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Key details

Start date(s)
September 2026
Study Mode
Full-time (1 year)
Part-time (2 years)
Location
Horsforth Campus
School
Social Sciences

This is an MSc Psychology (Conversion) programme, not an MSc Psychology programme. As such, this course is aimed primarily at non-Psychology graduates who wish to undertake further training as a Psychologist, but do not wish to undertake a second undergraduate degree.

Effectively, you will be undertaking one half of an undergraduate Psychology degree in one third of the time, and for one third of the cost, before graduating with an MSc Psychology (Conversion) degree.

Successful graduation will see you gain eligibility for Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS), enabling further training and a career as a Psychologist. No prior knowledge of psychology is expected.

The Student Contract

About this course

Aided by active researchers in the field of psychology, you will cover all of the important areas within the discipline, and develop a broad understanding of human behaviour and interaction. Content will be taught through a mix of traditional lectures, student-led workshops and a broad array of assessments.

There will be a strong element of research design, encouraging critical thought and enabling a thorough and practical experience of the research process. You will be encouraged to take ownership of a valued research topic and to write up your MSc Thesis in a journal format that may lead to the publication of impressive work. 

By the time you graduate, even without previous experience in psychology, you will be well-placed to seek out further training and progress toward a career as a Psychologist.

Accreditation

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This degree is accredited by the British Psychological Society (BPS) (link opens in a new window/tab) which makes you eligible for Graduate Basis for Chartered Membership on successful completion of the course.

Why study with us

  • Study on a BPS-accredited course. This means you’ll be eligible for Graduate Basis for Chartered Membership when you graduate which is your first step to becoming a Chartered Psychologist.
  • Fast-track your career with this Conversion course. Aimed at non-psychology graduates, undertake half of the undergraduate course in a third of the time, while having bespoke postgraduate content tailored to you.
  • Work assignments around your schedule. You’ll never have more than one deadline in any week. There are also no exams on this programme.
  • Opportunity to study aspects of Clinical Psychology. We listen to what students want so we’ve provided a specific module which considers the evidence base relevant to mental health conditions over the lifespan, something rarely found in a Psychology conversion course.
Student working on computer.

Course modules

You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.

Year 1

You may study the following modules throughout your degree.

Cognitive Psychology – Core

You will critically examine how cognitive psychology draws upon different theoretical perspectives and methods of inquiry. You’ll study topics such as memory, perception, thinking and language as inter-related cognitive processes. You’ll critically examine historical development and theoretical explanations and consider a variety of investigative methods and approaches, gaining an understanding of the careers to which cognitive psychology could be applied.

Research in Mental Health – Core

Psychopathology, the scientific study of mental illness or disorders will be introduced in this module. You’ll consider potential causes of mental ill-health and will evaluate the prevalence of mental ill-health among different populations, including age, race, culture, socio-economic status. Diagnostic systems and approaches to psychological distress will be debated and you’ll investigate what potential barriers there are to treatment. You’ll critically evaluate interventions with attention on patience preference, cost and outcomes. The BPS Code of Ethics and Conduct and BPS activities related to social justice, equality, diversity and inclusion will also be covered.

Developmental Psychology – Core

You’ll explore the defining characteristics, methods and scope of major topic areas in developmental psychology. Topics include perspectives on development from a wide range of research areas: the bio-psychosocial approach, temperament and personality, cognitive development, the family, emotions and attachment, peer relationships, and gender identity. 

Biological Psychology – Core

Human behaviour is complex, but can be readily explained by the interactions between body and mind. This module takes a behavioural and endocrinological (hormonal) approach, investigating the ways in which hormones can influence specific behaviours. We will look at basic neuroanatomy before introducing topics such as trust, sexual orientation, stress appraisal, aggression and human attraction.

Personality and Individual Differences – Core

In everyday life, there are often minor and major differences between individuals, groups and populations. It is the focus of individual difference research to explore these differences and how this might impact upon behaviour and choices. 

