Publications

Empirical research papers

  • https://doi.org/10.5210/fm.v29i3.13280

    In this qualitative paper, we explored how university students communicate online. In particular, we explored how much students disclose to staff when they are emailing them or posting on educational forms. We also explored how students present themselves online to staff. This paper was co-written with a Royal Holloway Undergraduate Research Assistant, Aiman Suleiman.

    This paper may be of particular interest to higher education staff and students.

    Hayes, B., Suleiman, A., & Watling, D. (2024). Students’ impression management and self-presentation behaviours via online educational platforms: An archival review. First Monday, 29(3), 1-12. https://doi.org/10.5210/fm.v29i3.13280  OSF: https://osf.io/h4q8j/

  • https://doi.org/10.30935/jdet/14169

    In this mixed methods paper, I investigated whether the way in which university students communicate online shapes how staff respond.

    This paper may be of particular interest to higher education staff and students.

    Hayes, B. (2024). Exploring university students’ online self-presentation techniques and self-disclosure behaviours as predictors of staff response. Journal of Digital Educational Technology, 4, ep2405. https://doi.org/10.30935/jdet/14169 OSF: https://osf.io/h4q8j/

  • In this quantitative paper, we investigated primary school children’s behaviours on social networking sites (Instagram, Twitter and Facebook). We explored how their behaviours may be associated with both risks and benefits.

    This paper may be of particular interest to teachers and parents.

    Hayes, B., James, A., Barn, R., & Watling, D. (2022). Children’s risk and benefit behaviours on social networking sites. Computers in Human Behavior, 130, 107147. https://doi.org/10.1016/j.chb.2021.107147 OSF: https://osf.io/yqnpw/

  • In this qualitative paper, we interviewed primary school children, and their parents and teachers, to understand their thoughts and feelings around the risks and benefits of social networking sites.

    This paper may be of particular interest to teachers and parents.

    Hayes, B., James, A., Barn, R., & Watling, D. (2022). “The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use. British Journal of Educational Psychology, e12452. https://doi.org/10.1111/bjep.12452

  • In this quantitative paper, we explored adolescents’ (aged 13-18 years) thoughts and feelings around the risks and benefits of social networking site use.

    This paper may be of particular interest to teachers and parents.

    Hayes, B., James, A., Barn, R., & Watling, D. (2022). Adolescents’ perceptions of the risks and benefits of social networking site use. International Journal of Cyber Behavior, Psychology and Learning, 12(1), 1-22. https://doi.org/10.4018/IJCBPL.306646

  • In this quantitative longitudinal paper, we explored whether teachers' value-related educational goals shaped their pupils' values over fifteen months.

    This paper may be of particular interest to parents and teachers.

    Oeschger, T. P., Makarova, E., Raman, E., Hayes, B., & Döring, A. K. (2024). The interplay between teachers’ value-related educational goals and their value-related School climate over time. European Journal of Psychology of Education, 1-28. https://doi.org/10.1007/s10212-024-00849-y

  • In this qualitative paper, Sania Fatima (RHUL Undergraduate student) and I explored higher education students' thoughts and feelings around their lecturers using emojis, memes and gifs within teaching.

    This paper may be of particular interest to higher education staff and students.

    Hayes, B., & Fatima, S. (2024). ‘A language we understand’: Students’ perceptions of emojis, memes and gifs in higher education teaching. Student Engagement in Higher Education Journal, 5(3), 154–177. Retrieved from https://sehej.raise-network.com/raise/article/view/1187

  • In this quantitative paper, we created and validated the first psychometric tool to measure university students' online self-disclosure behaviours when communicating via online educational platforms (such as Moodle, MS Teams, etc). This paper was co-written with a Royal Holloway Undergraduate Research Assistant, Lizete Murniece.

    This paper may be of particular interest to higher education staff and students.

    Hayes, B., & Murniece, L. (2024). Creation and validation of the Online Self-Disclosure via Educational Platforms (OSDEP) Scale. Journal of Digital Educational Technology, 4(2), ep2416, https://doi.org/10.30935/jdet/14789 OSF: https://osf.io/9ufg2/

Protocal and reflective papers

  • In this reflective theoretical paper, we draw upon Wellbeing Day, a student event I developed at Royal Holloway. We break down the theoretical similarities and differences between co-production and co-creation and evaluate our approach of co-producing Wellbeing Day.

    This paper may be of particular interest to higher education staff, teachers and those in events management.

    Hayes, B., & Serbic, D. (2024). Co-producing wellbeing events with students. Student Engagement in Higher Education Journal, 5(2), 169-184. Retrieved from: https://sehej.raise-network.com/raise/article/view/1196

  • In this methodological protocol paper, we outline tips and tricks for successful data collection in schools.

    This paper may be of particular interest to academics, students and those collecting data in schools.

    Hayes, B., & Lloyd, A. (2024). A practical guide for data collection in schools. PsyPAG Quarterly, 1(114), 38-43.

Articles and blog posts

  • In this article, I outline the importance of organising wellbeing events for university students. I also draw upon examples from the student event I developed at Royal Holloway: Wellbeing Day.

    This paper may be of particular interest to higher education staff, teachers and those in events management.

    Hayes, B. (2023). Co-producing student wellbeing events. Developmental Psychology Forum, 98, https://doi.org/10.53841/bpsdev.2023.1.98.6

  • In this blog post, I reflected upon a visit to the Mental Health Museum in Wakefield, Yorkshire. My visit to the museum was part of an interdisciplinary event hosted by the Emerging Minds Network

    This paper may be of particular interest to academics or students.

    Hayes, B. (2020). Mental Health Museum Workshop. Emerging Minds. Available at: https://emergingminds.org.uk/beatrice-hayes-mental-health-museum-workshop/