About

I am an Associate Professor in Psychology within the School of Human Sciences.

Teaching responsibilities

I contribute to the teaching on a range of modules, including Does Psychology Matter? (year one), Introduction to Research Methods in Psychology (year one), Introduction to Social and Cognitive Psychology (year one), Quantitative Methods and Individual Differences (year two), Cognitive and Social Psychology (year two),  Psychology in Education (year three), Contemporary Developmental Assessment Methods (PG), and Professional and Curriculum Enhancement (PG). 

In addition, I supervise research projects across a range of programmes.

Professional interests

My professional interests are connected to my research interests. I work with various schools to teach and discuss strategies to reduce maths anxiety in the classroom. I have a particular interest in reducing the achievement gap observed among disadvantaged children. My work also extends to professional areas in which maths anxiety is a key consideration, such as anxiety when carrying out drug dosage calculations.

Research interests

I have a broad range of interests across psychology, but the main focus of my work is within maths education and professional occupations that require number processing (such as drug dosage calculations in nurses and healthcare professionals). I research the interplay between emotion and mathematical processing. This encompasses factors such as maths anxiety, maths resilience, maths confidence, maths self-efficacy, and maths attitudes.

Membership of professional bodies

• Senior Fellow of the Higher Education Academy
• Chartered Psychologist as recognised by the British Psychological Society
• Member of the Psychology of Education section of the British Psychological Society

Qualifications

• BSc (Hons) Psychology
• PgCert Research Methods
• PhD

Recent conferences

Petronzi, D., & Hunt, T. E. (2018, Sept.). Understanding mathematics anxiety in adult and younger populations. Invited talk at the Derbyshire County Council Educational Psychologists meeting, Chesterfield, U.K.

Hunt, T. E. (2018, July). Mathematics teaching anxiety. Invited talk at the University of Leicester, Leicester, U.K.

Hunt, T. E., & Sheffield, D. (2018, June). Strategies to reduce maths anxiety. Invited talk at the Maths Action maths anxiety summit, University of London, London, U.K.

Hunt, T. E. (2018, April). Mathematics anxiety: yes, it’s real and, yes, we can do something about it. Invited talk at the Current issues in Mathematical Education workshop, University of Derby, Derby, UK.

Hunt, T. E. (2017, Oct.). Mathematics anxiety: Causes, consequences and strategies to reduce it. Invited talk at The Open University, Milton Keynes, U.K.

Hunt, T. E. (2017, June). Mathematics anxiety: Correlates and potential strategies to reduce it. Invited talk at Birkbeck College, University of London, London, U.K.

Hunt, T. E. (2017, May). Mathematics anxiety: Causes, consequences and strategies to reduce it. Invited talk at Loughborough University, Loughborough, U.K.

Hunt, T. E. (2017, March). Mathematics anxiety: Causes, consequences and ways to reduce it. Invited talk at Leeds Beckett University, Leeds, U.K.

Hunt, T. E. (2017, March). Mathematics anxiety: Causes, consequences and ways to reduce it. Invited workshop at the Annual LA Bristol SENCo Conference, Bristol, U.K.

Hunt, T.E. (2017, March). Mathematics Teaching Anxiety. Presentation at the 2^nd International conference for Mathematical Resilience, Milton Keynes, U.K.

Hunt, T. E. (2016, Nov.). The effect of maths anxiety on performance: A closer look and consideration of the mechanisms that underpin the relationship. Invited talk at the conference Contemporary Research in Mathematics Anxiety and Emotions: Redefining the Field, Manchester, U.K.

Hunt, T. E. (2016, Oct.). Mathematics anxiety: Correlates and strategies to reduce it. Invited talk at the 4^th ADHD Foundation conference, Liverpool, U.K.

Hunt, T. E., & Sheffield. (2016, June). Reducing maths anxiety in the classroom. Workshop at the 8^th national conference of Dyscalculia and Maths Learning Difficulties, London, U.K.

Hunt, T. E., & Sheffield, D. (2016, March). Mathematics anxiety: Correlates and brief interventions. Presentation at the Mathematics Resilience conference, University of Warwick, Coventry, U.K.

Stupple, E. J N., Hunt, T. E., Pitchford, M., & Ball, L. (2014, September). Slower isn't always better: Response-times present challenges for the cognitive miserliness account of the Cognitive Reflection Test. In Thinking and reasoning. Symposium conducted at the British Psychological Society Cognitive Psychology Section Annual Conference, Nottingham, U.K.