Psychological Research Methods – Core

The aim of this module is to introduce you to the foundations of research methods in psychology. It is the structure upon which psychology is built, and will enable you to approach your MSc Thesis with confidence. You will be guided through the process of research design, ethical applications, data collection and subsequent analysis. 

Social Psychology – Core

The module introduces you to the history of social psychology, core theories and research, and controversies and debates. You’ll explore the evolution of social psychology, social cognition, group processes and relations, and social influence. The workshops within the course address specific issues within these areas, critically evaluating the research and applying them to real-life examples. The course also explores the cultural relativism of social psychological theories and research.

MSc Thesis – Core

This module provides an opportunity for you to complete an original investigation within your chosen field of psychology. You will complete a thorough literature search of the previous research relevant to your chosen subject area, before applying the knowledge and skills developed in Psychological Research Methods to collect data and test your hypothesis.

Course structures

September - Full-time
Year Term Module Credits Contact hours
1 Term 1 Cognitive Psychology 15 0.5 day a week
Personality and Individual Differences 15 0.5 day a week
Social Psychology 15 0.5 day a week
Psychological Research Methods 30 0.5 day a week
Term 2 Research in Mental Health 15 0.5 day a week
Developmental Psychology 15 0.5 day a week
Biological Psychology 15 0.5 day a week
MSc Thesis 60 0.5 day a month for three months 
Term 3 MSc Thesis One-to-one meetings with your project supervisor arranged at your convenience
September - Part-time
Year Term Module Credits Contact hours
1 Term 1 Cognitive Psychology 15 0.5 day a week
Psychological Research Methods 30 0.5 day a week
Term 2 Research in Mental Health 15 0.5 day a week
Developmental Psychology 15 0.5 day a week
Biological Psychology 15 0.5 day a week
2 Term 1 Personality and Individual Differences 15 0.5 day a week
Social Psychology 15 0.5 day a week
Term 2 MSc Thesis 60 0.5 day a month for three months
Term 3 MSc Thesis One-to-one meetings with your project supervisor arranged at your convenience

 


Learning and teaching

The Student Contract

Assessment within the programme employs a full range of written forms, presentations and practical activities, in order to reflect the academic and employability skills being developed during your studies.

Employability-relevant forms of assessment – including posters, information leaflets and evidence-based briefs – are used to assess the outcomes from both individual and group-based learning.

We have a good variety and balance of assessment forms and that there are opportunities for you to exercise an element of choice in the form of assessment undertaken. There are class tests, but these are never worth more than 20% of a module.

There are no exams.

Learning and teaching

At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.

Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:

  • high quality teaching
  • an engaging and inclusive approach to learning, assessment and achievement
  • a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.

We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.

We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:

  • Student Involvement and Engagement
  • Inclusion
  • Integrated Programme and Assessment Experience
  • Digital Literacy and Skills
  • Employability and Enterprise

To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.

We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:

  • Personalised support
  • Expert lecturers
  • Strong connections with employers
  • An international outlook
  • Understanding how to use tools and technology to support learning and development

Entry requirements

Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.

The following information is designed to give you a general overview of the qualifications we accept. If you are taking qualifications that are not included below, please contact our Admissions Office who will be happy to advise you.

The British Psychological Society requires students on accredited programmes to analyse, present, and evaluate quantitative and qualitative data. Therefore, a basic level of English and mathematics is essential to ensure that students are adequately equipped to evaluate and interpret research findings which means that in addition to any higher level qualifications, all applicants must also have the English and mathematics qualifications specified below.

Applicants must hold:

  • A minimum 2.2 degree in a subject area other than Psychology (the course is specifically designed for non-Psychology graduates)
  • GCSE Maths and English Language at grade 4/C or above, or an alternative level 2 qualification.

For more information on meeting English language requirements and academic requirements by country, visit our International Applicants page.

