Professor Colin RogersEmeritus
Lecturer in Social Psychology of Education.
My research interests are located within the Social Psychology of Education and more precisely within the development of motivational theory and its application to education. Leading research questions focus upon the development of motivation and the extent to which schools; schooling and the technologies they employ may influence student motivation. The transition across educational phases (primary to secondary, secondary to tertiary) and the impact of these upon motivation and self-concept have been an important theme.
Recently attention has focused upon the impact of “high stakes” assessment systems on student motivation and the subsequent difficulties students have as they transfer to a different assessment regime. On-going work on the development of independent learning in Higher Education illustrates this concern.
Locating Motivational Goal Theory in real world assessment systems: When Learning and Performance Goals may not be enough
Rogers, C. 2013
Prospects for the future of educational research
Christie, D., Donohue, M., Mentor, I., Rogers, C., Whitty, G. 01/2012 BERA/UCET. 42 p.
Transition, self-regulation, independent learning and goal theory
Rogers, C. 01/2012 In: Psychology of Education Review. 36, 2, p. 26-31. 6 p.
Independent Learning and Transition into Higher Education
Rogers, C. 2012
Desperately Seeking Independence
Rogers, C. 2011
Engaging with engagement in an ICT Context
Rogers, C. 2010
Independent evaluation of the intervention study in Sunderland LA with young people who are not in employment, education or training (NEET)- Go Create – a social, creative and practical intervention, Summary report, March 2010.
Passey, D., Davies, P., Rogers, C. 2010 Coventry : Becta, 4 p.
Independent evaluation of the intervention study in Sunderland Local Authority (LA) with young people who are not in employment, education or training (NEET) - Final report, March 2010.
Passey, D., Davies, P., Rogers, C. 2010 Coventry : Becta, 82 p.
Assessing the potential of e-learning to support re-engagement amongst young people with Not in education, employment or training (NEET) status : An independent research and evaluation study. Overview report
Passey, D., Williams, S., Rogers, C. 2008 Lancaster : Becta. 52 p.
Assessing the potential of e-learning to support re-engagement amongst young people with Not in education, employment or training (NEET) status: An independent research and evaluation study. Background report
Passey, D., Williams, S., Colin, R. 2008 Lancaster : Becta.
Blackpool City Learning Centre ‘The Big Experiment’: An Independent Review.
Passey, D., Rogers, C. 2008 Blackpool : Blackpool CLC. 68 p.
Rogers, C.G. 2005 In: Pedagogy - Teaching for learning: British Journal of Educational Psychology, Monograph Series 2: Psychological Aspects of Education - Current Trends. Leicester : British Psychological Society 71 p. ISBN: 1476-9808.
The Motivational Effect of ICT on Pupils: A Department for Education and Skills Research Project 4RP/2002/050-3.
Passey, D., Rogers, C.G., Machell, J., McHugh, G. 25/03/2004
Ways of understanding motivation
Galloway, D., Rogers, C., Armstrong, D., Leo, E., Jackson, C. 2004 In: The RoutledgeFalmer Reader in Psychology of Education. London : Routledge/Falmer p. 89-105. 17 p. ISBN: 0415327695 .
Rogers, C., Smith, L. 2003 In: Development and motivation : joint perspectives. Leicester : British Psychological Society p. 191-207. 17 p. ISBN: 1854333933.
Development and Motivation: Joint Perspectives.
Rogers, C.G., Smith, L., Tomlinson, P. 2003 British Journal of Educational Psychology: Monograph Series 2, 2,. 1 p. ISBN: 1-85433-393-3.
Smith, L., Rogers, C. 2003 In: Development and motivation : joint perspectives. Leicester : British Psychological Society 207 p. ISBN: 1854333933.
Smith, L., Rogers, C. 2003 In: Development and motivation : joint perspectives. Leicester : British Psychological Society p. 1-11. 11 p. ISBN: 1854333933.
Developing a positive approach to failure
Rogers, C. 2002 In: Failing students in higher education. London : Open University Press ISBN: 0335208258.
Teacher expectations: Implications for school improvement
Rogers, C. 2002 In: Teaching and Learning: the essential readings . Oxford : Blackwell p. 152-170. 19 p. ISBN: 0631217487.
Motivational Patterns in Disaffected School Students: insights from pupil referral unit clients.
Solomon, Y.J., Rogers, C. 06/2001 In: British Educational Research Journal. 27, 3, p. 331-346. 16 p.
01/05/2012 → …
Pupil motivation and ICT research study
01/01/2002 → 28/02/2004
- Centre for Social Justice and Wellbeing in Education
- Centre for Technology Enhanced Learning