Priest, H., Dent, H., Blincoe, C., Hunt, T., Roberts, P., & Armstrong, C. (2008). Innovative methodology in the delivery and evaluation of inter-professional education. Poster presented to the BPS Division of Clinical Psychology Annual Conference 11-12 December, Congress Centre, London.

Hunt, T.E., Sheffield, D., Clark-Carter, D., & Ford, S. (2007). Cognitive intrusions during mathematical problem solving: The relationship with maths anxiety. Paper presented at the BPS Psychology of Education Section Annual Conference, Stoke-on-Trent.

Experience in industry

I have led various workshops, particularly with schools in the UK and abroad, on the topic of maths anxiety. I regularly work with teachers on strategies to reduce maths anxiety in the classroom.

International experience

I have visited Turkey on multiple occasions to meet with academic colleagues and teachers in local schools to discuss the issue of maths anxiety and ways to tackle it.

In the media

I have appeared in various local and national Turkish newspapers following my Erasmus teaching exchange to Nevsehir Haci Bektas University, Turkey.

I have also appeared in various blogs.

Recent publications

Hunt, T. E., & Sari, M. (2019). An English version of the Mathematics Teaching Anxiety Scale. International Journal of Assessment Tools in Education.

Hunt, T. E., Bagdasar, O., Sheffield, D., & Schofield, M. (2019). Assessing domain specificity in the measurement of mathematics calculation anxiety. Education Research International.

Petronzi, D., Staples, P., Sheffield, D., & Hunt, T.E. (2019). Acquisition, development and maintenance of maths anxiety in young children. In I. Mammarella., S. Caviola., & A. Dowker (Eds), Mathematics Anxiety. London: Routledge. 

Petronzi, D., Staples, P., Sheffield, D., Hunt, T.E., & Fitton-Wilde, S. (2018). Further development of the children’s mathematics anxiety scale UK (CMAS-UK) for ages 4-7 years. Educational Studies in Mathematics.

Stupple, E., J. N., Pitchford, M., Ball, L. J., Hunt, T. E., & Steel, R. (2018). PLoS ONE. Slower is not always better: Response times challenge a cognitive miserliness account of the cognitive reflection test.

Petronzi, D., Staples, P., Sheffield, D., Hunt, T. E., & Fitton-Wilde, S. (2017). Numeracy apprehension in young children: Insights from children aged 4-7 years and primary care providers. Psychology and Education, 54, 1-26. 

Hunt, T. E., Bhardwa, J., & Sheffield, D. (2017). Mental arithmetic performance, physiological reactivity and mathematics anxiety amongst U.K primary school children. Learning and Individual Differences, 57, 129-132.

Hunt, T. E., & Sandhu, K. (2017). Endogenous and exogenous time pressure: Interactions with mathematics anxiety in explaining arithmetic performance. International Journal of Educational Research, 82, 91-98.

Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. F. Y., & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): a measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91-100.

Hunt, T. E., Clark-Carter, D., & Sheffield, D. (2014). Exploring the relationship between mathematics anxiety and performance: The role of intrusive thoughts. Journal of Education, Psychology and Social Sciences, 2, 69-75.

Hunt, T. E., Sheffield, D., & Clark-Carter, D. (2014). Exploring the relationship between mathematics anxiety and performance: An eye-tracking approach. Applied Cognitive Psychology, 29, 2, 226-231.

Richardson, M., Hunt, T. E., & Richardson, C. (2014). Children’s construction task performance and spatial ability: Controlling task complexity and predicting mathematics performance. Perceptual & Motor Skills, 119, 741-757.

Hunt, T. E., Clark-Carter-D., & Sheffield, D (2011). The development and part validation of a U.K. scale for mathematics anxiety. Journal of Psychoeducational Assessment, 29, 455-466.

Priest, H., Roberts, P., Dent, H., Hunt, T. E., Weston, D., Chell, A., Blincoe, C., & Armstrong, C. (2011). Preparing for collaborative working in mental health: An interprofessional education project with clinical psychology trainees and nursing students. The Journal of Mental Health Training, Education and Practice, 6, 47-57.

Stupple, E. J. N., Maratos, F. A., Elander, J., Duro, E., Purewal, S., & Hunt, T. E. (2011). The critical thinking toolkit for psychology (CriTTPsych): Development of an evidence-based resource. The Higher Education Academy Psychology Network.

Buckley, E.J. Rose, S.E. Ayers, B.A. Hunt, T.E. & White, D.G. (2007). Adjust the Balance: Literature Review into Work Life Balance Research. Learning and Skills Council research report.

Sheffield, D., & Hunt, T.E. (2007). How does anxiety influence maths performance and what can we do about it? Mathematics Statistics and Operations Research Connections, 6 (4), 19-23.