• Postgraduate

Psychology MRes

Overview

Overview

The Psychology MRes enables you to develop cutting-edge research skills via specialist learning, teaching and independent research under the supervision of a research-active academic. 

You will study a range of state-of-the-art methodologies including:

  • open-science and replication, 
  • big data and meta-science science, 
  • and participatory methods.

You will also develop skills in:

  • open-source coding
  • responsible and critical artificial intelligence usage
  • autoethnography and narrative analyses
  • research granting and dissemination.

This MRes Psychology provides firsthand experience of conducting real-world research that is original, rigorous, and significant with potential to impact the world for the better.

MRes Psychology Projects

Find out more information about the range of available MRes Psychology projects.

What is an MRes?

A Master of Research (MRes) is a research-based postgraduate degree. It is different from usual masters degrees because it focuses more on a larger independent research project (under the oversight of an academic supervisor).

A pair of psychology students experiment with an EEG kit

Select your desired study option, then pick a start date to see relevant course information:

Study options:
We support flexible study by offering some of our courses part-time or via distance learning. To give you real world experience before you graduate, we also offer some courses with a placement or internship. All available options are listed here. Your choices may affect some details of your course, such as the duration and cost per year. Please re-check the details on this page if you change your selection.

Start date:

If your desired start date is not available, try selecting a different study option.

Why study Psychology with us?

Why study Psychology with us?

What our students say…

I would thoroughly recommend this course, owing to the transparency and engagement from the staff, the breadth of content covered, and the pragmatically oriented approach to teaching to fit around the students' lives. The library services were very good, and offered an abundance of comfortable and silent work space, with plenty of IT equipment.

James Parker
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Course detail & modules

Course detail & modules

The course consists of:

  • two 40-credit research training modules aligned to the ESRC Postgraduate Training and Development Guidelines 
  • one yearlong 100-credit independent research project module providing scope to conduct and write up a significant contribution to the scientific literature. 

Additionally, you will work in collaboration with an expert to conceptualise and complete an independent research article.

Course subject to approval

Approval is the formal process by which the University ensures that the proposed design, content and delivery of a course will provide a high quality learning experience for all students.

Compulsory modules

  • MRes Independent Project

    The MRes Independent Project module will involve you completing an extended, independent research project in your chosen topic, supervised by an academic within Psychology (the project could be quantitative, qualitative or mixed methods depending on the topic area under investigation). During the module, you will also complete a number of activities tied into developing practical skills required in the research proposal stage and the communication of your research findings. Information on the topic areas each supervisor will oversee can be found under the Available MRes projects.

  • Methods and Measurement in the Social Sciences

    The Methods and Measurement in the Social Sciences module will focus on expanding your portfolio of research methods techniques. The content will cover advanced research methods (e.g., questionnaire development and validation, collecting big data, participatory methods), the skills required to successfully manage an extended research project and to understand the impact of research within and outside of academia. You will also learn about how psychology research methods can be applied in disciplines outside of psychology.

  • Data analysis, Replication, and Dissemination

    The Data Analysis, Replication, and Dissemination module will focus on enhancing the variety of analysis techniques available to the student (e.g., structural equation modelling, multi-level modelling, autoethnography) and developing core skills required in using the software such as R to run complex statistical analyses. The module will also consider the dissemination of research findings to academic audiences via traditional (writing articles for journals) and modern (open science) means.

Entry requirements

Entry requirements

You should have:

  • an honours degree (2:2 or above) from a UK university or equivalent in psychology or related discipline. 

If your first degree is not in Psychology but you have covered sufficient levels of psychology and research methods, we will consider your application. Applications such as this will be considered on a case-by-case basis.

Applicants will also need to complete a research proposal in collaboration with a proposed supervisor. This must be a 1000-word maximum research proposal (including information on the title, supervisor, introduction, methods, references and optional appendices; see here for an APA example) submitted as part of your application.
 
Note that applications without a proposal including a supervisor will not be accepted.
 
