Psychology/Theology & Religious Studies MA
AAA – ABB at A level, GCSE Mathematics at grade B (or grade 5–6). Applicants to Psychology (BSc) : Two A-level Science subjects. Applicants to Psychology (MA/MA SocSci) : A-level English or A-Level Humanities subject; graduates earn a median £24,000 three years on.
Typical A level offer
AAA – ABB
GCSE Mathematics at grade B (or grade 5–6). Applicants to Psychology (BSc) : Two A-level Science subjects. Applicants to Psychology (MA/MA SocSci) : A-level English or A-Level Humanities subject · 82% of entrants came with A levels · 91% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
AAA – ABBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1GCSE Mathematics at grade B (or grade 5–6). Applicants to Psychology (BSc) : Two A-level Science subjects. Applicants to Psychology (MA/MA SocSci) : A-level English or A-Level Humanities subject
Who actually got in: 82% with A levels, 5% with the IB, 10% via Access courses. 43% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 250 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAAAminimum from S5: AAABB | National 5 Maths at grade B |
| IB | 36 (6,6,5) | SL4 Mathematics. Applicants to Psychology (BSc) : Two HL Science subjects. Applicants to Psychology (MA/MA (SocSci) : English HL6 or Humanities HL6 with English SL6. |
Years 1–4
What do you study?
2compulsory modules in year 1
Compulsory modules this year: transversal skills 33% · natural sciences 31% · digital & ict skills 12% · language & communication 9%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Glasgow course page · optional modules vary by year
Year 1 · 2 core · 40 credits ≈ 400 hours
- Psychology 1A
What you learn (17)
- explain key theories in biological psychology
- explain key theories and findings in cognitive psychology
- describe core research methods used in psychology
- explain the methodological foundations of psychological research
- discuss historical debates shaping the discipline of psychology
- discuss contemporary ethical and conceptual issues in psychology
- manipulate large psychological datasets using R
- produce visual representations of data using R
- locate relevant psychological evidence using academic databases
- evaluate the quality of psychological sources
- critique psychological theories and arguments in written form
- apply academic referencing conventions to support arguments
- recall core psychological theories and research findings
- apply psychological knowledge to answer examination questions
- collaborate with peers to solve psychological research problems
- organise study time to meet coursework deadlines
- balance independent and collaborative work in research-based study
- Psychology 1B
What you learn (16)
- explain key theories and findings in social psychology
- explain key theories and findings in developmental psychology
- explain key concepts relating to mental health and wellbeing
- formulate testable hypotheses for a psychological study
- apply study design principles to a psychological research question
- analyse psychological data using appropriate methods
- clean and organise large psychological datasets using R
- create visualisations of psychological data in R
- perform statistical analyses of psychological data in R
- design an original psychological study
- produce a registered report following scientific writing standards
- recall psychological theories and research findings in an exam
- apply methodological concepts to exam questions
- collaborate with peers to develop a research proposal
- evaluate psychological literature in group discussions
- apply time management strategies to meet research and coursework deadlines
Year 2 · 2 core · 60 credits ≈ 600 hours
- Psychology 2A
What you learn (10)
- evaluate the logical consistency of psychological theories
- evaluate the methodological basis of psychological research studies
- evaluate practical, theoretical and ethical issues in research design choices
- produce written reports summarising empirical psychological research
- collaborate on a group project to define a research question and plan methods
- analyse collected data as part of a collaborative research project
- discuss findings and draw conclusions within a group research project
- work within a team to apply psychological knowledge to in-class tasks
- apply psychological concepts to analyse real-world problems
- manage study time effectively to support self-directed learning
- Psychology 2B
What you learn (16)
- summarise psychological theories and research findings across core topics
- illustrate psychological concepts with real-world examples
- evaluate the internal coherence of psychological theories
- appraise the methodological basis of psychological research
- evaluate practical issues in different research designs
- evaluate theoretical and ethical issues in research design choices
- write a structured report summarising empirical psychological research
- select research designs appropriate to a psychological question
- formulate a research question within a group project
- collaborate to design methods and analyse data for a group project
