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What Is Educational Psychology?

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

• Major Perspectives
• Topics of Study

Frequently Asked Questions

Educational psychology is the study of how people learn , including teaching methods, instructional processes, and individual differences in learning. It explores the cognitive, behavioral, emotional, and social influences on the learning process. Educational psychologists use this understanding of how people learn to develop instructional strategies and help students succeed in school.

This branch of psychology focuses on the learning process of early childhood and adolescence. However, it also explores the social, emotional, and cognitive processes that are involved in learning throughout the entire lifespan.

The field of educational psychology incorporates a number of other disciplines, including developmental psychology , behavioral psychology , and cognitive psychology . Approaches to educational psychology include behavioral, developmental, cognitive, constructivist, and experiential perspectives.

This article discusses some of the different perspectives taken within the field of educational psychology, topics that educational psychologists study, and career options in this field.

8 Things to Know About Educational Psychology

Perspectives in educational psychology.

As with other areas of psychology, researchers within educational psychology tend to take on different perspectives when considering a problem. These perspectives focus on specific factors that influence learning, including learned behaviors, cognition, experiences, and more.

The Behavioral Perspective

This perspective suggests that all behaviors are learned through conditioning. Psychologists who take this perspective rely firmly on the principles of operant conditioning to explain how learning happens.

For example, teachers might reward learning by giving students tokens that can be exchanged for desirable items such as candy or toys. The behavioral perspective operates on the theory that students will learn when rewarded for "good" behavior and punished for "bad" behavior.

While such methods can be useful in some cases, the behavioral approach has been criticized for failing to account for attitudes , emotions, and intrinsic motivations for learning.

The Developmental Perspective

This perspective focuses on how children acquire new skills and knowledge as they develop. Jean Piaget's stages of cognitive development is one example of an important developmental theory looking at how children grow intellectually.

By understanding how children think at different stages of development, educational psychologists can better understand what children are capable of at each point of their growth. This can help educators create instructional methods and materials aimed at certain age groups.

The Cognitive Perspective

The cognitive approach has become much more widespread, mainly because it accounts for how factors such as memories, beliefs, emotions , and motivations contribute to the learning process. This theory supports the idea that a person learns as a result of their own motivation, not as a result of external rewards.

Cognitive psychology aims to understand how people think, learn, remember, and process information.

Educational psychologists who take a cognitive perspective are interested in understanding how kids become motivated to learn, how they remember the things that they learn, and how they solve problems, among other topics.

The Constructivist Approach

This perspective focuses on how we actively construct our knowledge of the world. Constructivism accounts for the social and cultural influences that affect how we learn.

Those who take the constructivist approach believe that what a person already knows is the biggest influence on how they learn new information. This means that new knowledge can only be added on to and understood in terms of existing knowledge.

This perspective is heavily influenced by the work of psychologist Lev Vygotsky , who proposed ideas such as the zone of proximal development and instructional scaffolding.

Experiential Perspective

This perspective emphasizes that a person's own life experiences influence how they understand new information. This method is similar to constructivist and cognitive perspectives in that it takes into consideration the experiences, thoughts, and feelings of the learner.

This method allows someone to find personal meaning in what they learn instead of feeling that the information doesn't apply to them.

Different perspectives on human behavior can be useful when looking at topics within the field of educational psychology. Some of these include the behavioral perspective, the constructivist approach, and the experiential perspective.

Topics in Educational Psychology

From the materials teachers use to the individual needs of students, educational psychologists delve deep to more fully understand the learning process. Some these topics of study in educational psychology include:

• Educational technology : Looking at how different types of technology can help students learn
• Instructional design : Designing effective learning materials
• Special education : Helping students who may need specialized instruction
• Curriculum development : Creating coursework that will maximize learning
• Organizational learning : Studying how people learn in organizational settings, such as workplaces
• Gifted learners : Helping students who are identified as gifted learners

Careers in Educational Psychology

Educational psychologists work with educators, administrators, teachers, and students to analyze how to help people learn best. This often involves finding ways to identify students who may need extra help, developing programs for students who are struggling, and even creating new learning methods .

Many educational psychologists work with schools directly. Some are teachers or professors, while others work with teachers to try out new learning methods for their students and develop new course curricula. An educational psychologist may even become a counselor, helping students cope with learning barriers directly.

Other educational psychologists work in research. For instance, they might work for a government organization such as the U.S. Department of Education, influencing decisions about the best ways for kids to learn in schools across the nation.

In addition, an educational psychologist work in school or university administration. In all of these roles, they can influence educational methods and help students learn in a way that best suits them.

A bachelor's degree and master's degree are usually required for careers in this field; if you want to work at a university or in school administration, you may need to complete a doctorate as well.

Educational psychologists often work in school to help students and teachers improve the learning experience. Other professionals in this field work in research to investigate the learning process and to evaluate programs designed to foster learning.

History of Educational Psychology

Educational psychology is a relatively young subfield that has experienced a tremendous amount of growth. Psychology did not emerge as a separate science until the late 1800s, so earlier interest in educational psychology was largely fueled by educational philosophers.

Many regard philosopher Johann Herbart as the father of educational psychology.

Herbart believed that a student's interest in a topic had a tremendous influence on the learning outcome. He believed teachers should consider this when deciding which type of instruction is most appropriate.

Later, psychologist and philosopher William James made significant contributions to the field. His seminal 1899 text "Talks to Teachers on Psychology" is considered the first textbook on educational psychology.

Around this same period, French psychologist Alfred Binet was developing his famous IQ tests. The tests were originally designed to help the French government identify children who had developmental delays and create special education programs.

In the United States, John Dewey had a significant influence on education. Dewey's ideas were progressive; he believed schools should focus on students rather than on subjects. He advocated active learning, arguing that hands-on experience was an important part of the process.

More recently, educational psychologist Benjamin Bloom developed an important taxonomy designed to categorize and describe different educational objectives. The three top-level domains he described were cognitive, affective, and psychomotor learning objectives.

Significant Figures

Throughout history, a number of additional figures have played an important role in the development of educational psychology. Some of these well-known individuals include:

• John Locke : Locke is an English philosopher who suggested the concept of tabula rasa , or the idea that the mind is essentially a blank slate at birth. This means that knowledge is developed through experience and learning.
• Jean Piaget : A Swiss psychologist who is best known for his highly influential theory of cognitive development, Jean Piaget's influence on educational psychology is still evident today.
• B.F. Skinner : Skinner was an American psychologist who introduced the concept of operant conditioning, which influences behaviorist perspectives. His research on reinforcement and punishment continues to play an important role in education.

Educational psychology has been influenced by a number of philosophers, psychologists, and educators. Some thinkers who had a significant influence include William James, Alfred Binet, John Dewey, Jean Piaget, and Benjamin Bloom.

A Word From Verywell

Educational psychology offers valuable insights into how people learn and plays an important role in informing educational strategies and teaching methods. In addition to exploring the learning process itself, different areas of educational psychology explore the emotional, social, and cognitive factors that can influence how people learn. If you are interested in topics such as special education, curriculum design, and educational technology, then you might want to consider pursuing a career in the field of educational psychology.

A master's in educational psychology can prepare you for a career working in K-12 schools, colleges and universities, government agencies, community organizations, and counseling practices. A career as an educational psychologist involves working with children, families, schools, and other community and government agencies to create programs and resources that enhance learning. 

The primary focus of educational psychology is the study of how people learn. This includes exploring the instructional processes, studying individual differences in how people learn, and developing teaching methods to help people learn more effectively.

Educational psychology is important because it has the potential to help both students and teachers. It provides important information for educators to help them create educational experiences, measure learning, and improve student motivation.

Educational psychology can aid teachers in better understanding the principles of learning in order to design more engaging and effective lesson plans and classroom experiences. It can also foster a better understanding of how learning environments, social factors, and student motivation can influence how students learn.

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By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

What Is Educational Psychology? 6 Examples and Theories

Plato believed that learning is based on the mind’s innate capacity to receive information and judge its intellectual and moral value.

Plato’s foremost pupil, Aristotle, emphasized how learning involves building associations such as succession in time, contiguity in space, and similarities and/or contrasts.

Later thinkers would devote considerable attention to learning and memory processes, various teaching methods, and how learning can be optimized.

Together, these thinkers have formed the growing and diverse body of theory and practice of educational psychology, and this intriguing topic is what we will discuss below.

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This Article Contains:

What is educational psychology and why is it important, a brief history of the field, job description and roles of an educational psychologist, 3 real-life examples, 3 popular theories, educational psychology research topics, educational psychology vs school psychology, a look into vygotsky’s ideas, positivepsychology.com’s relevant resources, a take-home message.

Educational psychology is dedicated to the study and improvement of human learning, across the lifespan, in whatever setting it occurs.

Such settings include not only schools, but also workplaces, organized sports, government agencies, and retirement communities – anywhere humans are engaged in instruction and learning of some type.

Educational psychology is important because of its focus on understanding and improving the crucial human capacity to learn.

In this mission of enhancing learning, educational psychologists seek to assist students and teachers alike.

However, it was not until later in history that educational psychology emerged as a field in its own right, distinct from philosophy.

John Locke (1632–1704), the influential British philosopher and “father of psychology,” famously described the human mind as a tabula rasa  (blank slate) that had no innate or inborn knowledge, but could only learn through the accumulation of experiences.

Johann Herbart (1776–1841) is considered the founder of educational psychology as a distinct field. He emphasized interest in a subject as a crucial component of learning.

He also proposed five formal steps of learning:

• Reviewing what is already known
• Previewing new material to be learned
• Presenting new material
• Relating new material to what is already known
• Showing how new knowledge can be usefully applied

Maria Montessori (1870–1952) was an Italian physician and educator who started by teaching disabled and underprivileged children. She then founded a network of schools that taught children of all backgrounds using a hands-on, multi-sensory, and often student-directed approach to learning.

Nathaniel Gage (1917–2008) was an influential educational psychologist who pioneered research on teaching. He served in the U.S. Army during WWII, where he developed aptitude tests for selecting airplane navigators and radar operators.

Gage went on to develop a research program that did much to advance the scientific study of teaching.

He believed that progress in learning highly depends on effective teaching and that a robust theory of effective teaching has to cover:

• The process of teaching
• Content to be taught
• Student abilities and motivation level
• Classroom management

The above is only a sample of the influential thinkers who have contributed over time to the field of educational psychology.

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Educational psychologists have typically earned either a master’s degree or doctorate in the field.

They work in a variety of teaching, research, and applied settings (e.g., K–12, universities, the military, and educational industries like textbook and test developers).

Those with a doctorate often teach and do research at colleges or universities.

They teach basic courses such as Introduction to Educational Psychology  and more advanced seminars such as Professional Ethics in Educational Psychology , or Research Methods in Educational Psychology .

They conduct research on topics such as the best measure of literacy skills for students in secondary education, the most effective method for teaching early career professionals in engineering, and the relationship between education level and emotional health in retirees.

Educational psychologists also work in various applied roles, such as consulting on curriculum design; evaluating educational programs at schools or training sites; and offering teachers the best instructional methods for a subject area, grade level, or population, be it mainstream students, those with disabilities, or gifted students.

This theory states that besides the traditionally measured verbal and visual–spatial forms of intelligence, there are also forms that include kinesthetic or athletic intelligence, interpersonal or social–emotional intelligence, musical or artistic intelligence, and perhaps other forms we have not yet learned to measure.

Dr. Gardner teaches, conducts research, and publishes. His many books include Frames of Mind: The Theory of Multiple Intelligences (1983) and The Disciplined Mind: Beyond Facts and Standardized Tests, the Education That Every Child Deserves  (2000).

Mamie Phipps Clark (1917–1983), shown above, was the first African-American woman to receive a doctorate in psychology from Columbia University. She and her husband Kenneth Clark (1914–2005) were interested in development and self-esteem in African-American children.

Her doctoral work illustrated the dehumanizing effect of segregated schools on both African-American and white children, in the well-known “doll study” (Clark & Clark, 1939). She found that both African-American children and white children imputed more positive characteristics to white dolls than to Black dolls.

This work was used as evidence in Brown v. Board of Education (1954), the unanimous U.S. Supreme Court ruling that decided that schools separated by race were not equal and must be desegregated.

She and her husband founded several institutions dedicated to providing counseling and educational services for underprivileged African-American children, including the Harlem Youth Opportunities Unlimited project.

Irene Marie Montero Gil earned her master’s degree from the Department of Evolutionary and Educational Psychology at the Autonomous University of Madrid, Spain.

Ms. Montero Gil had been balancing subsequent doctoral studies with her role as the youngest member of Spain’s Congress of Deputies, representing Madrid. She later postponed her studies to become Spain’s Minister of Equality, an office that advocates for equal opportunity regardless of age, gender, or disability.

The above examples show just some contributions that educational psychologists can make in research, teaching, legal, and advocacy contexts.

Day in the life of an educational psychologist w/ Dr. Sarah Chestnut

Various theories have been developed to account for how humans learn. Some of the most enduring and representative modern-day theories are discussed below.

1. Behaviorism

Behaviorism equates learning with observable changes in activity (Skinner, 1938). For example, an assembly line worker might have “learned” to assemble a toy from parts, and after 10 practice sessions, the worker can do so without errors within 60 seconds.

In behaviorism, there is a focus on stimuli or prompts to action (your supervisor hands you a box of toy parts), followed by a behavior (you assemble the toy), followed by reinforcement or lack thereof (you receive a raise for the fastest toy assembly).

Behaviorism holds that the behavioral responses that are positively reinforced are more likely to recur in the future.

We should note that behaviorists believe in a pre-set, external reality that is progressively discovered by learning.

Some scholars have also held that from a behaviorist perspective, learners are more reactive to environmental stimuli than active or proactive in the learning process (Ertmer & Newby, 2013).

However, one of the most robust developments in the later behaviorist tradition is that of positive behavioral intervention and supports (PBIS), in which proactive techniques play a prominent role in enhancing learning within schools.

Such proactive behavioral supports include maximizing structure in classrooms, teaching clear behavioral expectations in advance, regularly using prompts with students, and actively supervising students (Simonsen & Myers, 2015).

