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: Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents
Edwards, Elizabeth J., Taylor, Caitlin S. and Vaughan, Robert S. (2022). Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents. School Psychology International.
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Journal Article: Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study
Green, Patricia, Edwards, Elizabeth J. and Tower, Marion (2022). Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study. BMC Medical Education, 22 (1) 259, 259. doi: 10.1186/s12909-022-03323-9
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Journal Article: Cognitive control training for children with anxiety and depression: A systematic review
Edwards, Elizabeth J., Zec, Dajana, Campbell, Marilyn, Hoorelbeke, Kristof, Koster, Ernst, H. W., Derakshan, Nazanin and Wynne, Jeffrey (2022). Cognitive control training for children with anxiety and depression: A systematic review. Journal of Affective Disorders, 300, 158-171. doi: 10.1016/j.jad.2021.12.108
Grants
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Academic advice for departmental research projects
(2022) Queensland Department of Education
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(2021) Education Horizon
Supervision
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Bridging the gender gap in mental health literacy
Doctor Philosophy
-
Anxiety and cognitive control as predictors of primary-school student achievement in mathematics
Doctor Philosophy
-
Competency-based teaching of procedural skills for medical students using an evidenced-based pedagogical framework
Doctor Philosophy
Available Projects
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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.
-
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.
-
Supporting emotional well-being in schools: Knowledge, skills, training and policy issues
Schools provide convenient access points for supporting the emotional well-being of children, adolescents and their families. However, the characteristics of a facilitative environment for positive growth in educational contexts is not fully understood. This project will use humanistic education theory alongside ecological theory to understand the socio-political factors that are associated with provision of support for emotional well-being in schools.
Publications
Journal Article
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Edwards, Elizabeth J., Taylor, Caitlin S. and Vaughan, Robert S. (2022). Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents. School Psychology International.
-
Green, Patricia, Edwards, Elizabeth J. and Tower, Marion (2022). Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study. BMC Medical Education, 22 (1) 259, 259. doi: 10.1186/s12909-022-03323-9
-
Cognitive control training for children with anxiety and depression: A systematic review
Edwards, Elizabeth J., Zec, Dajana, Campbell, Marilyn, Hoorelbeke, Kristof, Koster, Ernst, H. W., Derakshan, Nazanin and Wynne, Jeffrey (2022). Cognitive control training for children with anxiety and depression: A systematic review. Journal of Affective Disorders, 300, 158-171. doi: 10.1016/j.jad.2021.12.108
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Teaching brief motivational interviewing to medical students using a pedagogical framework
Edwards, Elizabeth J., Arora, Bharti, Green, Patricia, Bannatyne, Amy J. and Nielson, Tracy (2022). Teaching brief motivational interviewing to medical students using a pedagogical framework. Patient Education and Counseling, 105 (7), 2315-2319. doi: 10.1016/j.pec.2022.01.012
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Think, see, do: Executive function, visual attention, and soccer penalty performance
Brimmell, Jack, Edwards, Elizabeth J., Smith, Martin and Vaughan, Robert S. (2021). Think, see, do: Executive function, visual attention, and soccer penalty performance. Sport, Exercise, and Performance Psychology, 10 (2), 290-309. doi: 10.1037/spy0000265
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Reflection-impulsivity in athletes: A cross-sectional and longitudinal investigation
Vaughan, Robert S., Hagyard, Jack D., Edwards, Elizabeth J. and Jackson, Robin C. (2021). Reflection-impulsivity in athletes: A cross-sectional and longitudinal investigation. European Journal of Sport Science, 21 (10), 1-12. doi: 10.1080/17461391.2020.1861106
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Vaughan, Robert S., Edwards, Elizabeth J. and McIntyre, Tadhg E. (2020). Mental health measurement in a post Covid-19 world: psychometric properties and invariance of the DASS-21 in athletes and non-athletes. Frontiers in Psychology, 11 590559, 590559. doi: 10.3389/fpsyg.2020.590559
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The effect of trait emotional intelligence on working memory across athletic expertise
Vaughan, R. S., Hagyard, J. D., Brimmell, J. and Edwards, E. J. (2020). The effect of trait emotional intelligence on working memory across athletic expertise . Journal of Sports Sciences, 39 (6), 1-9. doi: 10.1080/02640414.2020.1840039
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Inhibitory control across athletic expertise and its relationship with sport performance
Hagyard, J. D., Brimmel, J., Edwards, E. J. and Vaughan, R. S. (2020). Inhibitory control across athletic expertise and its relationship with sport performance. Journal of Sport and Exercise Psychology, 43 (1), 14-27. doi: 10.1123/jsep.2020-0043
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Executive function and personality: the moderating role of athletic expertise
Vaughan, Robert S. and Edwards, Elizabeth J. (2020). Executive function and personality: the moderating role of athletic expertise. Personality and Individual Differences, 161 109973, 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), 197. doi: 10.15694/mep.2019.000197.1
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The link between anxiety and cognitive performance: What we know a decade on
Edwards, Elizabeth J. and Edwards, Mark S. (2018). The link between anxiety and cognitive performance: What we know a decade on. The Cognitive Psychology Bulletin, 3, 11-13.
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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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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? . International Journal of Behavioral Medicine, 23 (1), 141-142.
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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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Preliminary work in cognitive control training for reduction of anxiety and depression in children
Edwards, E. J., Boyne, N. and Hoorelbeke, K. (2019). Preliminary work in cognitive control training for reduction of anxiety and depression in children. British Psychological Society Division of Counselling Psychology Conference, Cardiff, Wales, 28-29 June 2019.