- draft conclusions and discussion sections for a collaborative study
- work within a team to solve psychological problems in class exercises
- apply theoretical knowledge to practical research tasks
- apply psychological knowledge to solve real-world problems
- manage study time effectively
- apply self-regulated learning strategies to independent study
Year 3 · 11 core · 120 credits ≈ 1,200 hours
- Cognitive Psychology 3
What you learn (6)
- describe core topics within cognitive psychology
- explain how cognitive psychology research is designed and conducted
- identify research methods used to study human cognition
- evaluate cognitive psychology theories against empirical evidence
- critique experimental findings in cognitive psychology studies
- apply cognitive psychology findings to real-world situations
- Human Development 3
What you learn (5)
- evaluate methods for collecting data with vulnerable developmental populations
- evaluate empirical research on age-related changes across the lifespan
- describe developmental changes occurring from prenatal stages to old age
- discuss research evidence on risk and protective factors in development
- discuss how genetic and environmental factors interact to shape development
- Professional Skills 3
What you learn (7)
- describe the range of skills and experience needed for graduate careers
- identify career pathways open to psychology graduates
- identify postgraduate study routes available to psychology graduates
- develop own professional skills relevant to employability
- reflect on personal growth in professional skills and employability
- present professional skills using a suitable format such as a CV or application
- produce a reflective piece communicating professional development
- Social Psychology 3
What you learn (6)
- describe current debates in core areas of social psychology research
- explain findings from contemporary cross-cultural social psychology studies
- evaluate major theoretical models explaining social behaviour and identity
- critique the research methods used in classic and modern social psychology studies
- judge the generalisability of findings from social psychology experiments
- analyse how social psychology theory can address real-world societal issues
- Statistical Models 3
What you learn (13)
- formulate a general linear model suited to a given study design
- estimate the parameters of a general linear model
- visualise main effects and interactions in multi-way designs
- interpret interaction and main effects from statistical output
- estimate a linear mixed-effects model for hierarchical data
- compare mixed-effects models with anova and regression approaches
- formulate a path model representing hypothesised relationships
- estimate path model parameters using appropriate software
- interpret statistical output generated from a path model
- perform a logistic regression analysis on categorical outcome data
- interpret coefficients and fit statistics from logistic regression output
- write reproducible data analysis scripts in a statistical programming language
- produce analysis reports documenting statistical workflows
- Individual Differences 3
What you learn (7)
- describe neuroscience contributions to individual differences research
- evaluate key neuroscience findings on individual differences
- critique how diverse disciplines inform individual differences research
- evaluate research on individual differences in emotion regulation
- evaluate contemporary evidence on intelligence theories
- review trait theory and its practical applications
- evaluate applications of trait theory in practice
- Qualitative Project 3
What you learn (5)
- design a research study using qualitative methods
- conduct a qualitative research project to collect data
- apply qualitative data analysis techniques to project findings
- produce a research report that meets academic conventions
- reflect on personal development of qualitative research skills
- Quantitative Project 3
What you learn (7)
- formulate a research question grounded in prior evidence
- justify the relevance of a research question using existing literature
- select an appropriate quantitative methodology to address a research question
- apply suitable statistical techniques to analyse collected data
- compose a scientific report presenting data and analytical findings
- interpret statistical findings in relation to the research question
- evaluate the broader significance of findings for the relevant field
- Physiological Psychology 3
What you learn (9)
- explain biological and physiological processes influencing behaviour
- compare different physiological processes affecting psychological outcomes
- discuss how physiological processes shape behaviour and psychological outcomes
- apply recent research evidence to explain physiological influences on behaviour
- describe techniques used to investigate physiological bases of psychology
- evaluate research methodologies used in physiological psychology
- assess how methodological choices affect reliability and generalisability of findings
- evaluate how physiological theories contribute to solving real-world problems