Over 2,500 schools across the United States now apply the PBIS supportive behavioral framework, with documented improvements in both student behavior (Bradshaw, Waasdorp, & Leaf, 2012) and achievement (Madigan, Cross, Smolkowski, & Stryker, 2016).

2. Cognitivism

Cognitivism was partly inspired by the development of computers and an information-processing model believed to be applicable to human learning (Neisser, 1967).

It also developed partly as a reaction to the perceived limits of the behaviorist model of learning, which was thought not to account for mental processes.

In cognitivism, learning occurs when information is received, arranged, held in memory, and retrieved for use.

Cognitivists are keenly interested in a neuronal or a brain-to-behavior perspective on learning and memory. Their lines of research often include studies involving functional brain imaging (e.g., functional magnetic resonance imaging) to see which brain circuits are activated during specific learning tasks.

Cognitivists are also keenly interested in “neuroplasticity,” or how learning causes new connections to be made between individual brain cells (neurons) and their broader neuronal networks.

From the cognitivist perspective, individuals are viewed as very active in the learning process, including how they organize information to make it personally meaningful and memorable.

Cognitivists, like behaviorists, believe that learning reflects an external reality, rather than shaping or constructing reality.

3. Constructivism

Constructivism holds that from childhood on, humans learn in successive stages (Piaget, 1955).

In these stages, we match our basic concepts, or “schemas,” of reality with experiences in the world and adjust our schemas accordingly.

For example, based on certain experiences as a child, you might form the schematic concept that all objects drop when you let them go. But let’s say you get a helium balloon that rises when you let go of it. You must then adjust your schema to capture this new reality that “most things drop when I let go of them, but at least one thing rises when I let go of it.”

For constructivists, there is always a subjective component to how reality is organized. From this perspective, learning cannot be said to reflect a pre-set external reality. Rather, reality is always an interplay between one’s active construction of the world and the world itself.

For example, Zysberg and Schwabsky (2020) examined the relationships between positive school culture or climate, students’ sense of self-efficacy, and academic achievement in Israeli middle and high school settings.

They found that school climate was positively associated with students’ sense of self-efficacy. Self-efficacy, in turn, was positively associated with academic achievement in math and English.

This study reflects a constructivist approach, emphasizing how students create meaning out of their educational experiences.

Other recent research has focused on behavioral interventions to support online learning, which is increasingly prevalent as an educational option.

For example, Yeomans and Reich (2017) found that sending learners regular prompts to complete online work resulted in a 29% increase in courses completed. They concluded that sending regular reminder prompts is an inexpensive and effective way to enhance online course completion.

This study reflects a proactive behaviorist approach to improving educational outcomes.

Another current research domain in educational psychology involves the use of brain imaging techniques during learning activity.

For example, Takeuchi, Mori, Suzukamo, and Izumi (2019) studied brain activity in teachers and students while teachers provided hints for solving a visual–spatial problem (assembling puzzles).

They found that the prefrontal cortex of the brain, involved in planning and monitoring of complex cognitive activities, was significantly activated in teachers, not when they planned hints to be given, but only when they actually gave the hints.

For the student participants, the prefrontal cortex was significantly activated when they had solved the puzzle with hints provided.

This study emphasizes a cognitivist approach, focused on brain activity during learning.

For cognitivists, understanding how the brain converts instructional inputs into learning can lead to improved teaching strategies and better learning outcomes.

Educational and school psychologists overlap in their training and functions, to some extent, but also differ in important ways.

Educational psychologists are more involved in teaching and research at the college or university level. They also focus on larger and more diverse groups in their research and consulting activities.

As consultants, educational psychologists work with organizations such as school districts, militaries, or corporations in developing the best methods for instructional needs.

Some school psychologists are involved in teaching, research, and/or consulting with large groups such as a school district. However, most are more focused on working within a particular school and with individual students and their families.

About 80% of school psychologists work in public school settings and do direct interventions with individuals or small groups.

They help with testing and supporting students with special needs, helping teachers develop classroom management strategies, and engaging in individual or group counseling, which can include crisis counseling and emotional–behavioral support.

One idea central to Vygotsky’s learning theory is that of the zone of proximal development (ZPD).

The ZPD is the area between what a learner (student, adult trainee, rehabilitation patient, etc.) can already do on their own and what the learner can readily accomplish with the help of teachers or more advanced peers.

For example, a five-year-old might already know how to perform a given three-step manual task, but can they be taught to complete a four- or five-step task?

The ZPD is a zone of emerging skills, which calls for its own kind of exploration and measurement, in order to better understand a learner’s potential (Moll, 2014).

Vygotsky was also interested in the relationship between thought and language. He theorized that much of thought comprised internalized language or “inner speech.” Like Piaget, whose work he read with interest, Vygotsky came to see language as having social origins, which would then become internalized as inner speech.

In that sense, Vygotsky is often considered a (social) constructivist, where learning depends on social communication and norms. Learning thus reflects our connection to and agreement with others, more than a connection with a purely external or objective reality.

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As mentioned in the discussion of Nathaniel Gage’s theory of effective teaching, student motivation is an important component to assess and encourage.

The Who Am I Self-Reflection can help students and their teachers think about what they are good at, what significant challenges they have been confronted with, and what inspires them. This knowledge can help both teachers and students find ways to enhance motivation in specific cases.

As noted above, the cognitivist approach to educational psychology includes understanding how the brain learns by forming new connections between neurons. The Adopt A Growth Mindset activity is a simple guide to replacing fixed mindset thinking with growth statements. It can inspire adults to learn by referencing their inherent neuroplasticity.

The idea is that with enough effort and repetition, we can form new and durable connections within our brains of a positive and adaptive nature.

For parents and teachers, we recommend Dr. Gabriella Lancia’s article on Healthy Discipline Strategies for Teaching & Inspiring Children . This article offers basic and effective strategies and worksheets for creating a positive behavioral climate at home and school that is pro-social and pro-learning.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

The field of educational psychology has ancient roots and remains vibrant today.

Today, there are many programs across the world providing quality training in educational psychology at the master’s, doctoral, and postdoctoral levels.

According to the U.S. Bureau of Labor Statistics, career opportunities in psychology will grow at a healthy rate of about 14% over this decade, and educational psychology is expected to keep pace.

In addition, job satisfaction in educational psychology and related fields such as school psychology has traditionally been high, including as it concerns social impact, independence, and compensation (Worrell, Skaggs, & Brown, 2006).

Those with a doctorate in educational psychology have potential for a broad impact on learners of any and every type. They often teach at the college or university level, conduct research and publish on various topics in the field, or consult with various organizations about the best teaching and learning methods.

Researchers in educational psychology have made important contributions to contemporary education and culture, from learning paradigms (behaviorism, cognitivism, constructionism) and the theory of multiple intelligences, to proactive school-wide positive behavioral supports.

We hope you have learned more about the rich field of educational psychology from this brief article and will find the resources it contains useful. Don’t forget to download our free Positive Psychology Exercises .

• Brown v. Board of Education , 347 U.S. (1954).
• Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics , 130 (5), e1136–e1145.
• Clark, K., & Clark, M. (1939). The development of consciousness of self and the emergence of racial identification in Negro preschool children. Journal of Social Psychology ,  10 (4), 591–599.
• Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, and constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly , 26 (2), 43–71.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . Basic Books.
• Gardner, H. (2000). The disciplined mind: Beyond facts and standardized tests, the education that every child deserves . Penguin Books.
• Grinder, R. E. (1989). Educational psychology: The master science. In M. C. Wittrock & F. Farley (Eds.), The future of educational psychology (pp. 3–18). Lawrence Erlbaum Associates.
• Madigan, K., Cross, R. W., Smolkowski, K., & Stryker, L. A. (2016). Association between schoolwide positive behavioural interventions and supports and academic achievement: A 9-year evaluation. Educational Research and Evaluation , 22 (7–8), 402–421.
• Moll, L. C. (2014). L. S. Vygotsky and education . Routledge.
• Neisser, U. (1967). Cognitive psychology . Appleton-Century-Crofts.
• Piaget, J. (1955). The child’s construction of reality . Routledge & Kegan Paul.
• Simonsen, B., & Myers, D. (2015). Classwide positive behavior interventions and supports: A guide to proactive classroom management . Guilford Publications.
• Skinner, B. F. (1938). The behavior of organisms: An experimental analysis . B. F. Skinner Foundation.
• Takeuchi, N., Mori, T., Suzukamo, Y., & Izumi, S. I. (2019). Activity of prefrontal cortex in teachers and students during teaching of an insight problem. Mind, Brain, and Education , 13 , 167–175.
• Worrell, T. G., Skaggs, G. E., & Brown, M. B. (2006). School psychologists’ job satisfaction: A 22-year perspective in the USA. School Psychology International , 27 (2), 131–145.
• Yeomans, M., & Reich, J. (2017). Planning prompts increase and forecast course completion in massive open online courses. Conference: The Seventh International Learning Analytics & Knowledge Conference , pp. 464–473.
• Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement . Educational Psychology. Taylor & Francis Online.

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Educational Psychology Promotes Teaching and Learning

Understanding Educational Psychology

Today’s educational system is highly complex. There is no single learning approach that works for everyone.

That’s why psychologists working in the field of education are focused on identifying and studying learning methods to better understand how people absorb and retain new information.

Educational psychologists apply theories of human development to understand individual learning and inform the instructional process. While interaction with teachers and students in school settings is an important part of their work, it isn’t the only facet of the job. Learning is a lifelong endeavor. People don’t only learn at school, they learn at work, in social situations and even doing simple tasks like household chores or running errands. Psychologists working in this subfield examine how people learn in a variety of settings to identify approaches and strategies to make learning more effective.

Educational Psychology Applied

Psychologists working in education study the social, emotional and cognitive processes involved in learning and apply their findings to improve the learning process. Some specialize in the educational development of a specific group of people such as children, adolescents or adults, while others focus on specific learning challenges such as attention deficit hyperactivity disorder (ADHD) or dyslexia. 

No matter the population they are studying, these professionals are interested in teaching methods, the instructional process and different learning outcomes.

How much does the time of day when new information is introduced influence whether a person retains that information? What does culture have to do with how we process new ideas? How does age affect our ability to develop new skills, like language? How is in-person learning different from remote learning using technology? How does the choice of a media platform make a difference in learning? 

These are all questions that educational psychologists are asking — and answering — in settings as diverse as government research centers, schools, community organizations and learning centers.

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What Is Educational Psychology and Why Is It Important

Educational psychology can be summed up as the set of methods and strategies that strive for an improvement of how education is perceived by teachers, parents, and students. The purpose is to offer help and solutions that work as one creates certain educational experiences, adjusts existing learning methods, and keeps the learners inspired. The pandemic times and online learning have helped to set new objectives by addressing limitations and explaining what could be done and how exactly. It is the essence of educational psychology – to suggest, analyze and achieve educational aims in the most efficient way. 

Why is Educational Psychology Important?

Before exploring the benefits and the importance of educational psychology, one must realize that each student is an individual who may not be able to adjust to the common identifier. We all understand things differently and may not be able to follow the same instructions. This is where educational psychology enters the equation by addressing the best ways an educator can help a student learn and understand the concepts and overcome personal challenges, fears, and apprehensions. 

Educational Psychology Explores How Students Learn

It often involves compare-and-contrast methods as an individual is compared to the rest of the group or two bright students are compared to identify the differences. It helps educators to see what might require an urgent change or what methods have proved themselves as efficient. Such a method requires analytical work and time to identify the sample group and take relevant notes that make the research balanced and less partial. 

Remember the difficulties that may occur while teaching ESL students. Sometimes they may not properly garb the idea of the task or complete it incorrectly. In case any teacher needs help with the translation of the curriculum into another language, it is wise to get professional translation help from services like TheWordPoint . An expert translator will translate any educational materials you need and will save you from miscommunication with your ESL students. It is also a great idea to hire a translator permanently for some school needs. You can discuss this idea with a head teacher.

It Offers Introspection or Self-Observation Methods

This method is mostly aimed at educators and the parents of the students that require specific learning assistance (think autistic or special needs learners), yet more and more learners turn to reflective writing and special journals to identify their strengths and weaknesses. Starting with an observation task may seem a bit challenging at first, which is why many students choose to seek online help as they overcome various learning difficulties. The psychological effect of such an action is easy to explain, as students eliminate the factor of stress and of being identified as they ask for help. 

Clinical Psychology Aspect

Also known as the “case study analysis”, this branch of educational psychology focuses on the mental health of students. It has been especially important during times of social isolation and online learning when most students had confidence-related challenges as they did not feel comfortable when learning at home. The educators also relate here if one takes a look at the technical gap or inability to work with the latest technology. Clinical psychology in education also addresses exam stress issues or college depression cases, among other things. The purpose here is to identify the reasons and explain why the fears and anxiety take place. 

New Development Methods and Observations

Flexibility is one of the most important elements of modern educational psychology. While it studies the behavioral patterns of a student, it also helps to identify and develop new learning methods that can help to inspire. It is especially relevant when one is dealing with the younger learners or first-year college students, who are still used to the teacher’s control and the strict school guidelines. As a rule, it still includes observation and analysis of the changes, since developmental psychology must be approached in retrospect or through the lens of prognosis. 

Experimental Methods

This branch of educational psychology relates to a method when educators implement an independent variable when dealing with a dependent variable. In other words, teachers address more than one learning method to identify how they can have a positive impact on the cognitive functions of students as a group. As an experimental approach, it helps to increase the motivation and involvement of students in various team projects. The primary purpose of experimental psychology in education is to find out what learning methods can assist students as they learn about cooperation.

Accessibility Issues

Educational psychology also addresses various accessibility issues that go beyond having access to technology. It helps to address mental health issues and learning challenges that aren’t always identified. It also addresses negative learning aspects like bullying or classroom harassment. The purpose of educators is to identify the triggers and take action by doing so privately and in a way that will not make the problem an issue that is widely discussed by other students. 