Please contact us for personalised advice on 0113 283 7123 or at admissions@leedstrinity.ac.uk

Fees and finance

Funding

UK Home Students:

For information about our tuition fees please visit our Student Fees and Finance pages.

If you studied your undergraduate degree at Leeds Trinity University, you may be eligible for a discount of up to 50% on the cost of your tuition fees. This discount may be subject to change for 2027/28 entry.

International Students, including EU Students:

Visit our web page for international students.

Leeds Trinity Alumni Discount

Some Leeds Trinity graduates are eligible for a tuition fee discount on postgraduate courses of up to 50%, excluding PGCE Delivery Partner Model and Lead Partner Model, and Masters by Research courses. You will need to achieve a 2:2 or above in a Leeds Trinity undergraduate course to qualify. This discount may be subject to change for 2027/28 entry.

Postgraduate course Leeds Trinity Alumni Discount
MSc programmes  50% for Leeds Trinity graduates with a 1st class honours degree
MSc programmes 35% for Leeds Trinity graduates with a 2:1 honours degree
MSc programmes 20% for Leeds Trinity graduates with a 2:2 honours degree

How to apply

Applications for September 2026 entry are now closed. Applications for September 2027 entry open at the end of October.

If you need advice on your application, please contact our admissions team on 0113 283 7123 (Monday to Thursday, 9.00am to 5.00pm, or Friday 9.00am to 4.00pm) or admissions@leedstrinity.ac.uk

Home applicants - How to apply

Applicants who require a Student Route Visa

Applications for September 2026 entry are now closed for applicants who require a Student Route Visa. Applications for September 2027 entry open at the end of October.

Part-time study is not available for international students on a Student Route Visa.

For additional information, including academic requirements by country, visit our country and region page.

International applicants - How to apply

What happens next?

Our admissions team will acknowledge receipt of your application by email.

Where applications are submitted but references are still in progress, admissions will wait for the reference(s) to be received and then will process it, and forward it to the relevant Programme Leader within five days of receipt of the reference(s).

The Programme Leader will make a decision based on your application. You may be asked to provide a reference to demonstrate your academic and non-academic experiences, or you may be invited to attend an interview. If you are successful and are made an offer, the conditions will be outlined in your offer letter. 

Applications will be acknowledged within five working days. Applicants will be contacted within 15 working days with a request for additional information, an invitation to an informal interview or an application decision.

Made an offer?

You should accept or decline your offer by emailing admissions@leedstrinity.ac.uk.

If you accept, you'll need to prove you satisfy the conditions outlined in your offer letter.

You may be asked to present the relevant supporting documentation in person to the student information point on campus - if originals are not needed, you’ll be contacted and given details of how to provide the supporting documentation.

Meet the team

Fayme Yeates.

Fayme Yeates

Fayme Yeates

Lecturer in Psychology

Overview

Dr Fayme Yeates completed her PhD at the University of Exeter investigating implicit sequence learning in humans, using a combination of behaviour experiments using variations of serial reaction time (SRT) tasks explore how we learn predictive contingencies between events without awareness or intention. Alongside these tasks, her work involved simulating and developing cognitive computational models of these processes using a recurrent network.

Her PhD fellowship involved graduate teaching responsibilities, for which she was recognised with a number of learning and teaching awards. She was the postgraduate representative to the BPS Mathematical, Statistical and Computing section, reflecting her keen interest in research methods, statistical analyses and computational modelling. After her PhD she moved to as position as Lecturer in Psychology at the University of Plymouth as a Lecturer in Psychology and spent two years there, where she was awarded multiple teaching awards by the University and student guild - including Best Dissertation Supervisor and Most Innovative Teacher. She then took a career break to care for her young family and moved to Leeds Trinity University on her return to academia as a Lecturer in Psychology in late 2023.