If you have any questions about the relevance of your qualifications or experience please contact the course leader Dr Jamie Churchyard
6.5 IELTS or above

You need to meet our English language requirement of 6.5 overall score for IELTS, with a minimum of 5.5 for each of the 4 individual components (Reading, Writing, Speaking and Listening). Visit our English language requirements page for information on other English language tests we accept.

You also need academic qualifications at the same level as UK applicants. In some countries where teaching is in English, we may accept local qualifications. Check for local equivalents.

We offer pre-sessional English language courses if you do not meet these requirements. Find out more about our English Language courses.

Applicants will also need to complete a research proposal in collaboration with a proposed supervisor. This must be a 1000-word maximum research proposal (including information on the title, supervisor, introduction, methods, references and optional appendices; see here for an APA example) submitted as part of your application.
 
Note that applications without a proposal including a supervisor will not be accepted.
 
If you have any questions about the relevance of your qualifications or experience please contact the course leader Dr Jamie Churchyard
Fees & funding

Fees & funding

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Please note:

  • Fees for the 2026/27 academic year and onwards may be subject to Government regulation and change.
  • Tuition fees are charged for each year of your course. If your course runs for two years or more, you will need to pay the fee for each academic year at the start of that year.
  • If your course runs for less than two years, the cost above is for your full course and you will need to pay the full fee upfront.
  • If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

Funding your studies

If you are studying a Masters course you may be eligible to apply for a Postgraduate Loan, this may help contribute towards your course fees and living costs.

Additional funding is available to some types of students, such as disabled students or those with dependants.

We offer a range of scholarships and bursaries, including awards for specific subjects.

Awards for human and social science students are also on offer.

View full details, including conditions and eligibility.

{{ formatCurrencyValue(currentVariantData.field_p_cv_int_main_fee.name) }} per year*

Please note:

  • Fees for the 2026/27 academic year and onwards may be subject to Government regulation and change.
  • Tuition fees are charged for each year of your course. If your course runs for two years or more, you will need to pay the fee for each academic year at the start of that year.
  • If your course runs for less than two years, the cost above is for your full course and you will need to pay the full fee upfront.
  • If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

International students - funding your studies

We offer scholarships for international students including International Ambassador Scholarships. 

Further information about funding and financial support for international students is available from the UK Council for International Student Affairs.

 

Teaching staff

Teaching staff

Jamie Churchyard

Dr Jamie Churchyard

I’m a specialist in the areas of personality research (the area of my PhD and much of my published work) and the application of a variety of research methods (quantitative and qualitative types). Most of my teaching focuses around the application of research methods.

My research mainly focuses on personality and other individual differences. This includes research looking into both differences between people and differences in how personality is expressed within the same person (thought to be due to inclusion/involvement in a variety of naturally occurring groups or situations). I usually explore these topics in relation to psychological well-being (eg life satisfaction, anxiety, depression, habitual behaviour styles), but I’m also interested in how personality and dogmatic thinking (strength of identification with particular beliefs) are linked in particular societal groupings (eg religious, political). I also occasionally write on the topic of higher education innovations as well.

I’m a specialist in the areas of personality research (the area of my PhD and much of my published work) and the application of a variety of research methods (quantitative and qualitative types). Most of my teaching focuses around the application of research methods.

My research mainly focuses on personality and other individual differences. This includes research looking into both differences between people and differences in how personality is expressed within the same person (thought to be due to inclusion/involvement in a variety of naturally occurring groups or situations). I usually explore these topics in relation to psychological well-being (eg life satisfaction, anxiety, depression, habitual behaviour styles), but I’m also interested in how personality and dogmatic thinking (strength of identification with particular beliefs) are linked in particular societal groupings (eg religious, political). I also occasionally write on the topic of higher education innovations as well.

Study & career progression

Study & career progression

A group of people sitting in a semi-circle talking

Students with a postgraduate qualification will earn an average of £6,500 a year more than those with an undergraduate degree only (Department For Education Graduate Labour Market Report 2022). 

MRes graduates will be highly-skilled and qualified to enter research roles within industry or related fields.