Summing things up, one can see that educational psychology helps to identify the learning potentials of the learners and make relevant changes to the educational process. It also allows teachers to assess students and track their progress in a less biased way. Another important aspect worth mentioning is an adjustment of the curriculum based on the demands of the learners. It paves the way for solving educational problems as the cognitive functions are being addressed. Most importantly, educational psychology helps to identify and overcome the mental barriers that prevent students from learning and processing information. 

Emotional Commitment and Sense of Belonging

The primary purpose of educational psychology is to show how one can learn and retain knowledge by feeling emotional attachment. Psychological science is applied as a way to address the difficulties of the learning process. When a hypothetical learning model remains static, students do not feel motivated and cannot connect the proverbial dots that help them to belong. Educational psychology turns to more engaging learning methods that implement examples and let students take the lead. Once such a method is used in the classroom, the learners use various social factors as a way to voice their opinion. It brings in the element of flexibility, thus affecting the psycho-emotional state of the learner. 

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What Is Educational Psychology?

Learning is a highly individualized process. What proves effective for one person might not work for another. Most of us have experienced this at one point — struggling with concepts presented through one medium but understanding them when taught in a different way. To improve the process of education, psychology professionals are working to understand exactly how people learn and retain information.

“Educational psychology is the field that explores our psychological processes, theories, and principles that influence learning and development within an educational environment,” says Kristina Noriega , EdD, MSIDT, MSCP, psychology faculty member at Purdue Global. “It examines how students of all ages — from early childhood to adulthood — acquire knowledge, develop skills, and adapt to different learning environments.”

In this article, Noriega shares insights and potential career paths within this rewarding and challenging field.

Understanding Educational Psychology

Learning is a unique journey for every individual. Educational psychology delves into the cognitive, behavioral, and developmental aspects of this journey. The goal, according to the American Psychological Association , is to better understand how students learn and develop in an educational setting.

Those who study educational psychology learn topics such as student motivation, student assessment, instructional techniques, and classroom management.

“Once they become working educational psychology professionals, they can then apply all of this knowledge into real-world scenarios and situations in support of the field of learning,” Noriega says.

What Can You Do With a Master’s in Educational Psychology?

A master’s degree in educational psychology can open doors to a range of roles within the educational sector. Potential career paths include:

1. Educational Researcher

An educational researcher focuses on the intricacies of the learning process to understand and improve educational practices and outcomes. They employ various methodologies, from qualitative interviews to quantitative data analysis, to study topics such as teaching methods, learning styles, curriculum effectiveness, and educational policies.

“As an educational researcher, you can study educational interventions, learning processes, or even policy,” Noriega explains. “This research often informs educators, policymakers, and institutions, providing evidence-based recommendations to enhance the quality of education and promote effective learning environments.”

Educational researchers work in many settings, from academia and government agencies to private and nonprofit research organizations. You can even apply educational psychology to understand behavior, preferences, and pain points as you design and develop products and learning material.

“I’ve been a user experience researcher,” she says. “This role helps ensure that services and products are designed with the needs and preferences of the users or learners in mind.”

2. Educational Program Director

An educational program director leads and enhances the quality of education within schools. Their responsibilities encompass a broad range of tasks including curriculum planning, textbook selection, and teacher training.

“Additionally, they are involved in devising and implementing programs for extracurricular activities, ensuring a holistic educational experience for students,” Noriega says. Educational program directors work in school districts, higher education institutions, government educational departments, private educational consultancies, and nonprofit organizations focused on education.

3. Education Administrator, Kindergarten Through Secondary

An education administrator, kindergarten through secondary, ensures that schools operate efficiently and provide high-quality educational experiences to students. According to O*NET OnLine , they are responsible for planning, directing, and coordinating the academic, administrative, and auxiliary activities of kindergarten, elementary, or secondary schools.

Education administrators play an important role in the educational landscape. These roles typically work within public and private school systems, charter schools, school district offices, and sometimes at state or federal educational departments. Licensing and certification requirements may apply.

4. Instructional Coordinator

An instructional coordinator, often referred to as a curriculum specialist, plays a crucial role in shaping the educational content delivered to students. According to O*NET OnLine , these professionals oversee school curriculum and teaching standards, taking charge of developing and implementing instructional materials, and subsequently assessing their effectiveness.

They typically find employment in public and private K-12 schools, colleges and universities, and school district offices. They might also work within educational consultancies and state or federal educational agencies. Their expertise ensures that educational content aligns with set standards and effectively meets the learning needs of students.

Earn a Master of Science in Educational Psychology With Purdue Global

The field of educational psychology plays a key part in shaping the educational process. For individuals considering advanced roles in educational administration, program evaluation, or operations research, a master's degree in this discipline can offer a solid foundation for your career.

Employers may prefer candidates with a master’s degree because it provides a deeper understanding of psychology principles and research methods. “Earning a master’s degree can give candidates extra leverage in the job market,” Noriega says.

Learn more about Purdue Global's  online master's in educational psychology and request more information today.

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educational psychology

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educational psychology , theoretical and research branch of modern psychology , concerned with the learning processes and psychological problems associated with the teaching and training of students. The educational psychologist studies the cognitive development of students and the various factors involved in learning, including aptitude and learning measurement, the creative process, and the motivational forces that influence dynamics between students and teachers. Educational psychology is a partly experimental and partly applied branch of psychology, concerned with the optimization of learning. It differs from school psychology , which is an applied field that deals largely with problems in elementary and secondary school systems.

Educational psychology traces its origins to the experimental and empirical work on association and sensory activity by the English anthropologist Sir Francis Galton , and the American psychologist G. Stanley Hall , who wrote The Contents of Children’s Minds (1883). The major leader in the field of educational psychology, however, was the American educator and psychologist Edward Lee Thorndike , who designed methods to measure and test children’s intelligence and their ability to learn. Thorndike proposed the transfer-of-training theory, which states that “what is learned in one sphere of activity ‘transfers’ to another sphere only when the two spheres share common ‘elements.’ ”

What Is Educational Psychology? Theories, Degrees And Careers

Updated: Jan 4, 2024, 1:20am

If you’re interested in how people learn and process information, you might consider a career in educational psychology. This field sits at the intersection of education and psychology, which may be appealing to individuals who do not want to become teachers but aspire to counsel students in educational settings. Career options include school counselor, educational consultant and research-based roles.

In this article, we’ll introduce you to the unique field of educational psychology, including common careers, requirements and earning potential.

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What Does Educational Psychology Study?

Educational psychology professionals focus on the ways people absorb and retain information. These professionals study various theories of educational development, all of which inform teaching styles employed in classrooms across the world.

Educational psychologists work with teachers and school administrators to put in place sound educational practices that benefit most of the student body. These psychologists may also help with more difficult issues, such as learning disabilities or students with low academic performance.

While most of an educational psychologist’s work takes place at the K-12 level, some also work with adults who have learning disabilities.

Educational Psychology Theories

The field of educational psychology is built on several theories regarding how people learn.

John Watson developed the behavioral theory of educational psychology in 1913. This theory states that people are born with minds that are essentially blank, and people’s behavior is a result of their surrounding environment. Behavioral theory places little focus on the idea of innate or inherited knowledge, focusing instead on how individuals gain knowledge through learning and conditioning.

Behavioral theory uses a system of rewards and punishments to change behavior. A good example of this is giving students points for good behavior and rewarding the class once they’ve accumulated enough points.

Developmental

Psychologist Jean Piaget was a popular adherent to the developmental theory of educational psychology. This perspective asserts that people learn skills and concepts along a well-defined continuum involving growth and maturation. It examines how nature and nurture work together to shape a person’s development.

By understanding how children think as they move from one stage of life to the next, educational psychologists can build a better understanding of children’s development.

Cognitivism was developed in response to the theory of behaviorism, asserting that learners process information through the filter of what they already know. This theory emphasizes memory and organization. Classroom examples of cognitivism can include memorization, concept mapping and the use of analogies and metaphors to help with memory.

Constructivist

This perspective focuses on how students are constantly evolving and gaining knowledge during their learning journey. The theory places importance on real-world scenarios and using critical thinking skills to solve problems.

Psychologist Lev Vygotsky was a pioneer of constructivist theory. His research on the zone of proximal development, which separates tasks into three main categories based on skill level, is the main tenet of the cognitive theory of educational psychology.

Experiential

This theory of educational psychology emphasizes how a person’s life experience can influence their understanding and processing of new information. Similar to both the constructivist and cognitive perspectives, this theory considers factors like the learner’s thoughts, feelings and personal experiences more heavily than other theories.

What Degrees Can You Get in Educational Psychology?

If you’re wondering how to become a psychologist in the education space, you can start by pursuing an undergraduate degree in just about any field. Specific bachelor’s degrees in educational psychology are rare, so prospective educational psychologists might instead pursue undergraduate degrees in history, business, general psychology or education.

Do you plan to start with a general psychology bachelor’s degree? Consider our list of the best online psychology degrees .

Master’s in Educational Psychology

At the master’s level, educational psychology learners complete both core curricula and elective courses. Typical master’s in psychology programs require a bachelor’s degree for admission and take two years of study to complete.

Most master’s programs in educational psychology combine core and elective courses, allowing students to choose their desired path within the field of educational psychology. Common coursework for a master’s in educational psychology includes human development, research and analysis, applied learning behaviors, consultation in special education, learning across the lifespan and qualitative approaches to education.

To learn more, check out our list of the best online psychology master’s degrees .

Doctorate in Educational Psychology

For many individuals pursuing careers in psychology , a doctoral degree is necessary. After completing a Ph.D. in educational psychology, students are prepared for careers as college professors, researchers or educational consultants.

Doctoral programs in educational psychology result in Ph.D., Ed.D. or Psy.D. degrees. Ph.D. graduates tend to pursue careers in research, while Ed.D. and Psy.D. graduates typically practice psychology in educational settings. Doctoral programs in psychology typically require either a bachelor’s or a master’s degree for admission and take between three and five years to complete.

Careers in Educational Psychology

Are you wondering what you can do with a degree in educational psychology? Below, we’ve outlined some popular career paths for students who pursue this degree.

We sourced the below salary data from the U.S. Bureau of Labor Statistics (BLS) and Payscale .

Educational Psychologist

Median Annual Salary: $85,330 Projected Job Growth (2022-2032): +6% Job Description: Educational psychologists study the ways people learn and process information. They often work in school settings but can also perform counseling services or conduct research in their field.

Educational Researcher

Average Annual Salary: Around $67,000 Job Description: Education researchers often work at colleges or universities. These professionals are tasked with analyzing academic departments to ensure they are using the most effective curriculum.

School Psychologist

Median Annual Salary: $81,500 Projected Job Growth (2022-2032): +1% Job Description: School psychologists perform a variety of counseling and psychological services in schools. They develop and implement strategies to help schools address students’ educational or behavioral issues. School psychologists often work with at-risk or learning-disabled students to develop strategies to ensure academic success. We explore this position in detail in our guide on how to become a school psychologist .

College Counselor

Median Annual Salary: $60,140 Projected Job Growth (2022-2032): +5% Job Description: School and college counselors work in educational settings to help students develop their paths to academic success. These counselors assist students with selecting majors or career paths.

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Christin Perry is a freelance writer whose work has appeared in numerous outlets, including WeddingWire, The Knot, Parents and Verywell Family. When she's not working, Christin enjoys reading, gardening and hanging out with her husband and four young kids. She also loves to do small home improvement projects any chance she gets.

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What is educational psychology and its importance?

Each individual has different characteristics and no two persons are the same. That is why is it important to identify this fact and to work according to each personality. Each person has his own way of understanding and doing things. Adaptability is key when dealing with people in general. In this context, the ability and variation each individual has when it comes to learning and understanding, differs greatly and involves a whole new level of educational psychology.

What is educational psychology?

Educational psychology focuses on how people learn, which includes ordinary learners as well as gifted learners. It involves the learning process, teaching procedures, results of students, differences in individual learning procedures, individual learning disabilities and gifted learners. Psychologists working in this branch of psychology are keen on finding out how people grasp and retain new information. There are many psychology courses online that can help you to learn in detail about this branch of psychology

Educational psychology process involves early childhood and adolescent learning. However, it also includes emotional, social and cognitive processes that are involved in the learning process throughout life.

Choose from the many psychology course bundles online in UK to be qualified in this field and work as an education psychologist anywhere in the world.

Methods of educational psychology

Educational psychology involves several techniques of collecting data which is an important step in the entire process. These are as follows;

• Introspection – This is the method of self-observation. In this method the individual observes and analyses his own feelings and thoughts.
• Observation – This is one of the most popular methods used. In this method the individual is compared with another person other than himself.
• Clinical method – This method, which is also known as the case method, is used to understand the reason for anxieties, fears, obsessions and worries etc. of individuals.
• Development method – This method focuses on the development of behaviours of an individual, right from the beginning of it.
• Experimental method – This method focuses on various methods of memorisation, imagination and level of attention etc. It analyses the effect an independent variable has on a dependent variable.

You can learn more about these methods by following a course in this subject area. A psychology course bundle will give you an in depth knowledge which you require in order to work in this field of psychology.

The importance of educational psychology

Educational psychology is a vital part of the learning process, especially in this era. It is important for both educators and students. Let’s look at some of the benefits educational psychology has on educators.

• It helps the teacher to get to know his potential to teach and the abilities of the learners.
• It assists the teacher in the identifying the learning process.
• It helps the teacher to asses each student and to know where he stands and how he has grown.
• It helps the teacher to adjust his method of learning to the demand of the learner.
• It helps the teacher to solve the learning problems of each student.
• It helps the teacher to motivate the student to learn and to increase his ability in memorising.
• It helps to teacher to identify the differences each student has according to his or her own limits.
• It helps the teacher to channel the students’ abilities in the right direction

These are just a few of the reasons why you should follow a psychology course bundle which can help you in your journey towards becoming a qualified and skilled educational psychologist.

Apart from the importance educational psychology has on teachers, there are also many benefits it has on education itself. Let’s take a look at some of these advantages.