Qualifications

  • Doctor of Philosophy, Incidental sequence learning in humans: Predictions of an associative account, University of Exeter 30 Sept 2010 → 14 Aug 2014 Award Date: 30 Sept 2014 
  • Master of Science, Psychological Research Method , University of Exeter - 1 Sept 2009 → 30 Aug 2010 
  • Bachelor of Science, Psychology (with Honours), University of Exeter - 1 Sept 2006 → 30 Jul 2009 

Speciality Areas

Cognition, Cognitive psychology, Research methods, Quantitative methods. 

Current Research

Learning, sequence learning, sequential effects, implicit learning, computational models, human-computer interaction 

Publications

Yeates, F., Wills, A.J., Jones, F.W., & McLaren, I.P.L. (2014). State trace analysis: Dissociable processes in a connectionist network? Cognitive Science. DOI: 10.1111/cogs.12185. 

McLaren, I. P. L., Dunn, B.D., Lawrence, N.S., Milton, F.N., Verbruggen, F., Stevens, T., McAndrew, A., & Yeates, F. (2014). Why decision making may not require awareness. Behavioural and Brain Sciences, 35-36. 

Yeates, F. (2013). Putting the quality into quantitative research. PsyPAG Quarterly, 89, 5-11. 

McAndrew, A., Yeates, F., Verbruggen, F., & McLaren, I.P.L. (2013). Modeling a reaction time variant of the Perruchet effect in humans. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3014- 3019). Austin TX: Cognitive Science Society. 

Yeates, F., Jones, F.W., Wills, A.J., Aitken, M.R.F., & McLaren, I.P.L. (2013). Implicit learning: A demonstration and a revision to a novel SRT paradigm. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3829-2834). Austin TX: Cognitive Science Society. 

McLaren, R., Jones, F.W., Yeates, F., & McLaren, I.P.L. (2013). Cue competition in human associative learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 4044). Austin TX: Cognitive Science Society. 

Yeates, F., Jones, F.W., Wills, A.J., McLaren, R.P., & McLaren, I.P.L. (2013). Modeling human sequence learning under incidental conditions. Journal of Experimental Psychology: Animal Behavior Processes, 39(2), 166-173. 

Yeates, F., Jones, F.W., Wills, A.J., Aitken, M.R.F. & McLaren, I.P.L. (2012). Implicit learning: A demonstration and a novel SRT paradigm. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 1185-1190). Austin, TX: Cognitive Science Society. 

Yeates, F., Wills, A.J., Jones, F.W. & McLaren, I.P.L. (2012). State-Trace analysis of sequence learning by simple recurrent networks. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 2581-2586). Austin, TX: Cognitive Science Society. 

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Louisa Peters.

Louisa Peters

Louisa Peters

Lecturer in Psychology

Overview

Louisa has an academic background in the arts, completing an MA Musicology (2009) and MA Applied Research and Consultancy (2010) at Lancaster University. She spent 10 years working within arts and third sector organisations, plus student support services at the University of Bath. In 2020, Louisa was awarded an MSc Psychology (conversion) from Leeds Beckett University, before undertaking her doctoral studies exploring how and why community arts enable recovery from serious mental illness. Louisa currently teaches on mental health related modules, as well as qualitative methods and is a member of the British Psychological Society Health Psychology division.

Louisa’s research interests span across health psychology having conducted research into chronic pain conditions, inflammatory bowel disease and serious mental illness. In particular, Louisa is interested in lived experiences of chronic illness, recovery, illness self-management and the relationship between illness and identity. Louisa is also an advocate for making research accessible and reducing ableism in academia. This has led to the use of visual methods and incorporating arts within data collection. Louisa also has an interest in critical realism and specialises in realist research, including realist evaluation methodology and conducting a realist literature review.

Qualifications

  • PhD Psychology, University of Huddersfield, 2024
  • MSc Psychology, Leeds Beckett University, 2020
  • MA Applied Research and Consulancy, Lancaster Universit, 2010
  • BA Musicology, Lancaster University, 2009

Speciality Areas

Mental Health/Health Psychology, Qualitative Research Methods, Contemporary Issues.

