Person Type

Dr Ros McLellan


Dr Ros McLellan
Dr Ros McLellan
Research Interests

Student wellbeing
Achievement motivation
Attitudes to school
Teacher learning
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.
Links to online publications, articles or other work

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,

Yu, J., & McLellan, R. (2020). Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. Contemporary Educational Psychology, 62

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

Li, J., McLellan, R., & Forbes, K. (2020). Investigating EFL teachers’ gender stereotypical beliefs about learners: A mixed methods study. Cambridge Journal of Education,

Winter, L., Hernandez-Torrano, D., McLellan, R., Almukhambetova, A., & Brown Hajdukova, E.,., (2020). A contextually adapted model of school engagement in Kazakhstan. Current Psychology.

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.

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.

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.

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

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.

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 ChinaContemporary Educational Psychology, 66 

Zhou, W., & McLellan, R. (2021). Examining social status profiles with gender, school attended, SES, academic achievement and wellbeing in urban ChinaJournal of Youth & Adolescence, 

Clarke, T., & McLellan, R. (2021). Embracing Arts curricula as integral for children’s wellbeingPastoral 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.