• As a learner, it enables him to get to know about himself and identify his behaviour.
• It facilitates the learning process by determining factors of the classroom environment and how discipline should be maintained.
• It helps curriculum generators to identify what needs to be added to the curriculum to support the teachers and students with the learning process to transfer to the next generation.
• It helps to identify how to evaluate students in order to test to what extend the information and concepts taught have been transferred.

All of these benefits only tell you how important educational psychology is. This means that it is the right time for you to consider following one of the psychology courses online so that you get to master the above techniques.

Scope of educational psychology

Educational psychology focuses on two important aspects, which are education and psychology. Both of these aspects are equally crucial in building a society with great future prospects. The scope of educational psychology covers several aspect as below. They are;

• Growth and development of a child.
• The study of human behaviour.
• How learning can take place in the most efficient manner.
• The nature of an individual’s personality.
• The differences of every individual.
• To what extent the environment contributes towards the development and growth of a person.

This scope shows how greatly educational psychology can impact society. It should be noted that following an adequate psychology course bundle is crucial in getting the proper knowledge and skills in this subject.

Psychology Course Bundle

There are so many psychology course bundles online in UK that can help you gain the knowledge and skills you require. Our psychology course features Mastering Psychology and Educational Psychology which are two excellent courses to follow to those who aspire to follow this career path. Key features of our courses are the personalized learning experience, accredited UK qualification, access to study materials, up to a year’s access to the course material and support over the phone, chat and email.

Learners of the psychology course bundle should be above 16 years of age with a basic understanding and skills in English and ICT. The course is recommended for psychology students, aspiring psychologists, counsellors, social workers and anyone who is interested in studying humans and their behaviours. Upon successful completion of the psychology course bundle and the online test, learners will be awarded the Certificates for Mastering Psychology and Educational Psychology. Log into our website to find out more information on the courses that are available.

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Educational Psychology: What It Is and Why It Matters

Maybe you remember those classes back in school that just didn’t click. You’d stare at the blackboard, textbook open, willing yourself to understand – but nothing seemed to stick. What gives? Turns out there’s a whole field of study dedicated to figuring out the best ways to teach and learn.

Table of Contents

It’s called educational psychology , and it combines insights from psychology, education, and cognitive science to understand how people absorb, process, and retain information. From strategies that boost motivation to techniques that improve memory and recall, educational psychology offers scientifically-backed methods to enhance teaching and learning.

Whether you’re a student struggling with coursework, a teacher searching for better ways to reach your class, or a parent looking to support your child’s education, the principles of educational psychology can help. In this article, we’ll explore what educational psychology is, how it works, and why it matters for learners of all ages and abilities. Get ready to understand your own learning style and pick up tips to make schoolwork stick!

What Is Educational Psychology?

Educational psychology is the study of how people learn and develop in educational settings. As students, we spend over 15,000 hours in school, so how and what we learn there is crucial. Educational psychologists aim to understand and improve learning processes and environments.

The Role of the Educational Psychologist

Educational psychologists study how people learn and develop in schools . They focus on maximizing students’ potential and creating the best learning conditions. They may assess students to determine their strengths and weaknesses, evaluate programs and teaching methods, or work with teachers and parents to develop better strategies for helping students.

Why Educational Psychology Matters

Understanding how people learn and develop is essential to improving education. Educational psychology provides insights into how we can teach and motivate students effectively. It aims to create supportive learning environments where students can thrive academically and socially.

By applying theories of development, learning, and motivation, educational psychologists can improve teaching methods, curriculum design, and learning strategies. Their work helps shape policies and programs to benefit students, especially those with learning or behavioral difficulties. Overall, educational psychology is crucial for supporting students and creating the best possible learning experiences.

Educational psychology focuses on human learning and aims to optimize development and education. Educational psychologists study how people learn and progress in school settings. They work to create supportive learning environments, improve teaching methods, and enhance student outcomes. By understanding the learning process, we can build better schools and help students reach their full potential.

Key Theories and Concepts in Educational Psychology

Educational psychologists have developed several theories and concepts to help understand how people learn in school contexts.### Behaviorism

Behaviorism focuses on observable behaviors rather than mental processes. Key theorists like B.F. Skinner proposed that learning happens when we receive positive reinforcement for demonstrating the right behavior. This means rewarding good behavior and ignoring unwanted behavior. Many teachers use behaviorist techniques like sticker charts or extra recess to encourage kids to do their work.

Constructivism

Constructivism believes that we construct our own knowledge and understanding of the world through experience. Jean Piaget pioneered this view, showing how children actively build knowledge by interacting with the world around them. In the classroom, constructivist techniques like hands-on activities, experiments, and open-ended questions are used to help students discover and construct knowledge.

Social Cognitive Theory

Social cognitive theory recognizes that learning happens through social interactions and observations. Albert Bandura proposed that we learn from the people around us through modeling. Teachers can harness the power of social cognitive theory by giving students opportunities to observe and work together. Group work, presentations, and class discussions are all ways students can learn from each other.

Educational psychology has shaped how we teach and learn in schools. The theories provide a foundation for developing engaging and effective instructional techniques that help all students reach their potential. By understanding the way people learn, we can create better learning environments and empower students to become lifelong learners.

How Educational Psychologists Support Learning

Educational psychologists play an important role in supporting students and improving the learning process. ###They evaluate students’ skills and weaknesses. By administering tests and assessments, educational psychologists can identify learning disabilities or other issues that may be impacting a student’s performance or experience. They determine students’ cognitive, social, and emotional strengths and needs.

They provide interventions and strategies. Once they have evaluated a student, educational psychologists develop plans to address any needs or challenges. They may recommend learning strategies, behavioral interventions, social skills training, or other steps to help students thrive. They work with teachers, parents, and students to implement these strategies.

They support an inclusive learning environment. educational psychologists help create learning environments that meet the needs of all students. they provide guidance on accessible teaching methods, technologies, and spaces that accommodate students with different abilities, skill levels, and learning needs. their goal is to give every student an equal opportunity to learn and achieve their full potential..

They encourage lifelong learning. Educational psychologists don’t just focus on students’ current performance – they aim to equip students with the skills and tools they need to become lifelong learners. Things like motivation, curiosity, resilience, and a growth mindset are lifelong learning skills that educational psychologists try to instill in students from an early age. By nurturing these skills and a love of learning in students, educational psychologists help shape students’ futures for success.

In these ways, educational psychologists play a key role in optimizing the learning experience for all students. Their support and guidance helps students thrive during their school years and beyond.

Educational Psychology Research Areas and Methods

Educational psychology aims to understand how people learn and develop in educational settings. Researchers in this field use scientific methods to uncover insights that can help improve teaching and learning.

Learning Theories

A major area of research focuses on developing theories about how people learn, such as behavioral, cognitive, and social cognitive learning theories. These theories explore how factors like environment, mental processes, and social interactions influence learning.

Researchers also study what motivates students to learn. They examine how things like interests, goals, self-efficacy, and learning environment influence students’ motivation to engage in and persist at learning activities. Findings in this area can help educators develop lessons and activities that inspire students.

Development

Another research area looks at how students’ cognitive, social, and emotional skills develop over time and how development influences learning. For example, researchers may study how memory, attention, reasoning, and self-regulation emerge and change from childhood through adolescence. Insights into development can help educators tailor instruction to students’ developmental levels.

Research Methods

Educational psychology researchers use empirical methods like surveys, observations, interviews, and experiments to systematically collect and analyze data. Survey research can reveal perceptions and attitudes, while observation and interviews provide in-depth information about behaviors and experiences. Controlled experiments that compare groups help determine cause-and-effect relationships related to teaching and learning.

Overall, educational psychology research aims to build a scientific understanding of how and why people learn in educational contexts. The diverse research methods and areas of focus in this field provide a framework for developing and evaluating effective educational practices based on evidence rather than anecdote or speculation alone.

Applying Educational Psychology in the Classroom

As a teacher, you can directly apply the principles of educational psychology to improve your students’ learning experiences. Creating an optimal learning environment is key.

Provide Structure and Guidance

Students thrive when lessons have clear objectives and organized content. Provide an outline or agenda for each lesson so students know what to expect. Explain how new topics relate to previous ones. Set specific and achievable goals to keep students motivated.

Encourage Active Participation

Students learn best when they are engaged and participating actively. Pose thought-provoking questions and facilitate discussions. Have students work together in small groups. Assign projects that require students to apply what they’ve learned. These techniques promote analysis, evaluation, and creation of new knowledge.

Offer Differentiated Instruction

Not all students learn the same way or at the same pace. Provide options for how students can engage with the material, such as reading, videos, simulations, or real-world examples. Assign tiered activities at different levels of complexity. Offer extra support and enrichment opportunities. Differentiated instruction helps ensure that lessons are accessible and challenging for students at all levels.

Provide Constructive Feedback

Timely and helpful feedback is essential for learning and growth. Provide specific feedback on a regular basis, not just through formal evaluations. Comment on what a student has done well and how they can improve, with practical suggestions for next steps. Feedback should motivate students by highlighting their progress and potential.

Foster Positive Relationships

Healthy student-teacher relationships lead to greater motivation, better behavior, higher achievement, and long-term success. Show students empathy, respect, and care. Be available as a source of support. Reinforce positive interactions between students. These relationships create a nurturing environment where students feel comfortable taking risks and openly engage in learning.

FAQ’S

What exactly is educational psychology.

Educational psychology is the study of how people learn and develop in educational settings. As an educational psychologist, you’ll look at how factors like teaching methods, environment, and social interactions influence learning and development. This field aims to help improve teaching methods, curriculum development, and student learning.

Do I need a degree to become an educational psychologist?

To become an educational psychologist, you typically need at least a master’s or doctoral degree in educational psychology or a related field like counseling psychology or school psychology. Educational psychologists who work in schools usually need an additional certification, license, or credential, depending on the state.

What does an educational psychologist do?

An educational psychologist has a variety of job responsibilities, including:

• Conducting research on how people learn and factors that influence learning.
• Developing strategies to help students who are struggling with learning or behavior issues.
• Consulting with teachers, parents, and administrators to improve learning environments and teaching methods.
• Assessing students to determine their strengths, weaknesses, and needs. Then providing recommendations to support their learning and development.
• Designing and evaluating programs, curricula, and teaching methods to maximize learning.

Where do educational psychologists work?

Educational psychologists work in many settings, including:

• Schools and school districts – Helping improve curriculum, teaching methods, and learning environments.
• Universities – Conducting research and teaching students studying education or psychology.
• Private practice – Providing assessment, consultation, and counseling services to students, parents, teachers, and schools.
• Government – Developing education policy, programs, and curricula.
• Nonprofits – Improving education and opportunities for underserved populations.

How much do educational psychologists make?

According to the Bureau of Labor Statistics, the median pay for educational psychologists in the U.S. is around $76,990 per year. Salaries can vary depending on factors like:

• Years of experience
• Highest degree earned (master’s vs. doctorate)
• Job setting (school vs. private practice)
• Job responsibilities (research vs. direct service)
• Location (salaries tend to be higher in large metro areas)

So there you have it – educational psychology is a fascinating field that has a huge impact on how you learn and retain information. By understanding concepts like memory, motivation, and cognitive development, you can figure out the best study methods for your needs. And teachers can create better lesson plans tailored to different learning styles.

Whether you’re a student looking to ace that next test, or an educator hoping to connect with your class, educational psychology provides meaningful insights. With an open and curious mindset, we can all keep growing our knowledge and reaching our potential.

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The importance of Educational Psychology

It’s possible to improve our functionality by taking just a quick look at the theories used in Educational Psychology. Here, we’re going to look at one of the gateway theories that can help us to improve our performance in almost any educational situation.

Take the classic story of a seven year old pupil in 1880s America, who overheard a teacher saying that his learning abilities were ‘addled’. The child was obviously upset at this, and even though the teacher was having genuine difficulties in teaching the boy, we can all recognise the inappropriate way this opinion was expressed.

That boy grew up to become Thomas Edison. The inventor reflected on this moment later in his life, when he was interviewed by a local newspaper.

Even though the world of education has advanced immeasurably since this era, it’s still interesting to ask: would Edison’s type of intelligence have been easier to understand if they knew back then what we do now regarding Educational Psychology ?

Multiple intelligence types

One of the many fascinating facets of psychology degrees are personality and intelligence modules. Developmental psychologist Howard Gardner was the first to publish the seven main types of intelligence in 1983, and since then several more have been added to the roster. Here, we give you an overview these intelligence types.

1) Visual-Spatial

We’ve all met people with the uncanny ability to visualise the world around them to an above average level. Their minds are able to create three-dimensional psychological constructs, which they can then relay back to the physical world. The way it’s relayed can vary from high level navigational skills, to creating architectural designs that show an impressive spatial awareness.

This particular type of intelligence is often linked to creative abilities where a person is able to modify and transform their own perceptions to re-create aspects of their visual experience. The true sign of someone who has high levels of this intelligence type is when they can perform this re-creation without the presence of any physical stimuli to guide them.

2) Linguistic-Verbal

Someone who rates high with this intelligence type has a natural gift for communication. These are the writers, story tellers, and high level speakers, who have an understanding of sounds and word patterns that allows them to express themselves in a way that sets them apart.

This is the most widespread intelligence type, as most individuals use these skills every day. The difference with people who have this type at unusually high levels is that they employ meta-skills when they communicate, and are able to convey complex meanings and ideas using particular hybrids of written/verbal mediums.

3) Logical–Mathematical

Each type of intelligence is a hybrid of types that refers to more than just ‘being good with numbers or words’ etc. People with high levels logical-mathematical intelligence are often able to see beyond the surface levels of perceived data, identify overall patterns, and also relate their perceptions to abstract thinking.

This type of intelligence is not limited to mathematics alone, but to the overall ability to reason and create hypotheses which one can relay in a rational way. The main way in which an Educational Psychologist uses these theories initially is by analysing which intelligence type is dominant. Of course, there may be more than one – in the case of a genius for example – but they offer a good starting point in understanding talents and natural skill levels.

4) Interpersonal

From the very beginning, no matter who they meet, some people are consistently able to get along with almost anyone. The functionality of a person with high levels of interpersonal intelligence works in a specific way, since their ability to read, relay, understand and communicate is naturally advanced.

