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Kathryn Asbury
Kathryn Asbury
Professor of Psychology in Education, University of York, UK
Verified email at york.ac.uk
Title
Cited by
Cited by
Year
How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families?
K Asbury, L Fox, E Deniz, A Code, U Toseeb
Journal of autism and developmental disorders 51 (5), 1772-1780, 2021
4612021
‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown
LE Kim, K Asbury
British Journal of Educational Psychology 90 (4), 1062-1083, 2020
4432020
Why are children in the same family so different? Nonshared environment a decade later
R Plomin, K Asbury, J Dunn
The Canadian Journal of Psychiatry 46 (3), 225-233, 2001
3762001
The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence
E Krapohl, K Rimfeld, NG Shakeshaft, M Trzaskowski, A McMillan, ...
Proceedings of the national academy of sciences 111 (42), 15273-15278, 2014
3472014
G is for genes: The impact of genetics on education and achievement
K Asbury, R Plomin
John Wiley & Sons, 2013
2512013
Nonshared environmental influences on individual differences in early behavioral development: A monozygotic twin differences study
K Asbury, JF Dunn, A Pike, R Plomin
Child development 74 (3), 933-943, 2003
2472003
An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective …
Z Yang, K Asbury, MD Griffiths
International Journal of Mental Health and Addiction 17, 596-614, 2019
1942019
Nature and nurture: Genetic and environmental influences on behavior
R Plomin, K Asbury
The Annals of the American Academy of Political and Social Science 600 (1 …, 2005
1522005
Environmental moderators of genetic influence on verbal and nonverbal abilities in early childhood
K Asbury, TD Wachs, R Plomin
Intelligence 33 (6), 643-661, 2005
1442005
Supporting families with children with special educational needs and disabilities during COVID-19
U Toseeb, K Asbury, A Code, L Fox, E Deniz
PsyArXiv, 2020
1262020
From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest
MG Tosto, K Asbury, MMM Mazzocco, SA Petrill, Y Kovas
Learning and individual differences 50, 260-269, 2016
922016
Birthweight‐discordance and differences in early parenting relate to monozygotic twin differences in behaviour problems and academic achievement at age 7
K Asbury, JF Dunn, R Plomin
Developmental science 9 (2), F22-F31, 2006
872006
“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic
LE Kim, L Oxley, K Asbury
British Journal of Educational Psychology 92 (1), 299-318, 2022
822022
Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them
E Smith-Woolley, JB Pingault, S Selzam, K Rimfeld, E Krapohl, ...
npj Science of Learning 3 (1), 3, 2018
692018
Teachers’ narratives during COVID-19 partial school reopenings: An exploratory study
LE Kim, R Leary, K Asbury
Educational Research 63 (2), 244-260, 2021
54*2021
X inactivation as a source of behavioural differences in monozygotic female twins
CS Loat, K Asbury, MJ Galsworthy, R Plomin, IW Craig
Twin Research and Human Genetics 7 (1), 54-61, 2004
532004
Added value measures in education show genetic as well as environmental influence
CMA Haworth, K Asbury, PS Dale, R Plomin
PloS one 6 (2), e16006, 2011
512011
Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
M Crosswaite, K Asbury
British Journal of Educational Psychology 89 (1), 95-110, 2019
402019
Clones in the classroom: A daily diary study of the nonshared environmental relationship between monozygotic twin differences in school experience and achievement
K Asbury, D Almeida, J Hibel, N Harlaar, R Plomin
Twin Research and Human Genetics 11 (6), 586-595, 2008
362008
Externalizing problems in childhood and adolescence predict subsequent educational achievement but for different genetic and environmental reasons
GJ Lewis, K Asbury, R Plomin
Journal of Child Psychology and Psychiatry 58 (3), 292-304, 2017
322017
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