Current Research

“What works” to make higher education accessible to disabled students: An exploratory study to identify contextually based improvements. Leeds Trinity University with Dr James Jackson and Deano Lund.

‘LEGO® Building: Understanding the emotional journey of the student experience into and through higher education’. Leeds Trinity University with Dr. Rachel Conlon

‘Facilitators accessing green spaces’, University of Huddersfield with Dr. Chris Neale, Prof. Nigel King, Prof. Viv Burr and Dr. Clementinah Rooke.

Publications

Peters L. A. (2024) An exploration of analytical tools to conduct a realist synthesis and demonstrate programme theory development: An example from a realist review. Research Methods in Medicine & Health Sciences. 0(0). doi:10.1177/26320843231224807

Peters, L. A., Gomersall, T., Booth, A., & Lucock, M. (2023). Community arts, identity and recovery: A realist review of how community-based arts activities enables the identity change recovery process from serious mental illness. Journal of Community & Applied Social Psychology, 1–25. https://doi.org/10.1002/casp.2751

Peters, L. A. (2023) Embracing neurodiversity to enhance the post-graduate researcher experience: reflections from a doctoral student. Fields: journal of Huddersfield student research, 1(1), 1-13.

Peters, L. & Brown, E. M. (2022) The relationship between illness identity and the self-management of Inflammatory Bowel Disease. British Journal of Health Psychology. 27(3), 956-970

Ten Brink, A., Peters, L., Kompouli, P.-I., Jordan, A., McCabe, C., Andreasf, G. & Bultitude, J. H. (2020) Bodily changes and sensory sensitivity in complex regional pain syndrome and fibromyalgia, Pain, 161(6), 1361-1370

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Can you give an example of a professional career highlight and/or experience that informs your teaching of your subject area?

I developed a project called R3connect which developed creative responses to my research into community arts and serious mental illness. This was a community arts project that allowed people with lived experiences to create animations about their own journeys and how arts helps them to live well with serious mental illness. The animations that were created by complete novices were incredible and very impactful, sharing lived experiences without saying a word. This is the power of the arts and it can be an important tool within psychological research too, so expect some creative activities in my lectures!

Can you give an example of one of the most fascinating things that you teach during the course? What topic or area you teach tends to surprise your students – why?

When teaching about mental health I encourage a critical approach and ask students to explore questions like ‘does mental illness exist?’ The aim is to challenge you to think differently, and perhaps more compassionately, about the realities and lived experience of mental illness. Students have commented about how their perspectives have changed about labels such as schizophrenia and become more understanding of unusual experiences such as voice hearing. An important part of this process is hearing from people who are living with such conditions, an important and unique opportunity to have when at University!

Other than academic knowledge, what traits or other skills do you think are important for a psychologist?

I always say to my students ‘question everything!‘ Even if the evidence looks solid and if you’re convinced by the explanations you hear, questioning helps us to think critically and develop new ways of understanding. Critical thinking and creativity are essential skills for psychologists.
Ben Morris.

Ben Morris

Ben Morris

Senior Lecturer in Psychology

Overview

Ben has an interest in health and social psychology, specifically in the area of attitude measurement and behaviour change. He has presently conducted work looking at diet improvement, physical activity uptake and reducing binge drinking. Ben has experience using online and text-based methods to intervene with large populations and has conducted work utilising Question Behaviour Effects (QBE).

Ben has recently been awarded funding to conduct a meta-analysis on the efficacy of tai chi in the elderly. He is also conducting a review assessing the role of affect in physical activity engagement. Currently, Ben is writing a grant investigating one method to improve recycling rates in the general population. He regularly seeks collaboration opportunities with institutions nationwide and would be interested in hearing about future opportunities that fit his research profile. He also encourages students to get in contact should they have projects they seek supervision on.