People that are high on this spectrum are able to sense things like temperament and non-verbal signals particularly well. These individuals are often suited to professions like politics, teaching, and any roles that are heavily dependent on social abilities.

5) Intrapersonal

With this intelligence type, the person has the ability to understand themselves in a particularly in-depth manner, to the extent that they can even contribute to our knowledge of the overall human experience by sharing their insights. There is often a link between introversion and intrapersonal intelligence, although it also depends on which of their other intelligence types are most salient.

When this intelligence type is highly evident, individuals often find themselves drawn to areas like psychology, philosophy, writing, and spirituality related endeavours. Also, they can often be very good at planning and organising their lives, since they have an in-depth understanding of themselves, and how to apply this knowledge to their daily routine.

6) Bodily Kinaesthetic

We find this intelligence type in our natural athletes. Of course, we can all practice and improve our abilities in different areas, but some people have that additional element that is hard to teach. Normally, they’ll have excellent hand-to-eye coordination skills, and can often be highly proficient in more than one particular physical discipline.

Another interesting trait of people imbued with this intelligence is that they will often remember having ‘done’ things, as supposed to having ‘heard’ or ‘seen’. There are common traits like this with all the intelligence types, where an individual is likely to express themselves in a particular manner depending on their intelligence mix.

Not only are people with dominant musical intelligence drawn to the appreciation, composition, and performance of music, but they also think in the types of patterns related to sound and rhythm. These characteristics often have a direct connection to how they remember things, giving them the ability to understand complex musical arrangements.

There is often a connection between the mathematical and musical intelligences, as there are between many of them. This is how the theory is best used, as the focus is not on pigeonholing a person with one or two intelligence types, but in understanding the unique hybrid that they have resulting from their relationships.

8) Naturalistic

This newer addition relates to people who are so in-tune with their surroundings, that they not only have a strong affinity for natural environments, but are often able to pick-up on even the most subtle of changes to it. This intelligence type relates to people with a high sensitivity for detecting, understanding, and exploring these changes, whereby they are well suited to vocations directly linked to the environment.

At the most basic level, this type of intelligence helps us to discriminate between the living and the inanimate. Then at the higher levels, some are able to read and understand configurations (e.g. environmental forecasting) in the natural world that others less sensitive to similar stimuli would be less likely to detect.

9) One for the road: Existential

As well as the addition of Naturalistic Intelligence, another addition to Gardener’s list is Existential Intelligence. It is exactly how it sounds: a high level of ability to explore existential ideas. This type of intelligence lends itself naturally to developing philosophic ideas, and the ability to contribute to their progression.

A good Educational Psychologist is in-touch with the overall educational continuum, and they are crucial to its development. This specialisation offers the privilege of being able to alter the nature of how we understand education itself, and is broad in its responsibility spectrum. If you’re interested in studying Psychology at BSc level, and want to get an idea of how to enter the world of Educational Psychology, take a look at this course outline today.

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(Educational Psychology)

Educational Psychology, Definition, Meaning, Scope and Career

What is psychology .

The Greek terms “psyche” and “logos” are the roots of the word “psychology.” The words “psyche” and “logos” refer to the soul. So, the original definition of psychology was “the science of the soul.”

According to older psychologists, the purpose of psychology was to investigate the make-up, history, and destiny of the human soul. However, the soul is a metaphysical concept. We cannot do scientific studies on the soul since it cannot be seen, observed, or touched.

‘Science of Mind’ was how psychology was referred to in the 18th century. Psychology, according to William James (1892), is the study of mental processes. But because there was a misunderstanding about the make-up and purposes of the mind, the name “mind” is also highly confusing.

Thus, psychology first loses its soul, then its mind, and finally its consciousness; at this point, only its behavior remains. William McDugall (1905), W.B. Pillsbury (1911), and J.B. Watson (1912) also defined psychology as the “science of behavior.”. Behavior generally refers to overt activities that can be observed and measured scientifically. However, one’s behavior is always influenced by his or her experiences. Therefore, when we study one’s behavior, we are actually

So, according to B.F. Skinner, psychology should be defined as the “science of behavior and experiences in human beings.”

Psychology is the study of human behavior and interpersonal relationships, claim Crow & Crow.

What is educational psychology?

Educational psychology is a specialized branch of psychology that focuses on understanding how individuals learn and develop within educational settings. It delves into the cognitive, emotional, and social processes that influence learning and educational experiences. Educational psychologists study factors such as motivation, learning styles, memory, and problem-solving skills to enhance the effectiveness of teaching and learning.

This field also addresses issues related to educational assessment, special educational needs, and the development of instructional strategies tailored to diverse learning abilities and styles. Educational psychologists collaborate with educators, students, parents, and administrators to create inclusive learning environments that optimize academic achievement and personal growth.

In essence, educational psychology plays a crucial role in shaping educational practices and policies, ultimately aiming to improve the quality of education and the overall learning experience for individuals of all ages.

What is the relationship between education and psychology ?

The relationship between education and psychology is deeply intertwined and mutually beneficial. Psychology provides valuable insights and principles that inform effective educational practices, while education offers a practical platform for psychologists to apply and test their theories in real-world settings.

Psychology contributes to education by offering a scientific understanding of how individuals learn, develop, and acquire knowledge. This encompasses areas such as cognitive processes, motivation, memory retention, and the impact of socio-emotional factors on learning. By studying these psychological aspects, educators can tailor teaching methods and instructional materials to cater to different learning styles and needs. For example, knowing about the varying ways in which individuals process information allows educators to implement diverse teaching strategies that accommodate a broader range of students.

Conversely, education provides psychologists with a unique environment to conduct research and observe human behavior in action. It offers a controlled setting where theories and interventions can be tested, refined, and validated. Educational institutions serve as living laboratories for psychologists to study topics like child development, learning disabilities, and the effectiveness of educational interventions.

In essence, the relationship between education and psychology is symbiotic. Psychology equips educators with evidence-based practices to enhance learning outcomes, while education serves as a practical context for psychologists to advance their understanding of human behavior and cognition. This synergy ultimately leads to developing more effective teaching methods and educational policies that benefit learners of all ages.

What is the meaning of educational psychology?

Educational psychologists aim to identify effective strategies for teaching and learning as well as ways to support the development of cognitive skills, motivation, and emotional well-being within educational contexts. They also address issues related to educational assessment, special educational needs, and the creation of inclusive learning environments.

In summary, educational psychology combines principles of psychology with the specific challenges and dynamics of educational settings, with the ultimate goal of enhancing the quality of education and maximizing individual learning potential.

The primary aim of educational psychology is to enhance the educational experience for individuals of all ages. It seeks to improve learning outcomes, foster personal development, and create inclusive environments that facilitate effective learning.

Objectives:

• Identifying Effective Teaching Strategies: Educational psychology aims to research and identify teaching methods that are most conducive to learning. This involves understanding how different instructional approaches impact student engagement and comprehension.
• Assessing Learning Difficulties: One of the key objectives is to recognize and address learning challenges that individuals may face. This involves the development of assessment tools to identify areas where students may need additional support.
• Promoting Inclusive Education: Educational psychology seeks to create environments that cater to diverse learning needs. This objective focuses on designing inclusive educational practices that accommodate various learning styles, abilities, and backgrounds.
• Understanding Cognitive Development: This objective involves studying how cognitive processes evolve over time, from childhood through adulthood. It aims to gain insights into how thinking, problem-solving, and memory function at different stages of development.
• Enhancing Motivation and Engagement: Educational Psychology aims to discover strategies that stimulate and sustain student motivation and engagement in educational activities. This includes identifying factors that positively influence a learner’s desire to participate and excel.
• Supporting Emotional Well-Being: Another crucial objective is to address the emotional and social aspects of learning. This involves strategies to foster a positive emotional climate in educational environments and provide support for students’ social and emotional development.
• Optimizing Assessment and Evaluation: Educational psychologists work towards developing effective assessment tools and techniques that accurately measure learning outcomes. This objective is vital for evaluating the effectiveness of educational programs and interventions.
• Providing Guidance and Counseling: Educational psychology aims to offer guidance and counseling to individuals regarding educational and career-related decisions. This includes providing resources and support for academic and personal development.
• Informing Educational Policy and Practice: Educational psychologists contribute valuable insights and research findings to inform educational policies, curriculum design, and program implementation. They play a role in shaping the overall educational landscape.
• Advancing Research in Education: Educational Psychology is dedicated to conducting research studies that contribute to a broader understanding of learning and development. This involves investigating various aspects of educational psychology through empirical studies and theoretical frameworks.

What is the nature of educational psychology?

The nature of educational psychology encompasses a comprehensive understanding of how individuals learn and develop within educational environments. It seeks to explore the psychological processes that underlie learning as well as the factors that influence educational experiences.

• Scientific Study: At its core, educational psychology is a scientific discipline. It employs rigorous research methodologies to investigate learning processes, cognitive development, and the impact of various educational interventions.
• Interdisciplinary Approach: It draws upon knowledge from various fields, including psychology, education, neuroscience, and sociology. This interdisciplinary approach allows for a comprehensive examination of the complex interactions between individuals and their educational environments.
• Focus on Individual Differences: Educational psychology recognizes and addresses the diverse needs and abilities of learners. It takes into account factors such as cognitive styles, motivation levels, and socio-emotional characteristics, aiming to provide tailored approaches to education.
• Application-Oriented: One of the key features of educational psychology is its practical application. It seeks to translate theoretical insights into actionable strategies for educators, parents, and policymakers. This includes designing effective teaching methods, creating inclusive learning environments, and developing appropriate assessment tools.
• Problem-Solving Orientation: Educational psychologists often work to identify and address challenges within the educational system. This may involve developing interventions for students with learning difficulties, designing programs to enhance motivation, or improving instructional techniques.
• Developmental Perspective: It considers the entire span of human development, from early childhood through adulthood. This perspective allows for an understanding of how learning processes evolve and change over time.
• Ethical Considerations: Educational psychology places a strong emphasis on ethical practices, particularly in research involving human participants. It prioritizes the well-being and rights of individuals, ensuring that studies are conducted with integrity and respect.
• Influences on Educational Policy: Educational psychology has a significant impact on educational policy and practice. Research findings and recommendations from educational psychologists often inform decisions related to curriculum development, assessment policies, and the implementation of support services.

What are the perspectives of educational psychology?

Educational psychology encompasses several key perspectives that provide different lenses through which to understand and address educational phenomena. These perspectives offer unique insights into the complex interplay of psychological factors within educational settings. Here are some of the primary perspectives of educational psychology:

• Cognitive Perspective: It focuses on mental processes such as memory, attention, problem-solving, and information processing. It explores how learners acquire, retain, and use knowledge.
• Behavioral Perspective: Emphasizes observable behaviors and the influence of environmental stimuli on learning. It examines how reinforcement, punishment, and conditioning shape behavior in educational contexts.
• Developmental Perspective: Considers how psychological processes change and evolve over the lifespan. It examines the stages of cognitive, social, and emotional development that influence learning. Explores the impact of social, cultural, and historical contexts on learning. It emphasizes the role of cultural practices, social interactions, and societal influences in shaping educational experiences.
• Constructivist Perspective: Focuses on the active construction of knowledge by learners. It suggests that individuals build their understanding through interactions with their environment rather than passively receiving information.
• Humanistic Perspective: Centers on individual potential, self-actualization, and personal growth. It emphasizes the importance of a positive and supportive learning environment in facilitating optimal learning outcomes.
• Information Processing Perspective: Examines how individuals acquire, store, and retrieve information. It draws parallels between the mind and a computer, exploring processes like encoding, storage, and retrieval of information.
• Ecological Systems Perspective: Considers the various systems (microsystems, mesosystems, ecosystems, and macrosystems) that influence an individual’s learning and development. It looks at the broader ecological context in which education takes place.
• Motivational Perspective: Focuses on the factors that drive and sustain learning behaviors.
• Emotional and Social Perspective: Addresses the role of emotions, social interactions, and relationships in the learning process. It considers how emotional well-being and social dynamics impact cognitive functioning and academic achievement.
• Neuropsychological Perspective: Investigates the neurological and biological processes that underlie learning and cognitive functions. It explores how brain structures and functions contribute to educational experiences.
• Critical Perspective: Examines education through a critical lens, considering issues of power, social justice, and equity.

What is the scope of educational psychology?

The scope of educational psychology is expansive and encompasses a wide range of areas related to learning, development, and educational practices. Here are some key components that fall within the scope of educational psychology:

• Learning Processes: This includes the study of how individuals acquire, retain, and apply knowledge and skills. 
• Cognitive Development: Understanding the cognitive development of learners from early childhood through adulthood is a vital aspect. This involves examining how thinking, reasoning, and problem-solving abilities evolve over time.
• Motivation and Engagement: Educational psychologists explore the factors that drive and sustain learners’ motivation and engagement in educational activities.
• Individual Differences: Recognizing and addressing the diverse needs and abilities of learners is a crucial component. This involves understanding different learning styles, strengths, and areas where students need additional support.
• Assessment and Evaluation: Educational psychologists develop and analyze assessment tools and techniques to measure learning outcomes, evaluate educational programs, and identify areas for improvement.
• Special Education and Remedial Interventions: Educational psychologists work with individuals who have special educational needs, designing interventions and support plans to facilitate their learning and development.
• Behavioral Interventions: Addressing behavioral challenges in educational settings, including strategies to manage disruptive behavior, promote positive classroom environments, and support students with behavioral difficulties
• Parent and Teacher Training: Providing guidance and training for parents and educators on effective teaching methods, behavior management, and strategies to support student learning and well-being
• Educational Policy and Program Development: Contributing to the development of educational policies, curriculum design, and program implementation based on research findings and best practices
• Career Guidance and Counseling: Offering support to individuals in making educational and career-related decisions This may include assessments of interests, aptitudes, and personality traits.
• Technology in Education: Exploring the use of technology and digital resources to enhance learning experiences and educational outcomes
• Research and Publication: Conducting research studies in various aspects of educational psychology and disseminating findings through academic publications and presentations

A career in educational psychology offers a fulfilling and impactful opportunity to make a positive difference in the field of education. Here are key aspects to consider for those interested in pursuing a career in educational psychology:

• Role and responsibilities: Educational psychologists must understand and address the psychological aspects of learning and development. They assess individual learning needs, provide interventions, and offer guidance to students, educators, and parents.
• Educational Requirements: To become an educational psychologist, one typically needs a graduate degree in educational psychology or a related field, such as school psychology or counseling psychology. Many positions may require a Ph.D. or Psy.D. for advanced research or clinical roles.
• Assessment and Intervention: Educational psychologists conduct assessments to identify learning difficulties, disabilities, or psychological challenges that may impact a student’s educational progress. They design and implement interventions to address these issues.
• Consultation and Collaboration: They often work closely with educators, school administrators, parents, and other professionals to develop strategies and interventions that support the academic and emotional well-being of students.
• Career Opportunities: Educational psychologists can find employment in a variety of settings, including public and private schools, universities, research institutions, educational consultancies, government agencies, and non-profit organizations.
• School-Based Roles: In schools, educational psychologists may serve as consultants to teachers and administrators, conduct assessments for special education services, and provide counseling and support for students facing academic or behavioral challenges.
• Private Practice: Some educational psychologists choose to work in private practice, offering assessment, counseling, and intervention services to individuals and families.
• Research and Academia: Those with advanced degrees may pursue careers in research, contributing to the field’s knowledge base and training future generations of educational psychologists in academic settings.
• Advocacy and Policy: Educational psychologists may work in advocacy roles, influencing educational policies and practices to ensure the well-being and success of all students.
• Professional Development: Continuing education and professional development are important for staying up-to-date with the latest research and best practices in the field.
• Rewarding Impact: A career in educational psychology offers the chance to make a meaningful impact on the lives of students, helping them overcome challenges and reach their full potential in an educational setting.