- assess the contribution of biological models to understanding human psychology
- Psychometrics 3
What you learn (10)
- identify key concepts underlying psychological measurement theory
- describe reliability and validity as properties of psychometric tools
- explain core data analysis concepts used in psychometric research
- apply R programming techniques to analyse psychometric data
- evaluate the suitability of a measurement tool for a given context
- assess the psychometric properties of a measurement tool using statistical methods
- appraise a measurement tool through qualitative analysis
- design a new psychological measurement instrument
- produce items for a psychometric measurement tool
- write a test manual documenting a measurement tool's design and use
- Current Issues in Psychology 3
What you learn (8)
- identify recent developments in psychological theory
- describe the historical background underlying current psychological theories
- evaluate the application of psychological theories to current scientific problems
- evaluate the application of psychological theories to practical real-world problems
- identify practical implications of psychological theories across different contexts
- identify limitations of psychological theories when applied to diverse populations
- discuss ethical issues arising from psychological theories and their use
- assess the societal impact of applying psychological theories
Year 4 · 12 core · 250 credits ≈ 2,500 hours
- Dissertation 4H
What you learn (5)
- formulate a research question supported by prior evidence
- select suitable research methods to address a research question
- apply appropriate analytical techniques to research data
- compose a scientific report presenting collected data and analysis
- interpret findings in relation to their significance for the field
- Psychology and Biology of Mental Health Conditions 4H
What you learn (7)
- construct a psychological case formulation using clinical knowledge
- critique biopsychosocial, transdiagnostic and clinical staging models of mental illness
- discuss the practical implications of different mental health models
- compare neuroimaging techniques used to investigate mental health conditions
- evaluate the role of early detection and intervention in managing mental health conditions
- discuss inequalities in access to mental health care
- propose strategies to reduce disparities in mental health care provision
- Service Learning: Supporting Schools with Effective Learning Strategies 4H
What you learn (10)
- evaluate cognitive psychology learning strategies and their underlying theories
- critique empirical findings and research methods used in cognitive psychology studies
- convert psychological research and theory into practical teaching strategies
- identify practical challenges in implementing learning strategies with others
- deliver clear in-class presentations on scientific topics
- conduct tutorials for school pupils collaboratively with peers
- reflect on personal and others' contributions to a real-world service project
- apply academic knowledge to practical real-world teaching situations
- design tutorial sessions independently for school pupils
- present research findings to peers with independent judgement
- Applied Data Visualisation 4H
What you learn (8)
- critique perceptual and cognitive processes involved in reading data visualisations
- evaluate data visualisations used in varied contexts
- interpret the meaning conveyed by different data visualisations
- assess how visualisation choices affect communication of data findings
- design visualisations that account for audience inclusivity
- adapt visualisation style to suit the presentation context
- create advanced visualisations that convey complex data clearly
- ensure transparency when presenting complex data visually
- Applied Psychology in Sport 4H
What you learn (7)
- analyse psychological factors underlying behavioural challenges in sport settings
- compare competing psychological theories explaining behaviour across sporting contexts
- evaluate methodological strengths and limitations of applied sport psychology studies
- synthesise findings from multiple empirical studies into coherent conclusions
- design a theory-based psychological intervention for a sporting context
- evaluate the feasibility and ethical implications of a proposed intervention
- present psychological analyses and recommendations clearly to non-specialist audiences
- Psychological Assessment 4H
What you learn (5)
- evaluate strengths and weaknesses of various psychological assessment methods
- critique challenges in administering psychometric tests
- critique challenges in interpreting psychometric test results
- explain assessment issues relevant to applying psychometrics to specific populations
- administer basic psychological assessment tools and test batteries
- Advanced Qualitative Research Methods 4H
What you learn (10)
- explain how epistemological stance shapes choices in gathering data
- explain how epistemological stance shapes interpretation of findings
- formulate a focused research question for a qualitative study