Beyond direct to employment, MRes graduates will excel in PhD roles having many of the skills to complete projects on time / within the respective funding periods and to a world-leading standard. 

Additionally, you may wish to specialise or undertake further study on our PhD Psychology.

How to apply

How to apply

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Available MRes projects

  • Dr Robert Vaughan - Individual Differences in Athletes

    Research supervisor: Dr Robert Vaughan

    An extraordinary physiological capacity combined with personal characteristics and cognitive functioning are crucial for high performance in sports. Despite widespread attention there is still much to understand regarding elite performance. 

    My research focuses on three areas of sport and exercise psychology, namely, executive function, personality, and psychometrics. All three intersect across athletic expertise and the individual differences associated with elite athletes. 

    Specifically, I am interested in the mechanics driving athlete expertise and performance. In that, my work looks at a range of factors across different methodologies. the effect of Dark personality traits (e.g., narcissism, Machiavellianism and psychopathy) on health-related outcomes such as physical activity, whether expert decision-making interacts with emotional competency to predict sport-related outcomes, and whether self-report questionnaires capturing personal dispositions such as mental toughness successfully differentiate individuals across athlete expertise.

    I am interested in supervising projects in the following areas: 

    • Psychometric properties of self-report questionnaires and their measurement invariance (e.g., across sample characteristics like athletes vs. non-athletes). 
    • The role of executive function in predicting performance and/or performance-related variables (e.g., penalty kick success under situational pressure). 
    • The relationship between Dark personalities and sports-related variables in athletes (e.g., doping attitudes, burnout and so forth).
  • Dr Jamie Churchyard - Personality and Wellbeing

    Research supervisor: Dr Jamie Churchyard

    Our personal character offers the foundation upon which we navigate our lives and the choices we make. Much of the prior research into personality has explored how people have a dominant set of personality characteristics, often referred to as their trait personality. Modern personality research acknowledges this but has also begun to explore how people think and act depending on the different situations they encounter (referred to as states if measured in the moment). 

    I’m open to supervising research in the areas of personality and wellbeing, behaviour styles (habitual and exploratory) and strength of belief. 

    I’d be particularly interested in supervising research into: 

    • The role of authenticity, self-regulation, locus of control and behaviour style preference in predicting the display of variation in personality states. 
    • Examining situation/context-specific measurements of personality, wellbeing and other individual differences. 
    • The induction of personality states and how this affects the participants sense of authenticity and wellbeing.
  • Dr Henry Johnson  - Social Psychology of Substance Use

    Research supervisor: Dr Henry Johnson

    Alcohol and other substances have been shown to have an influence on decision-making processes for many behaviours. Often such substances increase the occurrence of behaviours which have the potential for risk-taking and negative outcomes. 

    Additionally, these substances can affect how we perceive others, including their attractiveness and what is considered to be normative regarding their other general characteristics. Perceptions of norms regarding the use of such substances can be influenced by the online consumption of social media which contain related images and/or scenarios, particularly which exhibit such primes (stimuli) associated with individuals in the social media for which the viewer somehow relates to. 

    My previous research includes survey and experimental methods involving the influence of alcohol-related and sex-related primes on viewers’ perceptions, and how these may be related to risk and decision-making. 

    I would be interested in supervising projects in the following areas: 

    • The influence of primes on perceptions and behaviours (any type of prime), including in social media 
    • How risk-taking behaviours can be affected by substance use, leading to negative outcomes such as STIs 
    • The interplay of culture and cultural differences on substance use, risky behaviours and normative perceptions
  • Dr Nicole M Miller - Social and Environmental Psychology

    Research supervisor: Dr Nicole M Miller

    Exploring the various relationships needed to maintain and preserve health and wellbeing is vital to our global sustainable development. My research spans disciplines of social and health psychology with a focus on improving wellbeing and enhancing sustainable behaviours. 