Qualifications

  • PhD
  • MSc Psychological Approaches to Health
  • BSc (Hons) Psychology

Speciality Areas

PSY4063 Professional Development for Psychologists 1
PSY4073 Introduction to Research Skills for Psychologists
PSY6125 Health Behaviour Change in Context
PSY6122 Psychology Special Subject
PSY6145 Psychology Research Project
PSY7065 Personality and Intelligence (Masters conversion course)
PSY7033 Advanced Research Methods for Practitioner Psychologists (Forensic Masters)

Current Research

Promoting Bayesian statistics to aide in the improvement of Health Psychology; The effect of goal priority on intentions to engage in environmentally positive behaviour; The development of an Italian version of a Psychological Resilience scale; Assessing the effectiveness of Tai chi to improve Psychological Resilience

Publications

Morris, B., & Bone, A. (2024). Brazilian jiu-jitsu and wellbeing: an inductive thematic analysis exploring how BJJ can increase subjective wellbeing. Mental Health and Social Inclusion. Advance online publication. https://doi.org/10.1108/MHSI-11-2023-0116

Morris, B., Jackson, J., & Roberts, A. (2023). Effects of long-term Ashtanga yoga practice on psychological well-being. Mental Health and Social Inclusion. Advance online publication. https://doi.org/10.1108/MHSI-03-2023-0033

St Quinton, T., Morris, B., Lithopoulos, A., Norman, P., Conner, M., & Rhodes, R. (2023). Self-efficacy and alcohol consumption: are efficacy measures confounded with motivation? Cogent Psychology, 10(1). https://doi.org/10.1080/23311908.2023.2180872

St Quinton, T., Morris, B., Pickering, D., & Smith, D. (2022). Behavior change techniques and delivery modes in interventions targeting adolescent gambling: a systematic review. Journal of Gambling Studies. https://doi.org/10.1007/s10899-022-10108-8

St Quinton, T., Morris, B., & Crescioni, A. W. (2022). Beliefs in free will and determinism: associations with social cognition and gambling behavior. Addiction Research & Theory. https://doi.org/10.1080/16066359.2022.2062330

Jackson, J., & Morris, B. (2022). Impact of the built asset on health and wellbeing: contemporary review of tinnitus in the built environment, and effective interventions at work and home. In O. Ebohon, & C. Udeaja (Eds.), Proceedings of IDoBE International Conference on Uncertainties in the Built Environment (2021): How can we build a resilient future in the new normal? (pp. 989-1004). Article Paper 1

St Quinton, T., & Morris, B. (2021). Gambling prevention mobile applications: understanding the inclusion and use of behaviour change techniques. Journal of Gambling Issues, 48, 110–121. https://doi.org/10.4309/jgi.2021.48.5

St Quinton, T., Morris, B., Barwood, M., & Conner, M. (2021). Promoting physical activity through text messages: the impact of attitude and goal priority messages. Health Psychology and Behavioral Medicine, 9(1). https://doi.org/10.1080/21642850.2021.1891073

St Quinton, T., Morris, B., & Trafimow, D. (2021). Untangling the Theory of Planned Behavior's auxiliary assumptions and theoretical assumptions: implications for predictive and intervention studies. New Ideas in Psychology, 60, Article 100818. https://doi.org/10.1016/j.newideapsych.2020.100818

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Laura De Pretto.

Laura De Pretto

Laura De Pretto

Senior Lecturer in Psychology

Overview

Dr Laura De Pretto is a Senior Lecturer in Psychology. Her research focuses on cross-cultural and environmental psychology, mainly through quantitative methods. Laura has an interest in cross-cultural variations in pro-environmental behaviours and connectedness to nature, as well as how these constructs intersect with hope, health, wellbeing and acculturation.  

Originally from Italy, Dr De Pretto obtained her PhD in Applied Psychology in 2013 from East China Normal University. After that, she worked as an Assistant Professor for the University of Nottingham Malaysia until 2017, when she joined Leeds Trinity University.  

