Publications

Using the Reasoned Action Approach to predict students' misuse of generative artificial intelligence in the production of university assessments

Elliott Mark A, McGroarty Allan, Anderson Muriel, Burns Niamh, Gill Julia, McLaughlin Emma, Findlay Kelly, Hamilton David, March Joshua, Butler Stephen H

British Journal of Educational Studies (2026)

https://doi.org/10.1080/00071005.2026.2704595

Behind the Paper: Do More Conscious Leaders Perform Better?

Butler Stephen H, Percy Sabrina C

(2026)

How a leader's level of consciousness is related to their executive function

Percy Sabrina C, Butler Stephen H

Discover Psychology Vol 5 (2025)

https://doi.org/10.1007/s44202-025-00430-8

Exploring the perspectives of healthcare professionals concerning the use and utility of the hospital gown to develop theoretically informed behaviour change interventions

Cogan N, Morton L, Georgiadis E, Butler SH, Fleck VJ, Johnstone J

Public Health Open Access Vol 8, pp. 1-11 (2024)

https://doi.org/10.23880/phoa-16000265

Social media use : attitudes, ‘detox’, and craving in typical and frequent users

Robertson David J, Malin Johanna, Martin Sophie, Butler Stephen H, John Bev, Graff Martin, Flowers Paul, Jones Benedict C

Technology, Mind, and Behavior (2023)

https://doi.org/10.1037/tmb0000120

When patients wear backless gowns, they take on the "sick role" and become dependent' : exploring the perspectives of healthcare professionals

Cogan Nicola, Morton Liza, Johnstone Johannah, Fleck Victoria, Butler Stephen, Emmanouil (Manos) Georgiadis

(2023)

https://doi.org/10.31234/osf.io/9kv3g

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Professional Activities

Strategic Themes: Applied AI Workshop

Participant

17/1/2025

Social media addiction?: An attentional bias approach

Contributor

21/6/2022

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Projects

Cue-based judgements of AI-generated text in autistic and allistic adults

Findlay, Kelly (Principal Investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator) McGroarty, Allan (Co-investigator)

This project investigates how autistic and allistic adults judge whether academic texts have been written by a human or generated by ChatGPT. Rather than focusing only on accuracy, the study examines the cues participants use when making these judgements, including clarity, coherence, formulaic structure, naturalness, and authorial voice. Participants classify a set of human-written and AI-generated academic text extracts, rate their confidence, and evaluate each text on these cue dimensions. The project aims to understand whether different cue-use patterns help explain individual differences in AI-text detection, and whether autistic and allistic participants rely on these cues in different ways.

01-Jan-2026 - 30-Jan-2027

Beyond adoption: Task-Specific use and non-use of Generative Artificial Intelligence among neurotypical and neurodivergent students

Findlay, Kelly (Principal Investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator)

This research project examines how higher education students decide whether to use or avoid generative artificial intelligence for specific academic tasks. Rather than treating GenAI use as a general behaviour, the study focuses on task-level decision-making, exploring how factors such as assessment relevance, ambiguity, time pressure, writing demand, perceived usefulness, risk, trust, confidence, and clarity of guidance shape students’ willingness to use GenAI. The project also considers whether these decision processes differ between neurotypical and neurodivergent students, with the aim of informing more inclusive and responsible guidance around GenAI use in higher education.

01-Jan-2026 - 30-Jan-2027

Personality, perceived acceptability, and students’ decisions to use generative artificial intelligence in higher education

Findlay, Kelly (Principal Investigator) Hamilton, David (Co-investigator) McGroarty, Allan (Co-investigator) March, Joshua (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator)

This research examines how higher education students make decisions about using generative artificial intelligence for different academic tasks. Using a scenario-based survey, the study explores whether Big Five personality traits are associated with students’ likelihood of using GenAI, and with their perceptions of usefulness, risk, trust, confidence, clarity of guidance, and acceptability. The research aims to provide a more nuanced understanding of student GenAI use by focusing on task-specific judgements rather than general use alone.

01-Jan-2026 - 30-Jan-2027

Supporting Responsible GenAI Use in Higher Education: A Pre-Post Evaluation of Student-Facing Guidance Resources

Findlay, Kelly (Principal Investigator) Keown, Sophie (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Thomson, Elizabeth (Co-investigator)

This project evaluates student-facing guidance designed to support responsible use of generative AI in higher education. Using a pre-post design, it examines whether a quick guide and reflective checklist improve students’ understanding of appropriate GenAI use, academic integrity expectations, confidence, intentions, and self-reported practices. The study also assesses how acceptable and useful students find the resources, drawing on the Theoretical Framework of Acceptability and the Theory of Planned Behaviour.

01-Jan-2026 - 30-Jan-2027

Developing a sense of community in online teaching

O'Shea, Kieran (Principal Investigator) Deakin, Karen (Co-investigator) Butler, Stephen (Co-investigator)

10-Jan-2025 - 09-Jan-2027

FAROS

Butler, Stephen (Principal Investigator) Anderson, Tony (Co-investigator)

01-Jan-2012 - 30-Jan-2015

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