How can one pursue a career in educational psychology?

Pursuing a career in educational psychology involves a series of educational and practical steps. Here’s a comprehensive guide on how to embark on this fulfilling career path:

• Undergraduate Education: Begin by earning a bachelor’s degree in psychology, educational psychology, or a related field. This provides a foundational understanding of psychological principles.
• Gain relevant experience: Seek opportunities for hands-on experience in educational settings. This could include volunteering, internships, or part-time positions in schools, educational programs, or counseling centers.
• Graduate Education: Pursue a graduate degree in educational psychology or a closely related field. 
• Specialization: Consider specializing in an area of educational psychology that aligns with your interests and career goals. This could be in areas like special education, assessment and testing, counseling, or research.
• Research Opportunities: Engage in research projects and publish academic papers if you’re pursuing a Ph.D. This helps build a strong foundation in research methodologies and contributes to the knowledge base of the field.
• Obtain Licensure or Certification: Depending on your location, you may need to obtain licensure or certification to practice as an educational psychologist. This typically involves meeting specific education and experience requirements and passing an exam.
• Network and Join Professional Organizations: Connect with professionals in the field by attending conferences, workshops, and seminars. Joining organizations like the American Psychological Association (APA) or the National Association of School Psychologists (NASP) can provide valuable networking opportunities.
• Complete Supervised Practice: If required in your jurisdiction, complete supervised practice hours under the guidance of a licensed educational psychologist. This hands-on experience is crucial for gaining practical skills and applying theoretical knowledge.
• Seek Employment: Look for job opportunities in educational settings, such as schools, colleges, universities, or educational consultancies. Positions may include school psychologist, educational consultant, or research analyst.
• Continuing Education: Stay updated with the latest research, interventions, and best practices in educational psychology through workshops, seminars, conferences, and online courses.
• Consider Additional Certifications: Pursue additional certifications or specialized training in areas like behavior analysis, psychoeducational assessment, or counseling, depending on your specific career interests.
• Engage in Professional Development: Attend workshops, webinars, and conferences related to educational psychology. This keeps you informed about emerging trends, research findings, and best practices in the field.
• Contribute to the Field: Consider publishing research, presenting at conferences, and actively participating in professional organizations. 

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Home   >   blogs   >   Unlocking Educational Psychology’s Role

Unlocking Educational Psychology’s Role

February 5,2024

Educational Psychology's Role  

The cornerstone of learning and development .

Indeed, the importance of educational psychology in shaping the future of learning cannot be overstated. At its core, this discipline offers invaluable insights into how individuals acquire knowledge and skills, thereby informing teaching strategies that cater to diverse learning needs. Furthermore, it plays a pivotal role in identifying and addressing learning difficulties, ensuring that education is accessible and effective for all students. 

Moreover, educational psychology extends its benefits beyond the classroom, significantly influencing society. By fostering a deeper understanding of developmental stages and learning styles, it empowers educators to craft learning environments that nurture not only academic success but also social and emotional growth. This holistic approach to education cultivates well-rounded individuals who are equipped to contribute positively to their communities. 

The role of educational psychology in education is evident in its contribution to curriculum design and assessment methods. Through evidence-based research, educational psychologists develop and refine educational materials and teaching strategies, ensuring they meet the evolving needs of students. This dynamic process underscores the discipline's commitment to enhancing educational quality and effectiveness. 

Nurturing Inclusive Educational Environments 

The impact of educational psychological research in practice is particularly notable in the creation of inclusive educational settings. By understanding the unique challenges faced by learners with special needs, educational psychologists guide the development of tailored interventions. These strategies not only support individual learning objectives but also promote an inclusive culture that values diversity and fosters a sense of belonging among all students. 

The importance of educational psychology is highlighted in its approach to student motivation and engagement. By unraveling the complex factors that influence motivation, educational psychologists provide teachers with strategies to engage students actively in their learning journey. This focus on motivation is crucial, as it directly affects learning outcomes and students' overall educational experience. 

In addition, the discipline's emphasis on emotional and psychological well-being is instrumental in addressing issues such as anxiety and stress among students. By equipping educators with strategies to create supportive and empathetic learning environments, educational psychology contributes to the overall well-being of students, enhancing their ability to learn and thrive. 

Advancing Through Research 

The importance of research in educational psychology cannot be understated. It is through rigorous investigation that the field continues to evolve, shedding light on new teaching methodologies, learning technologies, and psychological interventions that can enhance educational outcomes. This commitment to research ensures that educational psychology remains responsive to the changing landscape of education, adapting to new challenges and opportunities. 

Research in educational psychology plays a crucial role in debunking myths and challenging outdated educational practices. By grounding educational theories in empirical evidence, the field promotes practices that are proven to be effective, thereby enhancing the quality of education provided to learners. 

Enhancing Teacher Effectiveness through Educational Psychology 

In the journey to elevate educational standards, the role of educational psychology in education emerges as a beacon guiding the professional development of teachers . By arming educators with a deep understanding of cognitive processes and learning theories, this field equips them to tailor their teaching methods to meet the diverse needs of their students. Moreover, educational psychology offers strategies for classroom management, fostering an environment conducive to learning for all. 

Furthermore, the importance of educational psychology shines through in its application to educational technology. As digital tools become increasingly integral to teaching and learning, understanding how students interact with these technologies is crucial. Educational psychologists delve into the cognitive and emotional aspects of learning with technology, ensuring that digital tools enhance rather than hinder the learning experience. 

The impact of educational psychological research in practice is evident in the field's contributions to special education. By developing and applying research-based interventions, educational psychologists ensure that students with learning disabilities receive the support they need to succeed academically. This commitment to inclusivity underscores the discipline's role in promoting equity in education. 

Fostering Resilience and Mental Well-being in Students 

The importance of educational psychology extends to its focus on students' mental health and resilience. In an era where young people face numerous pressures, from academic stress to social challenges, educational psychology provides insights into fostering resilience. By integrating strategies that promote mental well-being into the curriculum, educators can help students develop coping mechanisms that will serve them well beyond the classroom. 

The role of educational psychology in education is pivotal in addressing the emotional aspects of learning. Understanding the emotional barriers to learning, such as anxiety and lack of confidence, allows educators to create supportive environments that encourage students to embrace challenges and engage in the learning process wholeheartedly. 

Additionally, the discipline's focus on social-emotional learning highlights the importance of educational psychology. By teaching students essential skills such as empathy, self-awareness, and effective communication, educational psychology contributes to the development of emotionally intelligent individuals who can navigate the complexities of interpersonal relationships and societal expectations. 

Navigating the Future of Education 

As we look to the future, the importance of research in educational psychology becomes increasingly apparent. With the educational landscape constantly evolving, ongoing research is essential to keep pace with emerging challenges and opportunities. From understanding the implications of artificial intelligence in education to exploring the potential of personalized learning, educational psychology research drives innovation and ensures that educational practices are grounded in scientific evidence. 

Moreover, the impact of educational psychological research in practice is critical in shaping policies and practices that affect education at all levels. By providing empirical evidence on what works in education, educational psychologists influence decision-making processes, ensuring that policies are informed by solid research rather than anecdotal evidence or passing trends. 

Cultivating a Culture of Lifelong Learning 

The importance of educational psychology is profoundly reflected in its contribution to lifelong learning. By understanding how learning occurs throughout life, educational psychologists advocate for strategies that encourage continuous education beyond formal schooling. This perspective helps individuals adapt to the rapidly changing demands of the workforce and society, emphasizing the value of adaptability and continuous personal development. 

Moreover, the role of educational psychology in education is critical in the context of adult education. Adults returning to education face unique challenges, and educational psychology provides insights into adult learning theories that can make this transition more effective and fulfilling. By applying these principles, educators can create more engaging and relevant learning experiences for adult learners, fostering a culture where education is a continuous journey rather than a destination. 

Additionally, the importance of educational psychology in society extends to its role in community education and outreach programs. Educational psychologists work to design programs that address the educational needs of diverse communities, ensuring that learning opportunities are accessible to all, regardless of age, background, or circumstance. This inclusive approach not only enriches individual lives but also strengthens communities by promoting knowledge, skills, and social cohesion. 

Embracing Diversity and Equity in Education 

The impact of educational psychological research in practice is particularly significant in promoting diversity and equity in educational settings. By examining how factors such as culture, language, and socio-economic status affect learning, educational psychologists develop strategies to mitigate educational disparities. This research informs practices that ensure all students have the support they need to succeed, highlighting the discipline's commitment to social justice in education. 

Furthermore, the importance of educational psychology is evident in its efforts to dismantle barriers to education for marginalized groups. Through advocacy and research, educational psychologists work to change policies and practices that perpetuate inequality, championing a more inclusive and equitable education system. 

In addition, educational psychology's focus on multicultural education enriches learning environments by incorporating diverse perspectives and experiences. This approach not only enhances learning for students from all backgrounds but also prepares students to thrive in a globalized world, fostering mutual respect and understanding among diverse populations. 

Leveraging Technology for Enhanced Learning 

In an era dominated by digital innovation, the importance of research in educational psychology is crucial in understanding the implications of technology in education. Educational psychologists explore how digital tools can be used to enhance learning, examining the effects of multimedia, virtual reality, and online learning platforms on cognitive processes and educational outcomes. 

The role of educational psychology in education in the digital age involves guiding the ethical and effective use of technology in the classroom. By balancing technological opportunities with potential drawbacks, educational psychologists help educators integrate digital tools in ways that enrich learning without compromising students' well-being or privacy. 

The impact of educational psychological research in practice is seen in the development of adaptive learning technologies. These systems use data to personalize learning experiences, adjusting to individual learners' needs and pace. This personalized approach, informed by educational psychology, has the potential to revolutionize education by making learning more engaging, efficient, and effective for students of all ages and backgrounds. 

Envisioning the Future of Educational Psychology 

As we look towards the future, the importance of educational psychology in shaping next-generation education is both exciting and paramount. By continuously exploring how learning occurs across different stages of life and within various social contexts, educational psychology remains at the forefront of educational innovation. This dynamic field adapts to the evolving educational landscape, ensuring that teaching methods stay relevant, engaging, and effective for diverse learner populations. 

The importance of research in educational psychology is critical in navigating the challenges and opportunities presented by the digital age. As technology becomes increasingly integrated into education, research in educational psychology will guide the development of digital learning tools that are pedagogically sound and aligned with human cognitive processes. This research ensures that technology enhances rather than detracts from the learning experience, facilitating a harmonious blend of traditional and digital educational practices. 

The role of educational psychology in education is expanding to encompass global challenges such as sustainability, global citizenship, and digital literacy. By addressing these topics within the educational curriculum, educational psychology contributes to the development of informed, responsible, and proactive global citizens. This broader perspective prepares students not only for personal success but also for active participation in addressing global issues. 

Empowering Change Through Educational Psychology 

The impact of educational psychological research in practice cannot be overstated. As educational psychologists uncover new insights into human learning and development, these findings translate into practical applications that transform educational environments. From individual classrooms to entire educational systems, the principles of educational psychology inform policies, curricula, and teaching practices that cater to the holistic development of learners. 

Furthermore, the importance of educational psychology in society extends to its role in fostering inclusive education. By advocating for educational practices that accommodate diversity in all its forms, educational psychology promotes a more equitable and just educational landscape. This commitment to inclusivity ensures that every student, regardless of background, ability, or learning style, has access to quality education and the opportunity to reach their full potential. 

The discipline's focus on lifelong learning underscores the importance of educational psychology. In a world where change is the only constant, fostering a love for learning and an ability to adapt is crucial. Educational psychology supports the development of these competencies, empowering individuals to navigate the complexities of the modern world with confidence and resilience. 

Conclusion: Unlocking the Full Potential of Education 

In conclusion, the importance of educational psychology in unlocking the full potential of education cannot be understated. Through its comprehensive understanding of how individuals learn and develop, educational psychology provides the foundation for educational practices that are innovative, inclusive, and effective. As we reflect on the insights gained from this exploration, it is clear that educational psychology holds the key to addressing current and future educational challenges. 

The role of educational psychology in education is multifaceted, extending from the micro-level of individual learning processes to the macro-level of global educational trends. By embracing the principles of educational psychology, educators, policymakers, and stakeholders can create learning environments that not only impart knowledge but also foster critical thinking, creativity, and emotional intelligence. 