At Leeds Trinity, she currently teaches contemporary issues in psychology, social psychology, professional learning through work and quantitative research methods across bachelor’s and master’s degrees, and supervises BSc dissertations, MSc theses and PhD projects.  

Dr De Pretto is also the international coordinator for the department.

Qualifications

  • Laurea pre-Bologna agreement, cum laude, University of Urbino Carlo Bo’
  • PhD in Applied Psychology, East China Normal University
  • PGCHE, University of Nottingham  

Speciality Areas

Social psychology, Cross-cultural psychology, Conservation psychology.

Current Research

  • Reduction in Carbon Footprint and Psychological Wellbeing (in collaboration with University of Nottingham Malaysia, University Malaya, Bangor University) 
  • Global Classroom and Student Cultural Intelligence (in collaboration with University of Opole and Taylor’s University).  

Publications

Sawicki, A. J.,Żemojtel-Piotrowska, M., Balcerowska, J. M., Sawicka M. J., PiotrowskiJ., Sedikides, C., Jonason P. K.,Maltby, J., Adamovic, M., Agada M. G., Ahmed, O., Al-Shawaf, L., Appiah, S. C. Y., Ardi, R., Babakr, Z.H.,Bălțătescu, S., Bonato,M., Cowden, R. G., Chobthamkit, P., ... Zand, S. (2021). The Fear of COVID-19 Scale: ItsStructure and MeasurementInvariance Across 48 Countries.Psychological Assessment, in press. 

De Pretto, L., Mansilla, O.P., Russo, E.et al.The experience of Hope among Italian undergraduatestudents.CurrPsychol(2020). The experience of Hope among Italian undergraduate students | SpringerLink  De Pretto, L.*,Chin, Y. S. J.*, Thuppil, V., & Ashfold, M. J.(2019). Public awareness and support forenvironmentalprotection—A focus on air pollution in peninsular Malaysia.PloS one,14(3), e0212206.  

Pauluzzo, R., Guarda, M.,De Pretto, L., & Fang, T. (2018). Managing paradoxes, dilemmas, and change: A case studytoapply theYin Yang wisdom in Western organizational settings.Cross Cultural & Strategic Management,25(2),257-275. 

Wong, P.Y.,Varkkey,H., Ashfold,M.,De Pretto, L.,Ives, C.,Masran, S.A., VasanthaKumar, P.(2021).We need totalk about haze. We need to talk about haze | Vision | University of Nottingham 

 

Varkkey,H., Ashfold, M.,De Pretto, L.,Ives, C., Wong, P.Y., Masran, S.A., VasanthaKumar, P.(2021).Haze andgovernment communications in Malaysia(Policy brief003). Haze-POLICY-BRIEF-003.PDF (nottingham.ac.uk) 

Alfajri, Setiawan, A.,Varkkey, H., Ashfold, M.,De Pretto, L., Wong, P.Y., and Ives, C.(2021).Religious ValuesandEnvironmental Protection in Indonesia: New Public Opinion Data on Transboundary Haze.ARIscope. 

Ashfold, M., Wong, P., Varkkey, H.,De Pretto, L., Miller, M., Astuti, R., . . . Kumar,P. (2020).Public Values andSentimentsregarding Transboundary Haze Pollution in Singapore.ARIscope.  

CL Hii, SP Ong, CL Chiang,L De Pretto, CH Pang, DE Tan. Classroom design attributes: An investigation of staffs’and students' preferences. Proceedings of Mechanical Engineering Research Day 2019 (2019), 216-217.  

De Pretto, L.,Hii, C.L.,Chiang, C.L.,Ong, S.P.,Tan, D.E.S.Y.,Pang, C.H.(2019).On the KeyFactors in HigherEducation Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience inMalaysia.Preprints, 2019080089 (doi: 10.20944/preprints201908.0089.v1). 

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