- design a research protocol linking methodology to data collection and analysis
- identify opportunities for ethical practice during research activities
- apply reflexive practice when conducting research
- identify computer assisted tools used for qualitative data analysis
- try using software tools to access and analyse qualitative data
- produce a qualitative research report following professional conventions
- evaluate qualitative data using appropriate analytical techniques
- Autism and Neurodivergence 4H
What you learn (6)
- evaluate strengths and weaknesses of diagnostic criteria for neurodivergent conditions
- appraise contemporary cognitive theories explaining autism and neurodivergence
- appraise contemporary neural theories explaining autism and neurodivergence
- evaluate how genetic, environmental and cultural factors shape neurodivergent outcomes
- integrate social and scientific perspectives to assess current theories of neurodivergence
- communicate current research on autism and neurodivergence to varied audiences
- Memory: From Synapses to Systems 4H
What you learn (6)
- explain how cross-species findings inform current memory models
- critique recent scientific publications on memory research
- propose future directions for memory research
- interpret neuroscience and behavioural data from humans and animals
- identify limitations of cross-species inference in memory research
- communicate scientific concepts clearly to varied audiences
- Neuropsychological Approaches to Consciousness and Volition 4H
What you learn (7)
- evaluate theoretical models explaining neuropsychological phenomena
- identify methodological limitations in predicting behaviour from neuroscientific data
- describe philosophical constructs of awareness and consciousness
- describe neuropsychological constructs underlying free will
- explain how interpretations of consciousness research have changed over time
- evaluate strengths and weaknesses of new research applications in the field
- describe the role of participatory research methods and lived experience in this field
- Psychometric and simulation methods in R 4H
What you learn (10)
- evaluate the theoretical goal and implementation of resampling and simulation methods
- apply bootstrap and cross-validation techniques to draw statistical inferences
- interpret p values, confidence intervals and sampling distributions from simulation output
- assess the internal consistency of a multi-item psychometric scale
- refine a psychometric scale to improve its reliability
- determine the underlying dimensional structure of a psychometric measure
- conduct regression and reliability analyses using R
- conduct principal component, factor and cluster analyses using R
- visualise raw, modelled and simulated data with ggplot2
- produce reproducible analytical reports in R Studio
- Topics in Health and Social Neuroscience 4H
What you learn (7)
- explain neuroscience processes underlying healthy and unhealthy behaviours
- describe psychological mechanisms influencing behaviour patterns
- explain how social behaviour affects individual well-being
- integrate psychological and biological evidence to explain well-being outcomes
- identify a specific social or health behaviour for analysis
- analyse a chosen behaviour using psychological and neuroscience perspectives
- defend an argument about a behaviour using literature evidence
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£24,000median pay three years after graduating
Lower quarter£19k
Median£24k
Upper quarter£27k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 85 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 13, 23
Half of graduates earned between £19,000 and £27,000. Five years on, the median is £30,500. 88% were in work or further study 15 months after finishing; 45% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 19% left | 91% | 255 |
| In work or study, 15 months on11% studying | 88% | 55 |
| Professional or managerial job | 45% | 40 |
| Pay 15 months on, median | £26,000 | 20 |
| Pay 3 years on, median | £24,000 | 85 |
| Pay 5 years on, median | £30,500 | 100 |
National Student Survey 2025-26
What do students say?
71%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 61% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 135 students answered
Highest: 94% agreed on question 1; lowest: 70% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 94% |
| Question 2 | 80% |
| Question 3 | 89% |
| Question 4 | 91% |
| Question 5 | 85% |
| Question 6 | 84% |
| Question 7 | 79% |
| Question 8 | 74% |
| Question 9 | 74% |
| Question 10 | 80% |
| Question 11 | 85% |
| Question 12 | 73% |
| Question 13 | 82% |
| Question 14 | 72% |
| Question 15 | 94% |
| Question 16 | 87% |
| Question 17 | 91% |
| Question 18 | 87% |
| Question 19 | 87% |
| Question 20 | 90% |
| Question 21 | 89% |
| Question 22 | 90% |
| Question 23 | 84% |
| Question 24 | 70% |
| Question 25 | 83% |
| Question 26 | 71% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Glasgow’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Glasgow is a trade mark of the university; sch.today is independent of it.