    Specifically, I am interested in identifying innovative ways to reduce structural and public stigma towards people who use drugs. In addition, I am interested in focusing on improving wellbeing outcomes for those affected by climate-related disasters and acute events (heat stress, fires, chronic flooding) and understanding how climate denial and eco-anxiety relate to pro-environmental attitudes and behaviours. 

    I am interested in supervising projects using a range of qualitative or quantitative methods (survey only) in the following areas: 

    • Examining how contact theory (indirect, virtual and or direct) can reduce stigma towards people who use drugs. 
    • Examining the impact of eco-anxiety and climate events on wellbeing and identifying innovative ways to reduce poor outcomes using various forms of therapies (eco-therapies) and interventions (CBT, Motivational Interviewing, Virtual reality). 
    • Exploring key psychological (eco-anxiety, climate denial), social (social identity), and economic factors that predict pro-environmental behaviours.
  • Dr Bob Lockie - Personality and Executive Functioning

    Research supervisor: Dr Bob Lockie

    The discipline of psychology grew out of the discipline of philosophy about 160 years ago but there remain connections between the two; and this in particular in the areas of Individual Differences, in Cognitive Psychology and in Moral Psychology. 

    The research below will be of interest to those wishing to explore some combination of personality and socioaffective tendencies and measures of executive functioning (e.g., self-management and self-regulation). Each of the below I’d anticipate being a survey-based project, but possibly with an experimental component. 

    • Subclinical measures of the ‘darker’ side of personality (e.g. psychopathy, narcissism, Machiavellianism) and how they relate to other subclinical measures of poor psychological wellbeing (e.g. depression, stress, anxiety) or with a measure of self-deception (e.g. Balanced Inventory of Desirable Responding). 
    • Broad trait personality measures (e.g. HEXACO, Big 5, etc.) and questionnaire-based measures of executive functioning (e.g. Barkley Deficits in Executive Functioning or attentional measures), possibly with other individual difference questionnaires such as empathy or attachment-based measures. 
    • Moral psychology and personality trait variables, however, conceived.
  • Dr Linda Dinc - Individual Differences in Addiction

    Research supervisor: Dr Linda Dinc

    Trait and behavioural self-control have been implicated in various substance and behavioural addictions. However, we have limited knowledge of the risk factors that affect the link between the two. Understanding these is critical for tailoring more effective prevention and intervention strategies. 

    My research aims to explore the extent to which individual differences in personality, motivation, mood and cognitive processes influence the relationship between self-control and various addictions. For example, some of my previous research examined the mechanisms through which different motives and affective states influence the relationship between trait impulsivity and problem alcohol use; other projects have focused on the role of emotion regulation in the relationship between trait impulsivity and various behavioural addictions including online gaming, smartphone and food addictions. 

    In addition to online surveys, I conduct lab-based research using Eyetracker and EEG biofeedback to explore the relationships between these variables and the differences between groups. 

    I am interested in supervising quantitative research in the following areas: 

    • The relationships between individual differences and addictive behaviours: predictors, mediators and moderators. 
    • The role of individual differences in viewing and evaluation of health warning labels (optional Eyetracker). 
    • The effect of neurofeedback in improving wellbeing, reducing anxiety and optimum performance among different groups.
  • Dr Lucy Clarke - Gender Behaviours in Children

    Research supervisor: Dr Lucy Clarke

    Gender stereotypes are a generalised view or preconception about the attributes or characteristics that ought to be possessed by women and men or the roles that should be performed by men and women. These stereotypes develop early in life and can result in a range of consequences for the individual. Children’s media has been criticised for being high in gender stereotypes. My research has explored the gendered behaviours displayed in Disney animations, and whether these have changed over time. 

    I have also investigated the masculinity that is presented in franchises that the Disney corporation has recently acquired that are often considered to be targeted towards boys and men (namely, the Marvel and Star Wars franchises). I am interested in the extent to which children’s gendered behaviours are related to their level of engagement with the Disney, Marvel and Star Wars franchises. 

