Senior Lecturer
Overview
Dr Edwards' research collaborations span education, psychology and medical education. She has a growing track-record for conducting robust laboratory studies examining individual differences in cognitive performance under situational stress. Her work supports the notion that an inability to efficiently process information and maintain concentration, plays a critical role in the development and maintenance of emotional disorders. Her latest work focusses on the translation of theory-driven, lab-based science into treatments for clinical problems.
Dr Edwards completed a PhD and an honours degree in psychology (Bond University), and an undergraduate degree in education (Griffith University). For over two decades, she has worked as a primary classroom teacher, special education teacher, guidance officer, and psychologist. She has taught and supervised clinical, professional and research skills in education, psychology and medicine and worked in higher education in the United Kingdom and Australia. Dr Edwards joined The University of Queensland in 2020 to teach into the Master of Educational Studies (Guidance, Counselling and Careers).
Research Interests
- Anxiety, memory and attentional control
- Cognitive control training
- Behaviour change counselling
Qualifications
- Doctor of Philosophy, Bond University
- Graduate Diploma of Psychology, Bond University
- Bachelor of Social Science (Psychology) with Hon, Bond University
- Bachelor of Education, Griffith University
Publications
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Journal Article: Executive function and personality: the moderating role of athletic expertise
Vaughan, Robert S. and Elizabeth Edwards (2020) Executive function and personality: the moderating role of athletic expertise. Personality and Individual Differences, 161 109973.doi:10.1016/j.paid.2020.109973
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Journal Article: Transition from an MBBS to an MD program – Using innovation and thinking outside the square
Smith, Janie Dade, Edwards, Elizabeth, Jones, Peter D, Cheek, Colleen and Hays, Richard B (2019) Transition from an MBBS to an MD program – Using innovation and thinking outside the square. MedEdPublish, 8 3: . doi:10.15694/mep.2019.000197.1
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Journal Article: Twelve tips for teaching brief motivational interviewing to medical students
Edwards, Elizabeth J., Bannatyne, Amy J. and Stark, Ashley C. (2018) Twelve tips for teaching brief motivational interviewing to medical students. Medical Teacher, 40 3: 231-236.doi:10.1080/0142159X.2017.1369503
Available Projects
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Cognitive control training for anxiety and depression vulnerability in children
Studies in cognitive neuroscience confirm that problems with attentional control and information processing efficiency play a critical role in the development and maintenance of vulnerability to anxiety and depression. An emerging area of evidence-based research has attempted to remediate these cognitive deficits using training interventions. Two weeks of daily cognitive control training (i.e., memory and attention training) has demonstrated promise in reducing anxiety and depression in samples of adults and adolescents. This project will investigate the efficacy of using cognitive control training methodology with children in educational settings.
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Anxiety, attentional control and learning: Implications for problem smartphone use in adolescents
In recent years, research in problematic smartphone behaviour has proliferated. To date however, limited work has explored the characteristics underpinning the relationship between nomophobia (no-mobile-phone-phobia) and internalising psychopathologies (e.g., anxiety and depression) in adolescents. Driven by theory, this project will investigate the link between problem smartphone use and learning, and explore moderating factors such as anxiety and attentional control. The findings will assist educators and students to optimize learning.
Publications
Journal Article
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Executive function and personality: the moderating role of athletic expertise
Vaughan, Robert S. and Elizabeth Edwards (2020) Executive function and personality: the moderating role of athletic expertise. Personality and Individual Differences, 161 109973.doi:10.1016/j.paid.2020.109973
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Transition from an MBBS to an MD program – Using innovation and thinking outside the square
Smith, Janie Dade, Edwards, Elizabeth, Jones, Peter D, Cheek, Colleen and Hays, Richard B (2019) Transition from an MBBS to an MD program – Using innovation and thinking outside the square. MedEdPublish, 8 3: . doi:10.15694/mep.2019.000197.1
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Twelve tips for teaching brief motivational interviewing to medical students
Edwards, Elizabeth J., Bannatyne, Amy J. and Stark, Ashley C. (2018) Twelve tips for teaching brief motivational interviewing to medical students. Medical Teacher, 40 3: 231-236.doi:10.1080/0142159X.2017.1369503
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Cognitive trait anxiety, stress and effort interact to predict inhibitory control
Edwards, Mark S., Edwards, Elizabeth J. and Lyvers, Michael (2017) Cognitive trait anxiety, stress and effort interact to predict inhibitory control. Cognition and Emotion, 31 4: 671-686. doi:10.1080/02699931.2016.1152232
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Edwards, Elizabeth J., Edwards, Mark S. and Lyvers, Michael (2016) Interrelationships between trait anxiety, situational stress and mental effort predict phonological processing efficiency, but not effectiveness. Emotion, 16 5: 634-646. doi:10.1037/emo0000138
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Edwards, Elizabeth J., Edwards, Mark S. and Lyvers, Michael (2016) Individual differences in trait anxiety and goal-commitment predict updating efficiency on the reading span task. Motivation and Emotion, 40 6: 936-945. doi:10.1007/s11031-016-9572-8
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Edwards, Elizabeth J., Edwards, Mark S. and Lyvers, Michael (2015) Cognitive trait anxiety, situational stress, and mental effort predict shifting efficiency: implications for attentional control theory. Emotion, 15 3: 350-359. doi:10.1037/emo0000051
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Edwards, Elizabeth J., Stapleton, Peta, Williams, Kelly and Ball, Lauren (2015) Building skills, knowledge and confidence in eating and exercise behavior change: brief motivational interviewing training for healthcare providers. Patient Education and Counseling, 98 5: 674-676. doi:10.1016/j.pec.2015.02.006
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Edwards, Mark S., Moore, Philippa, Champion, James C. and Edwards, Elizabeth J. (2015) Effects of trait anxiety and situational stress on attentional shifting are buffered by working memory capacity. Anxiety, Stress and Coping, 28 1: 1-16. doi:10.1080/10615806.2014.911846
Conference Publication
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Should brief motivational interviewing training be included in medical curricula?
Edwards, E. and Arora, B. (2016). Should brief motivational interviewing training be included in medical curricula?. In: *, *, (S141-S142). *.
Possible Research Projects
Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.
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Cognitive control training for anxiety and depression vulnerability in children
Studies in cognitive neuroscience confirm that problems with attentional control and information processing efficiency play a critical role in the development and maintenance of vulnerability to anxiety and depression. An emerging area of evidence-based research has attempted to remediate these cognitive deficits using training interventions. Two weeks of daily cognitive control training (i.e., memory and attention training) has demonstrated promise in reducing anxiety and depression in samples of adults and adolescents. This project will investigate the efficacy of using cognitive control training methodology with children in educational settings.
-
Anxiety, attentional control and learning: Implications for problem smartphone use in adolescents
In recent years, research in problematic smartphone behaviour has proliferated. To date however, limited work has explored the characteristics underpinning the relationship between nomophobia (no-mobile-phone-phobia) and internalising psychopathologies (e.g., anxiety and depression) in adolescents. Driven by theory, this project will investigate the link between problem smartphone use and learning, and explore moderating factors such as anxiety and attentional control. The findings will assist educators and students to optimize learning.