As we move forward, the importance of research in educational psychology will continue to drive progress in education, ensuring that teaching methods and educational policies are grounded in empirical evidence. This commitment to evidence-based practice is essential for the continuous improvement of education, ensuring that it evolves to meet the needs of future generations. 

In essence, educational psychology serves as a beacon, guiding the way towards a more enlightened, inclusive, and dynamic educational future. By harnessing the power of this discipline, we can unlock the full potential of education, transforming it into a force that not only educates but also empowers individuals and societies alike. 

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What Is Educational Psychology?

We know not everyone learns and retains information the same way, so what can we do to make sure that everyone benefits from their education? The aim of research in educational psychology is to optimize learning, and educational psychologists study and identify new educational methods to benefit teachers, students, and anyone trying to learn a new skill.  You can apply educational psychology to any human learning, not just to formal learning in a classroom. Educational psychology examples include:

• Studying the most effective methods for teaching people with specific learning challenges like attention deficit hyperactivity disorder (ADHD) , dyscalculia , or dyslexia
• Researching how well people learn in different settings
• Evaluating and analyzing teaching methods and addressing barriers to learning
• Studying how factors like genetics, environment, socio-economic class, and culture affect learning

What Are the Theories of Educational Psychology?

Behaviorism

Behaviorism in educational psychology is the idea that all human behaviors stem from interactions with the environment, and modifying the environment will result in different behaviors. Behaviorism typically uses positive and negative stimuli — rewards and punishments — to influence behavior. For example, rewarding a student who does well on a test would be an attempt to use behaviorism to encourage a student to study.

Cognitivism

Cognitivism in educational psychology encourages learners to "think about thinking" and understand their strengths and barriers in their education. Cognitivism can help promote student engagement and gives students more authority over their education. Students can learn to better understand their cognitive process and how it can be affected by internal and external factors.

Social Cognitive Theory 

The social cognitive theory is the theory that learning happens in a social context. This theory asserts that learning is influenced by both internal factors, like individual thoughts, and external factors, like social interactions, which can impact learning outcomes.

Cognitive Behavioral Theory

The cognitive behavioral theory asserts that our thoughts determine our feelings and behavior. For example, a student who believes that they're bad at math could feel inadequate about their abilities and have more difficulty learning math because of this thought process.

What Does an Educational Psychologist Do?

Educational psychologists strive to understand how social, emotional, and cognitive processes affect learning. Educational psychologists study how people learn and retain information in a wide variety of fields, including:

Curriculum Design

Curriculum designers work with schools, organizations, and individuals to create effective learning systems. Educational psychologists can contribute to curriculum design by analyzing existing educational programs to determine where a new curriculum can improve the old one.

Standardized Testing

Educational psychologists can assess institutions that are struggling with test scores and help them improve their educational programs, identifying any gaps that they need to address to improve test scores. 

Educational psychologists can help develop practical standardized tests and research related subjects like how to reduce student anxiety around standardized testing.

Teacher Training

Educational psychologists can conduct teacher training to help teachers improve their skills, understand why some learning methods are more effective, provide individualized instruction, and set appropriate goals for their students. 

How Do You Become an Educational Psychologist?

Educational psychologists typically obtain a master's degree in educational psychology or teaching and learning psychology, though a doctorate can open more career opportunities, like government and university positions.  

Educational psychologists generally work in academic environments like schools, universities, research laboratories, or testing companies. Private firms and businesses also employ educational psychologists. What Does an Educational Psychologist Make?

The median wage for school psychologists in 2021 is $78,780 annually. 

Employment for psychologists is expected to grow at a rate of 8%, which is average.

Educational Psychology History

Educational psychology is a modern field of formal study, but scholars have been fascinated with how people learn for a very long time. Democritus wrote about the influence of a person's home life on learning in the 5th century B.C., and Plato and Aristotle discussed educational psychology topics like:

• Individualized education
• The effects of arts education on human development
• The role of a teacher
• Different methods of teaching
• Self-education without a teacher

Quintilian argued in favor of public education over private education almost 2,000 years ago, an academic argument that is still controversial today.

Edward Lee Thorndike is widely credited with creating educational psychology as a distinct field by publishing his 1903 book Educational Psychology . Thorndike performed experiments to study how animals learned in hopes that he could discover "laws of learning" that could improve human education.

Thorndike's work was primarily based on behaviorism — the idea that conditioning determines human behavior and rewarded behaviors will continue while punished behaviors will diminish. Modern educational psychology has evolved away from behaviorism. Educational psychology theories based on cognitivism are favored today, which focus on internal mental processes instead of observable behavior.

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8 Benefits of Educational Psychology to the Teacher

• July 4, 2022

Table of Content

Education is more than just delivering knowledge; it is also about understanding how students learn and meet their specific needs. This is where educational psychology comes into play. Educational Psychology is an important branch of Psychology that focuses on the development of children and adolescents. It studies the factors that affect the growth and development of individuals.

Classplus, an innovative learning management system, offers educators with a powerful tool to help them succeed in their teaching endeavors by incorporating educational psychology principles. 

In this article, we will look at the benefits of educational psychology and how it can help educators succeed.

What is Educational Psychology?

Educational Psychology is an important branch of Psychology that focuses on the development of children and adolescents. It studies the factors that affect the growth and development of individuals. It helps educators understand what students need to succeed at school and at home. They also help teachers plan lessons and evaluate student progress.

Teachers are experts in the subject matter and know what works best for each student. They also understand the student’s personality and behavior. The teacher helps the students understand concepts and ideas through lectures, discussions, assignments, tests, projects, etc.

Benefits of Educational Psychology

What is educational psychology ? It is an important tool for teachers that helps them understand what students need to succeed in school and in life. It also helps them to teach effectively in the classroom. Teachers can help students by using teaching methods and strategies according to the behavior and understanding of the students.

• Educational psychology focuses on identifying and addressing central problems in education.
• It clearly depends on understanding the student’s behavior and individual differences.
• Educational psychology helps teachers gain insights into students’ needs, strengths, and challenges.
• It helps to curate the solution according to the students.
• Helps teachers understand students’ cognitive capacity and information retention abilities.
• By applying it’s principles, teachers can enhance their instructional strategies and promote student success.

1. Implementing Effective Strategies

It utilizes psychological principles, concepts, theories, and models in growth and development, motivation, intelligence, working memory, thinking, and problem-solving . These topics allow them to select an application of psychological principles that suitably match the school environment and the characteristics of the teacher and learners.

As a result, teachers will be able to identify the main factors that influence the quality of teaching and learning and thus plan and implement effective strategies to solve problems.

With Classplus, educators can get their own app where they can create effective learning strategies for their students. The platform offers features like student analytics, performance tracking, and adaptive learning modules, enabling educators to identify each student’s strengths, weaknesses, and learning styles. To know more, take a FREE demo now!

2. Selection of Learning Methods

Learning methods are based on the needs of the student. Educational psychology can help teachers determine the best strategy or method of teaching and learning proper and appropriate, as well as relating to the characteristics and uniqueness’s of the individual student.

The types of learning and learning styles, and the level of development being experienced by the students. Having a proper understanding of students helps curate the best learning methods and strategies.

3. Understanding the Individual Differences

Understanding individual differences is an important aspect of education. Teachers need to understand students’ different characteristics and needs at various levels to effectively teach them. In addition, understanding students’ different characteristics help teachers create an environment conducive to learning.

It can help teachers and prospective educators understand the different characteristics of children at various levels of growth and make teaching strategies accordingly. Using strategies that suit the differences of students will help the teachers to improve their students’ grades.

4. Knowing What is Important

Educational Psychology excludes anything that isn’t true about the process of education and learning. It focuses on what is important when we talk about learning and teaching. It provides the most important information and skills to teachers.

These exclude all theories and views that rely on personal opinions and inaccurate and subjective observations about students. It also helps teachers understand the needs of each student and what kind of education will benefit them best.

5. Building a Conducive Learning Environment

It plays an important role in helping teachers design a suitable learning environment. Teachers need to know how to create a positive emotional climate in the classroom, so the learning process can be effective. A teacher should understand the classroom environment and its characteristics. Teachers need to know what kind of learning climate they want to create in class.

Teachers need to know the principles of education and learning and a different approach to the learning process. It plays an important role in helping teachers design a classroom atmosphere conducive to learning.

6. Design, Organize and Evaluate

Time tables should be designed based on the needs of the learners. For example, which subject is considered difficult, where the conditions and mood of the students were still very fresh in receiving course materials? It plays an important role in helping teachers design, organize and evaluate school teaching activities.

It provides teachers with the skills necessary to teach effectively. They gain an understanding of the role of the teacher in the classroom and the different types of teaching strategies available. They also learn about the characteristics of effective teachers and how to identify them. 

7. Providing Proper Guidance

Teachers need to understand each student’s needs and help them succeed. Teachers should guide students through the learning process, helping them overcome obstacles and difficulties. Educational and vocational guidance is necessary for students at different stages of life.

It helps teachers understand what students need to learn and how best to teach them. It also helps teachers identify and address any issues that may interfere with learning. 

8. Evaluation of Learning Outcomes

Evaluation is a complex task because many factors influence the student’s success. In order to measure student learning, it helps teachers study the relationship between teacher behavior and student achievement.

It helps them identify the best ways to assess student learning and then design tests that will accurately reflect the knowledge and skills that students should possess after completing a course. It helps teachers design lessons, assess student progress, and evaluate teaching effectiveness. 

Final Thoughts

Educational Psychology helps teachers identify strengths and weaknesses in the process and the outcome of the education process. With Classplus as your trusted partner, you may harness the power of educational psychology to maximize the effectiveness of your instruction.

Personalized learning, active engagement, metacognition, and data-driven decision-making become available success tools. Accept the power of educational psychology and Classplus to embark on an educational excellence journey. Connect with us now to know more!

Benefits of Educational Psychology to the Teacher FAQs

A1. Educational Psychology plays an important role in assessing the student’s educational and psychological development with the help of specialist skills. This helps teachers to understand a student’s needs to develop and can make proper teaching strategies accordingly.

A2. The two types of educational psychology are behaviorism and cognitivism. 

A3. Educational psychology is the study of how people tend to learn and retain information.

A4. Characteristics of educational psychology are : Good Listening skills Problem-solving skills Empathy Good with Children Ethical

A5. Educational psychology helps teachers to know how a learning process takes place. It helps them to guide the students in the right direction.

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Why is Educational Psychology Important for the Teacher?

Educational psychology enables a teacher to know how to initiate the learning process, how to inspire, how to remember or how to learn.  Educational psychology helps the teacher to know how the teaching process takes place. Educational psychology helps teachers guide students in the right way in order to improve student capabilities in the right direction.

Let's understand why educational psychology is important for a teacher and how educational psychology helps teachers in effective teaching and learning.

How Does Educational Psychology Help Teachers in Effective Teaching and Learning?

Educational Psychology 

The most important areas of educational psychology, the importance of educational psychology for the teacher, contact form.

Psychology Discussion

Educational psychology: meaning, scope and methods.

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After reading this article you will learn about:- 1. Introduction to Educational Psychology 2. Scope of Educational Psychology 3. Meaning 4. Aspects 5. A Cognitive-Developmental View 6. Aims and Objectives 7. Aims and Objectives.

• Methods used in Educational Psychology

1. Introduction to Educational Psychology:

Educational psychology has become a separate discipline altogether as it poses itself in the present time. The individuals who are interested in teaching profession and those who are already in it, as for example, the classroom teachers or educational managers-cum-administrators have become more and more interested in the development of broader and more general themes of educational psychology.

A number of eminent scholars and scientists have in the process contributed to the development of educational psychology as a major applied field within the context of psychology.

A brief historical trekking along the developmental path of educational psychology as it reaches the modern age, would probably be relevant here. Before the emergence of psychology as a discipline in its own right, and of educational psychology as a branch of that discipline—speculation and observation concerning the relation of human nature to the educational process were not uncommon.

In the West, this feature can be traced from pre-Socratic period of classical Greece, where Democritus in fifth Century B. C. advanced his idea of education. He wrote about the importance of education in man’s continuity of life process as well as considered the influence of the home and family upon the child. He held that the father’s self-control and the process of educating himself served to teach the children.

Eventually there arose the importance of child rearing process in educational psychology. Stress was laid upon such matters as training in the management of property by sharing it with the children. In India the same kind of imparting education by the father to the son was a social a practice.

Moulding the son in accordance with the identity of the father —even to be absolutely identified with the son to enter into the son during death as presented in Mahabharata is an example of the same process.

That is, in fact, the essence of patriarchal society. In Arya Society in India, however, education was confined to a particular stra­tum or class, whose formal education started only at the age of 12 after a formal initiation, who became Brahmmacharins.

They were totally separated from the family for a particular period of life—sent to the Guru’s (i.e. teacher’s) Ashram, where they were trained to acquire various skills and given special trainings to lead life and later to attain self-realization, the ultimate aim of education. The concept of mind and its training was more of philosophical nature, than of psychological one.

Much later, psychology replaced philosophical concept after a great deal of research work carried on throughout the nineteenth and twentieth century. Other great names in the field of education of classical period, in West were Socrates, the epitome of education, followed by Plato and Aristotle.

They were gems of post-Socratic period dating back to fourth century B. C. From Plato and Aristotle onward we got glimpses of modern education and its relation to psychological factors.

Scattered throughout their works Aristotle and Plato discussed the following issues such as, “the ends of education, the ideals of the educated man, the disadvantages of being educated, the kinds of education that are appropriate to different kinds of people, the training of the body and the cultivation of bodily skills, the formation of a good character, the possibilities and limits of moral education, the influence of the family in the training, the role of the state in moral education, the effect upon character of music, poetry and other arts; the profession of teaching and the relation of teacher and students, the means and methods of teaching; the nature of learning, the order of learning, the emotional aspect of learning; learning apart from teachers and the acquisition of techniques.”.

Almost the same kind of educational system was operative in ancient India and we see the greatest teacher Krishna teaching the most obedient disciple Arjuna in Gita and imparting the kind of education embodying the ethos of Indian social thoughts and Indian idealism.