    I am interested in supervising projects in the following areas:

    • Children’s experiential understanding/interpretation of the gendered behaviours displayed in Disney, Marvel and Star Wars media (e.g., identify character[s] behaviours and attribute these as positive or negative). 
    • The influence of Disney, Marvel, and Star Wars character dress-up on play behaviour (e.g., the extent to which character attributions are reflected in play observations). 
    • Parent’s perceptions and attitudes towards the gendered messages in Disney, Marvel and Star Wars media (e.g., parental observation techniques considering the broader family dynamic).
  • Professor Mark Coulson - Interpersonal and Digital Research

    Research supervisor: Professor Mark Coulson

    I have a range of research interests, spanning video gaming and online behaviour; homesickness; misophonia; forensic and criminal psychology; emotional expression and communication; systematic review and meta-analysis; and positive psychology and mindfulness. 

    My research expertise lies in quantitative approaches and includes experimental, survey, simulation and knowledge synthesis. I have a particular interest in the application of psychology’s small number of ‘grand theories’ to all aspects of human behaviour. 

    I am interested in supervising projects in the following areas: 

    • Romantic relationships in video games. Video games increasingly offer romance options with non-player characters (NPCs), opening up the possibility for players to experiment with gender roles and sexual orientations. 
    • Homesickness and virtual reality. We have shown that a short series of virtual reality sessions in one’s home neighbourhood can reduce feelings of homesickness and dependence on the place one has left. 
    • Misophonia, the experience of anger or disgust in response to sounds (typically human-generated, such as chewing or swallowing), is a fairly common but poorly understood phenomenon which is not currently considered a psychiatric disorder. Our current research suggests that the effects of misophonia on wellbeing are mainly mediated by coping mechanisms, psychiatric co-morbidity, and psychological flexibility.
  • Dr Cynthia A Cordova Sanchez - Gender Based Violence

    Research supervisor: Dr Cynthia A Cordova Sanchez

    Femicide, the deliberate killing of women and girls because of their gender, is the most violent manifestation of gender-based violence and inequality. Understanding its underlying causes, prevalence, and implications is necessary in order to foster societal change. While there are numerous explanations and risk factors associated with the perpetration of gender-based abuse, there is still need a more holistic understanding of the risk and precipitating factors to support victims and deter those at risk of perpetration. My previous research has focused on societal responses towards crimes involving gender-based violence. By understanding some of the societal responses we can identify some key barriers in victims recognising and reporting the abuse, as well as perpetrators identifying scripts which condone the violence.

    I am interested in supervising projects in the following areas:

    • Predictors of attitudes condoning gender violence. This could also investigate the needs of perpetrators from an intervention perspective.
    • Experiences of gender-based violence in migrants. The focus could be on barriers to identify and report the abuse, or to receive support.
    • Technology facilitated gender-based violence. For example, radicalisation in incel groups, or coercive and stalking online behaviours.
  • Dr Jason Clarke – Cognitive Psychology and Consciousness

    Research supervisor: Dr Jason Clarke

    My research investigates the intersection of expectations, attention, and perception, utilising the predictive coding framework to understand how the brain constructs perceptual reality. Through psychophysical experiments, I examine how expectations can lead to illusory perceptions, even without attention. My work explores the mechanisms behind "expectation awareness" where high expectations generate vivid yet false perceptual experiences. These studies aim to uncover the cognitive and neural processes that govern how attention and expectations shape our conscious experience, providing insights into the nature of consciousness and perceptual disorders.

    Given this, I am interested in supervising students who would like to work on the following:

    • Investigating the neural correlates of expectation-driven illusory perceptions using event-related potential (ERP) techniques.
    • Exploring the interaction between attention and expectation in shaping conscious perception through psychophysical experiments.
    • Developing and validating predictive coding models to understand the relationship between sensory input, attention, and prior expectations in conscious perception.
  • Dr Lee Usher – Humour and Wellbeing

    Research supervisor: Dr Lee Usher

    Investigation into the psychological aspects of humour and laughter is increasing and there is still much to determine.  Evidence shows, for example, that viewing humorous material can have a short-term effect on psychological factors such as mood, but less is known about the potential effect of viewing humorous material on different dimensions of wellbeing over time.  An individual’s humour style has also been shown to be linked to wellbeing, whilst other studies have shown that humour has been used in different contexts as a coping strategy.  Research points to the potential for humour to be beneficial in specific contexts and is a fundamental factor across different areas of Psychology.  I am interested in overseeing projects that explore the influence of humour on physical health and/or psychological well-being/mood or the role of humour in particular situations.

