
McLellan, R. & Steward, S. (2015). Measuring children and young people’s wellbeing in the school context. Cambridge Journal of Education, 45(3), 307-332.
Ajaps, S. & McLellan, R. (2015). ‘We don’t know enough’: Environmental education and pro-environmental behaviour perceptions. Cogent Education, 2: 1124490.
McLellan, R., & Nicholl, B. (2013). Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools. Thinking Skills and Creativity, 9, 165-185.
McLellan, R., & Nicholl, B. (2011) 'If I was going to design a chair, the last thing I would look at is a chair'. Product analysis and the causes of fixation in students' design work 11-16 years. International Journal of Technology and Design Education, 21(1), 71-92.
Nicholl, B., & McLellan, R. (2008). ‘We’re all in this game whether we like it or not to get a number of As to Cs.’ Design and technology teachers’ struggles to implement the creativity and performativity policies. British Educational Research Journal, 34(5), 585-600.
Nicholl, B., & McLellan, R. (2007). 'Oh yeah, yeah you get a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts.' Fixation in pupils' design and technology work (11-16 years). Design and Technology Education: An International Journal, 12(1), 34-44.
McLellan, R. (2006). The Impact of Motivational ‘World-view’ on Engagement in a Cognitive Acceleration Programme. International Journal of Science Education, 28(7), 781-819.
Gray, J. & McLellan, R. (2006). A Matter of Attitude? Developing a typology of boys’ and girls’ responses to primary schooling. Gender and Education, 18(6), 651-672.
Warrington, M., Younger, M., & McLellan, R. (2003). ‘Under-achieving boys’ in English primary schools? The Curriculum Journal, 14(2), 139-156.
McLellan, R. (2003). New Ways of Thinking about Raising Boys’ Achievement. Topic, 30, 1-6.
Younger, M., Warrington, M. & McLellan, R. (2002). The ‘Problem’ of ‘Under-achieving Boys’: some responses from English secondary schools. School Leadership & Management, 22(4), 389-405.
Li, J., & McLellan, R. (2021). Is language learning a feminine domain? Examining the content and stereotype threat effect of female-language stereotypes among EFL learners in China. Contemporary Educational Psychology, 66
Zhou, W., & McLellan, R. (2021). Examining social status profiles with gender, school attended, SES, academic achievement and wellbeing in urban China. Journal of Youth & Adolescence,
Clarke, T., & McLellan, R. (2021). Embracing Arts curricula as integral for children’s wellbeing. Pastoral Care and Education,
Books and Book Chapters
McLaughlin, C., Cordingley, P., McLellan, R. and Baumfield, V. (Eds.) (2015). Making a difference: Turning teacher learning inside-out. Cambridge: Cambridge University Press.
Galton, M., & McLellan, R. (Forthcoming). The impact of creative learning on young people’s wellbeing. In L. Joubert (Ed.), Educating in the Crafts – The global experience. Singapore: Springer.
McLellan, R. (2017). Children and young people’s wellbeing in the school context. In R. Maclean (Ed.), Life in schools and classrooms – Past, present and future. London: Springer.
McLellan, R. (2015). Teacher learning in the contemporary landscape: Vignettes of practice. In C. McLaughlin, P. Cordingley, R. McLellan and V. Baumfield (Eds.), Making a difference: Turning teacher learning inside-out. Cambridge: Cambridge University Press.
McLaughlin, C., McLellan, R. and Fordham, M. (2014). The role of teachers in educational reform in Kazakhstan: Teacher enquiry as a vehicle for change. In D. Bridges (Ed.), Educational reform and internationalisation: The case of Kazakhstan. Cambridge: Cambridge University Press.
Waterhouse, J., McLellan, R., McLaughlin, C, & Morgan, B. (2014). Powerful partnership in a schools-university research collaboration. In T. Stern, F. Rauch, A. Schuster & A. Townsend (Eds.), Action Research, Innovation and Change Across Disciplines: International Perspectives. London: Routledge.
McLellan, R., Kirkman, R., Cartwright, S., & Millington, B. (2011). Student voice in the secondary school context: A case study of the benefits of schools, local authorities and higher education institutions working together. In G. Czerniawski, V. & W. Kidd (Eds.), The student voice handbook: Bridging the academic practitioner divide. London, Emerald.
McLaughlin, C., Waterhouse, J., McLellan, R., & Morgan, B. (2010). Collabroer dans las recherche: etude de l'action dans un tiers-espace. In P. Masson, V. Baumfield, K. Otrel-Cass & M. Pilo (Eds.), (Re)penser le partneriat en Education / Rethinking Partnership in Education. Lille, France.
McLellan, R. (2009). Analysing quantitative data In E. Wilson (Ed.), School-based research: A guide for education students (pp. 154-170). London: SAGE.
Nicholl, B., & McLellan, R. (2009). ‘This isn’t my project [work]. It’s…just do it…you just do research’. What student voice reveals about the nature of D&T lessons in English schools and the implications this has on their motivation and learning of complex tasks. In A. Jones & M. de Vries (Eds.), International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers.
Younger, M. & Warrington, M. with McLellan, R. (2005). Raising Boys’ Achievement in Secondary Schools: Issues, Dilemmas and Opportunities. Maidenhead: Open University Press.
Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R. & Szucs, D. (2019). Understanding Mathematics Anxiety. Final report to the Nuffield Foundation.
McLellan, R. & Galton, M. (2015). The impact of primary-secondary transition on students’ wellbeing. Final report to the Nuffield Foundation.
McLellan, R. & Galton, M., with Walberg, M. (2014). The impact of arts interventions on health outcomes: A survey of young adolescents accompanied by a review of the literature. Newcastle: Creativity, Culture & Education.
McLellan, R. & Winter, L. (2014). Teacher identity in a changing educational landscape in Kazakhstan: The explanatory efficacy of Beijaard, Meijer and Verloop’s (2004) framework. In The improvement of the secondary education curriculum of Kazakhstan in the context of modern reforms: Final report. Cambridge: University of Cambridge Faculty of Education.
Winter, L., McLellan, R. & Fimyar, O. (2013). Teachers' constructs of their professional identity in a changing educational environment in Kazakhstan. In Internationalisation and reform of secondary schooling in Kazakhstan: Final report. Cambridge: University of Cambridge Faculty of Education.
McLellan, R., Galton, M., Steward, S., & Page, C. (2012a). The impact of creative initiatives on well-being: a literature review. Newcastle: Creativity, Culture & Education.
McLellan, R., Galton, M., Steward, S., & Page, C. (2012b). The Impact of Creative Partnerships on the Wellbeing of Children and Young People. London: Creativity, Culture & Education.
Nicholl, B., McLellan, R., & Kotob, W. (2008). Understanding Creativity for Creative Understanding. Cambridge: University of Cambridge, Faculty of Education.
Younger, M., & Warrington, M. with Gray, J., Rudduck, J., McLellan, R., Kershner, R., Bearne, E. & Bricheno, P. (2005). Raising Boys’ Achievement: Final report. London: DfES.