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Executive function and athlete expertise: A longitudinal study over a playing season
Vaughan, R. S., Hagyard, J. D., Edwards, E. J. and Smith, M. M. (2018). Executive function and athlete expertise: A longitudinal study over a playing season. British Association of Sport and Exercise Science 2018, Harrogate, United Kingdom, 27-28 November 2018.
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Individual differences in self-esteem and social anxiety predict nomophobia in adolescents
Taylor, C. and Edwards, E. J. (2018). Individual differences in self-esteem and social anxiety predict nomophobia in adolescents. British Psychological Society Division of Counselling Psychology Conference 2018, Newcastle, United Kingdom, 6-7 July 2018.
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Edwards, M. S., Edwards, E. J. and Needham, K. (2017). Decisions under pressure: Relationship between trait anxiety and situation stress on performance of an analogical reasoning task. 34th Annual British Psychology Society Cognitive Psychology Section Conference, Newcastle, United Kingdom, 30 August- 1 September 2017.
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Effort buffers memory shortfalls in anxious individuals
Edwards, E. J., Edwards, M. S. and Lyvers, M. (2017). Effort buffers memory shortfalls in anxious individuals. 34th Annual British Psychology Society Cognitive Psychology Section Conference, Newcastle, United Kingdom, 30 August- 1 September 2017.
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Needham, K., Edwards, E. J., Edwards, M. S. and Lyvers, M. (2017). Trait anxiety and situation stress interact to predict planning efficiency on the Tower of London task. 34th Annual British Psychology Society Cognitive Psychology Section Conference, Newcastle, United Kingdom, 30 August- 1 September 2017.
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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?. *, *, *. New York, NY, United States: Springer.
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Cognitive trait anxiety and updating efficiency: Differences in motivation on a reading span task
Edwards, E. J., Edwards, M. S. and Lyvers, M. (2015). Cognitive trait anxiety and updating efficiency: Differences in motivation on a reading span task. 33nd Annual British Psychology Society Cognitive Psychology Section Conference, Kent, United Kingdom, 1-3 September 2015.
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Edwards, M. E., Edwards, E J. and Lyvers, M. (2015). Motivation moderates the relationship between situational stress and inhibitory efficiency in the presence of threat. 33nd Annual British Psychology Society Cognitive Psychology Section Conference, Kent, United Kingdom, 1-3 September 2015.
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Contributions of trait anxiety, situational stress and mental effort on working memory performance
Edwards, E. J., Edwards, M. S. and Lyvers, M. (2014). Contributions of trait anxiety, situational stress and mental effort on working memory performance. 49th Australian Psychological Society Annual Conference, Hobart, Australia, 29 September – 3 October 2014.
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Cognitive trait anxiety, situational stress and mental effort predict shifting efficiency
Edwards, E. J., Edwards, M. S. and Lyvers, M. (2014). Cognitive trait anxiety, situational stress and mental effort predict shifting efficiency. 31st Annual British Psychology Society Cognitive Psychology Section Conference, Nottingham, United Kingdom, 2-5 September 2014.
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Edwards, E. J., Edwards, M. S., Lyvers, M. and Samios, C. (2014). Effects of trait anxiety and situational stress on backward word span efficiency are buffered by mental effort. Australasian Experimental Psychology Conference, Brisbane, Australia, 23-26 April 2014.
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Scott, E. J. and Edwards, M. S. (2010). Anxiety and working memory. 27th International Congress of Applied Psychology, Melbourne, Australia, 11-16 July 2010.
Other Outputs
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Edwards, Elizabeth, J. and Campbell, Marilyn (2022, 01 20). Schools can expect a year of disruption. Here are 7 ways they can help support the well-being of students and staff The Conversation
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Edwards, Elizabeth J., Campbell, Marilyn, Carroll, Annemaree and Pennell, Donna (2021). Best practice guidelines for wellbeing of staff and students after a disruption in Queensland schools. Brisbane, QLD Australia: The University of Queensland.
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Edwards, Elizabeth (2021, 10 18). Anxiety can affect academic performance. Here are 10 things parents and teachers can do to relieve the pressure The Conversation 1-2.
Grants (Administered at UQ)
-
Academic advice for departmental research projects
(2022) Queensland Department of Education
-
(2021) Education Horizon
PhD and MPhil Supervision
Current Supervision
-
Bridging the gender gap in mental health literacy
Doctor Philosophy — Principal Advisor
Other advisors:
-
Anxiety and cognitive control as predictors of primary-school student achievement in mathematics
Doctor Philosophy — Principal Advisor
Other advisors:
-
Competency-based teaching of procedural skills for medical students using an evidenced-based pedagogical framework
Doctor Philosophy — Principal Advisor
Other advisors:
-
Cultural Competence Strategies to Help International Students Address the Challenges They Confront When Studying in Australia
Doctor Philosophy — Associate Advisor
Other advisors:
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A meta-model of self-regulated learning to facilitate transition to higher education
Doctor Philosophy — Associate Advisor
Other advisors:
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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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.
-
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.
-
Supporting emotional well-being in schools: Knowledge, skills, training and policy issues
Schools provide convenient access points for supporting the emotional well-being of children, adolescents and their families. However, the characteristics of a facilitative environment for positive growth in educational contexts is not fully understood. This project will use humanistic education theory alongside ecological theory to understand the socio-political factors that are associated with provision of support for emotional well-being in schools.