    I’d be particularly interested in supervising quantitative research in the following areas:

    • Examining potential effects of ‘exposure to humorous material’ (compared with other types of material) on different facets of wellbeing. 
    • Assessing whether different humour styles predict different dimensions of psychological wellbeing and/or physical symptoms.
    • Associations between different humour styles and humorousness (extent of sense of humour or appreciation of humour), and how these factors may influence outcomes such as coping, political affiliation, mental toughness and self-esteem.
  • Professor Ben Hine - Partner Violence and Parental Alienation

    Research supervisor: Professor Ben Hine

    When we think of violence between partners, we typically think of particular individuals being involved and in certain roles (most commonly a strong violent man being physically violent towards a weaker vulnerable woman). However, violence can occur between anybody, and is much more strongly predicted by past trauma and situational pressures than gender for example. My work focuses on exploring the experiences of so-called 'hidden' victims of domestic violence, like men and LGBT+ survivors. I am particularly interested in how our stereotypes inform our judgements of those involved in violence, as well as hidden perpetrators on the other side of the picture. Specifically, I focus on a specific form of violence, where a parent will manipulate a child against the other parent, commonly after separation or divorce. There is still much to learn about this relatively new form of violence and is called 'Parental Alienation'.

    I would be interested in working with students in the following areas:

    • Exploring the experiences of adults alienated as children - Qualitative or quantitative exploration of how adults retrospectively report their experiences of alienation and measurement of their outcomes in adulthood
    • Examining children's experiences of family court - using interview and artistic methods to explore children's interpretation of their justice experiences
    • Post separation control using children - working with parents to understand their experiences of coercive control using children after relationship breakdown
  • Dr Moira Cachia – Employment and Identity

    Research supervisor: Dr Moira Cachia

    Work-related activities form a substantial part of our lives.  Individuals engage in a process of sense-making and self-categorisation by defining who we are by what we do, where one’s personal identity is also defined by one's work-related social identity (or organisational identity).  Job satisfaction correlates with life satisfaction, and is characterised by various factors such as motivation, job conditions, workplace relationships, work-life balance, career development opportunities, job security, autonomy and participation in decision-making.  The increasing use of technology has resulted in flexible working arrangements leading to more boundaryless careers, meaning that it is no longer the case of one size fits all, but individuals are negotiating work arrangements to suit their life situations.  On the other hand, organisations are more focused on enhancing job performance, productivity and minimising costs, while maintaining employee job satisfaction. 

    I am interested in supervision projects in the following areas:

    • The role of individual identity in the choice of employment; 
    • Quality of working life (e.g. within a particular profession); 
    • Factors influencing some aspect of work-related experiences e.g. stress management; adjustment to a new role 

Important notes for applicants

Disclaimer

*Modern universities - defined as higher education institutions that were granted university status in, and subsequent to, 1992.

**The National Student Survey 2023 and 2024 - Average of answers to all questions by registered student population. Excludes specialist institutions.

Testimonials - our students or former students provided all of our testimonials - often a student from the course but sometimes another student. For example, the testimonial often comes from another UWL student when the course is new.

Optional modules - where optional modules are offered they will run subject to staff availability and viable student numbers opting to take the module.

Videos - all videos on our course pages were accurate at the time of filming. In some cases a new Course Leader has joined the University since the video was filmed.

Availability of placements - if you choose a course with placement/internship route we would like to advise you that if a placement/internship opportunity does not arise when you are expected to undertake the placement then the University will automatically transfer you to the non-internship route, this is to ensure you are still successful in being awarded a degree.