Dr Emyr Williams
BTh, MPhil, PhD, PGCPD, AMCollT, FHEA
Lecturer in Psychology
Emyr Williams completed his higher education at the University of Wales, Bangor with a specialism in the psychology of religion, culminating with him being awarded his PhD in 2008.
In 2009 Emyr moved to Glyndŵr University to become a lecturer in psychology, and before that was a research fellow at the University of Warwick.
Emyr is a member of a number of organisations including:
British Psychological Society;
College of Teachers;
International Association for the Psychology of Religion
International Society of Empirical Research in Theology;
Society for the Scientific Study of Religion;
Sociology of Religion;
The Rural Theology Association.
Emyr also serves on the editorial board of the Welsh Journal of Psychology and is a regular reviewer for journals such as British Journal of Religious Education; Journal of Contemporary Religion; Journal of Research on Christian Education; Personality and Individual Differences, and European Journal of Psychology of Education.
Emyr’s research interests are within the field of the psychology of religion and include, the beliefs and values of young people in England, Wales and Northern Ireland, personality theory, non-traditional religious beliefs, and religious tourism.
Williams, E., Francis, L.J. & Robbins, M.(2011). Implicit religion and the quest for meaning. Implicit Religion, 14, 45-65.
Williams, E. (2011). The relationship between rejection of Christianity and belief in non-traditional religious beliefs among adolescents in Wales. Journal of Contemporary Religion, 26, 261-268.
Francis, L.J., Williams, E., & Village, A. (2011). Multifaith Britain and family life: changing patterns of marriage, cohabitation and divorce among different faith groups between 1983 and 2005. Journal of Contemporary Religion, 26, 33-41.
Robbins, M., Francis, L.J.,& Williams, E. (2010). Conventional Christian belief and unconventional paranormal belief among teenagers in Northern Ireland: A personality and individual differences approach. Irish Journal of Psychology, 31, 87-94.