Aristotle’s psychological views relevant to the educational matters are presented more systematically, logically and in greater details than as forwarded either by Socrates or Plato. Aristotle’s views encouraged the working of faculty psychology and emphasized more of intellectual and rational processes than the emotional ones.

Aristotle laid the foundation for the main psychological doctrines taught and accepted by the learned world for the next two centuries to come. They were subsequently modified by the later psychologists throughout the developmental period of history of educational psychology.

In the hands of seventeenth century philosophers, specially Descartes, mind was equated with innate ideas which did not arise from experience, rather the ideas are considered as the basis of true knowledge. The scientific character of psychology remained a doom at that period.

But very soon John Locke, in the same century, renowned as empiricist, initiated the first wide and continued protest against the form of faculty psychology current in his time.

He argued that the faculties do not function by themselves, knowledge is gained when the mind becomes functional as it comes in contact with the external environment. At birth the human mind does not perform but is potentially sensitive to impressions from outside through the senses.

“Through the empirical process of experience he receives sensory experiences from which simple experiences are built into complex ideas, through the internal activity of reflection, and ideas”…. They arose from sensory impressions and from the processes of reflection. Thus arise all knowledge, all values, all learning. This learning by experience come to be known as empiricism.

The interactional processes between one’s self and environment involved in learning laid the foundation of modern psychology—the non-faculty point of view turned into behaviouristic character. And psychology—instead of being defined as science of mind (psyche+logos)—achieved a scientific status and, finally, came to be defined as the science of human behaviour.

Modern psychology, a science of behaviour like all other sciences, has its origin in the feeling of curiosity of the primitive man. His curious inquiry about the nature and its events ultimately gave rise to physical and biosciences of modern age. The same curiosity about his own thinking, feeling and willing, dreaming and imagining gave rise to an inquiry into the mental process, which gradually helped the emergence of the science of psychology.

According to the modern definition of psychology, mind can be analysed functionally into different mental processes—cognitive, conative and emotive and is .expressed through behaviour of the interacting person. Hence psychology is a science of behaviour.

Psychology emerged as a scientific discipline as and when Withhelm Wundt—the founder of experimental psychology— established the first psychological laboratory at Leipzig in Germany in the year 1879. From that time onward the learned world witnessed a host of renowned psychologists working in different aspects of mental performances and a long intellectual pursuit of psychological discoveries ensured.

This led more and more to the application of theories, branching, specialization, specification of methods as well as more and more qualitative and quantitative sophistication of techniques. One such branching encompasses the educational field and has been termed as Educational Psychology which emerged as a separate discipline, involving the general principles of experimental psychology applied in the field of education.

A great name in the history of educational thoughts in the early 19th century was Pestalozzi who psychologised education by emphasizing upon ‘education’ as a process of drawing out the functional mind of the individual.

The next great advance in educational psychology came about mid-nineteenth century when Johann Frederich Herbart, a German professor, formulated an approach to education based directly and avowedly upon psychology.

From the end part of nineteenth century till the beginning of twentieth century a number of famous psychologists started working in different lines of education applying the principles and techniques of general psychology. Among them mention may be made of Francis Galton, the oldest of the founders of educational psychology.

He conducted the first experimental investigation of associationism, tests on reaction time and sensory acuity. Stanley Hall, meanwhile, published his papers using the questionnaire to investigate the minds of children. In 1885 Ebbinghans published his study on memory and, within the span of six years, events of importance like objective measurement, child psychology and learning experiments, all took place.

To add to the list enriching the movement was Galton’s studies on nature-nurture problem, mental inheritance of ability, studies of twins, widespread realizations of individual differences in the psychological sense, various mental and physical developments as well as use of psychological tests and their statistical interpretation (particularly the correlational studies which was later followed by Karl Pearson), rating scales and questionnaires. “His most important theoretical contribution was the distinction in the ‘Structure of mind’ between a general broad ability of intelligence and special abilities entering only into narrower ranges of activity”.

The next major contributor to the foundation of educational psychology was Alfred Binet in the field of intelligence testing. With assistance of Theophile Simon, he developed the first Binet Scale. Then comes John Dewey whose contribution is rather noteworthy in the field of educational philosophy than in the general psychological field.

After Dewey, from the year 1900 to some ten or twelve years more, educational psychology remained more or less in incubation till Edward L. Thorndike came out with his revolutionary ‘laws of learning’.

He was possibly the first man to be called an educational psychologist in the modern sense of the term. He studied the art and science of learning very systematically and consistently. Then joined Woodworth with Thorndike and together they worked on transfer of training at the turn of the century.

Thorndike then published three volumes of Educational Psychology between 1913-14 consisting of his original work arising from experimental research. His studies in various related fields of education opened up new vistas to be trekked by later educational psychologists.

2. Scope of Educational Psychology :

Educational psychology embraced over the years various fields of education e.g. intelligence testing, mental abilities, achievement testing, child psychology, developmental psychology, school performance, mental deficiency, curriculum, personality, character, educational measurement and so on and so forth.

In 1910, the Journal of Educational Psychology was first published, to reveal experimental researches on various psychological issues regarding education and their interpretations.

In the recent past the field of educational psychology has become more complex as the vision of what it encompasses has broadened. Originally concerned with learning and measurement its scope has been extended with each succeeding generation to the point where now the newest extension is in social-educational field and a new branch emerged in educational psychology known as educational social psychology.

In conclusion, we may note that the aim of educational psychology is to apply psychological concepts and principles in order to improve educational practice. Educational psychology that has evolved as a new discipline tends to represent all the areas within psychology in general.

These include some distinct areas dealing with human development, individual difference in ability, aptitude and temperament, perception, motivation, learning, thinking, problem-solving, psychopathology, the dynamics of personality and group interactional processes.

The educational scientists have employed two strategies for applying psychology in education. Consequently, two kinds of researches had been advanced in the field of educational psychology; the first is the direct experimental investigation of learning in laboratory and school settings.

The second has been an attempt to distil from basic psychological research the educational proceedings to be employed in teaching-learning situation, implication of learning in its broader perspective (formal and informal learning), and also human nature and its interactions.

In this process educational psychology deals not only with the individual’s own psychology and its functioning, but also an awareness of his interacting counterpart, the changing environment—both physical and social.

Any educational endeavour is actually a learning situation; the task of educational psychology is to study the learner in that situation. The first learning situation outside the family a child (or a learner) encounters is the school, which is again teaching-learning condition oriented. The teacher’s duty in this setting is to apply the general propositions received from psychology and apply them in the classroom.

But not one single strategy employed so far had yielded any fruitful result. A more practical oriented strategy is required in order to synthesize the learner, the teacher the instructional techniques and the educational managers on the one hand and producing qualified students to meet the demand of the day, on the other.

The world we live in today is shaped to a considerable degree by the decisions people make—individually and collectively. Any decision-making needs possessing some knowledge and use them in solving problems. In other words, the kind of perceiving, thinking and evaluating that goes into the problem solving has to be considered.

Historically, possession of knowledge and its utilization are learned during the developmental years of the children through interacting with parents, employers, religious and political leaders as well as teachers in the classroom.

The interaction with the teachers is no less important in the process of our lifelong learning even if the exposure to school be brief and transitory (this is stated considering the number of dropouts at the school level in our country). It has an impact in their lives, nevertheless.

Specially in the developing countries like India and South Asia the involvement of young people with teachers and schools is certainly increasing as revealed by survey reports at Governmental level for the last two decades. Teachers do play an active role in the teaching-learning system.

It will not be unreasonable to say that the kind of future we and our children will experience is influenced more by teachers than by any other professional groups.

The world of tomorrow will be shaped not only by what today’s children are learning from their teachers, but also by the ‘way’ they are learning it, for it is the way knowledge is presented that determines how children will learn to solve problems. Thus according to Lindgren (1980), the ‘how’ of teaching includes not only teaching methods, but also teachers’ attitudes and values, and full range of teachers’ classroom behaviours.

They serve as ‘models’ whose way of thinking, behaving, attitudes, advice and manner, the process of acquiring and imparting knowledge are imitated in more ways than they can imagine. Hence they are influential far beyond their immediate awareness. Therefore, it is necessary that the teachers know consciously their personal psychology in order to understand the psychology of their students.

3. Meaning of Educational Psychology:

A text book point of view :

Educational Psychology may be defined as the study of the human mind and behaviour with relation to teaching-learning process. Educational Psychology involves all the people who learn and help learning, teach and help teaching.

Hence educators, psychologists, teachers, learners, parents and friends, workers and bosses, relatives and associates all form part and parcel of this process, because all of us try to learn and teach. We learn nearly all our life and watch others learn. We try to teach each other, trying to arrange conditions to achieve success in life.

In the process we try to modify in same way our aims and objectives, beliefs, values, attitudes, aspirations, practices and skills. Sometimes we do it unaware and, therefore, fail to approach in a systematic and effective way. But when the same thing is being done consciously and with a voluntary effort the process becomes professional and sophisticated— teaching becomes institutionalized.

But the classroom, in spite of undergoing a conscious formal processing, is not immune to the deficiencies mentioned above. As we inquire and wonder “why” such things happen even when we follow a set rule, there remains the scope to discover what other kinds of arrangements have a greater probability of success. “This is what texts in educational psychology are about”.

Educational psychologist believes that the answer to such “why” question can be given with a thorough knowledge of the psychological principles underlying all learning activities. So, how does psychological inquiries contribute to education is the theme of educational psychology.

The psychologist observes systematically about the traditional educational practices and ideas, their strength and weaknesses, and improve upon them, if necessary. They evaluate methods and techniques, offers concepts for the teachers and curriculum-makers to consider while framing plans.

That endeavour helps the educator to become applied scientists, who would make judgment about values and assumptions, about taking educational decisions, encouraging use of advanced educational technology to enrich the educative process. Educational psychology as a beha­vioural science contributes to the soundness of both traditional and up-to-date technology.

The subject matter of educational psychology, though restricted to teaching-learning domain only, is an applied field of the broader principles of psychology, which deals with human behaviour, in general.

According to the behaviouristic concepts in education the term behaviour can be subclassified into such terms as exploratory, impulsive, involuntary, learned, reflexive, purposeful, emotional, patternized risk taking, reinforced, modified and shaped behaviour, and extinction of a behaviour.

The aims of educational psychology are understanding, predicting and controlling behaviour in learning situations. So far as learning process is concerned, three sections of psychology contributed most in evolving the scope of it. These three styles have been distinguished as behaviouristic, humanistic and cognitive-developmental. “Behaviourism seeks to develop firm conclusions from objective evidence, and avoids discussion of internal psychological processes.”

This view is a product of the protect lodged by Watson long ago in the history of psychology when psychology used to be defined as the science of soul or mind, derived from the word psyche. Soon the scientists and educators realized that the mind, as such, is difficult to study, observable behaviour is more easily analyzed as a clue to person’s ideas, knowledge, feelings and other inert mental processes.

Humanistic psychology emphasizes inner feelings and interpretations. Wishing to explain broad phenomena, the humanist accepts wide variety of data, including naturalistic observation. “The cognitive-developmental psychologist sees the person as actively engaging his environment, thinking about his experience, and growing as a result.”

4. Aspects of Educational Psychology:

Behaviouristic Aspect :

All psychologists observe behaviuor of the learner. Strict behaviourist in the learning situation will only restrict his observation on what is seen, and what can be recorded objectively. The strict behaviourist relies only on responses given to a stimulus, where reasoning is cautious and conclusions are limited to observable behaviour; i.e. he notices only what the learner ‘does’ without any reference to inner mental states. “He concentrates on aspects of the situation that can be experimentally altered and controlled”.

A major figure in the behaviouristic much of his research on operant conditioning, which was carried on by his followers subsequently, was based mainly on how rewards—which he called ‘rein-forcers’— affect responses.

The behaviouristic emphasis is summed up in the following assumptions or working hypotheses:

i. The environment can be unambiguously characterized in terms of stimuli.

ii. Behaviour can be unambiguously characterized in terms of responses. (After a stimulus is presented, an observer can say that the response did or did not occur).

iii. A class of stimuli called ‘reinforcers’ can be identified. (The reinforcer may be grains in the pigeon’s cup or the teacher’s nod of approval following the student’s response to a question. A reinforcer makes the response it follows more likely in future).

iv. Learning can be completely characterized in terms of couplings among stimuli, responses and reinforcers.

v. Unless there is definite evidence to the contrary, any type of behaviour is assumed to be learned, to be open to change when the conditions are altered, to be trainable, and to be extinguishable (in the sense that a habit can be wiped out). Psychologists in the behaviouristic tradition had had great success in dealing with some difficult practical problems.

When the reinforcement conditions can be controlled and the desired outcome is definite, behaviouristic techniques can work remarkably well. But it has its weakness too. Exceptional emphasis on objective behaviour speaks nothing about the subjective aspect of experience.

Behaviouristic technique may operate successfully and effectively in a research setting or in labortory condition, but broad and long term conditions are ignored by the strict behaviourist.

The behaviourists hardly examine the learner’s total school career—their study of learning conditions are piecemeal. Moreover, the learner’s purpose and his self-fulfilment are hard to discuss in behaviouristic language. These questions were raised by the critics of behaviourism.

As a result, a second line of behaviourism emerged in the field of educational psychology which is known as neo-behaviourism. It takes up a broad range of phenomena, and does consider cognitive process. The neo-behaviourists reinterpreted the concept of learning and behaviour, expanded the usage of reinforcement.

‘They recognized that reinforcement involves a subjective feeling — it provides information as well as pleasure’. A person learns to anticipate the consequences of his behaviour when learning gradually becomes complex, and he learns to change his behaviour accordingly which is more than stimulus-response connection.

Humanistic Aspect :

Humanistic approach is more humane, more subjective and involves more mentalistic concepts than the objectivity oriented behaviouristic viewpoint. They accept all the terms and language which are discarded by the behaviourists.

Humanistic psychology is particularly interested in the inner states of mental processes, man’s feelings, aspirations, motives and motivation. The humanists are very much concerned with the ‘self’ of the individual, his self-awareness and self-esteem.

They see each person as a self-directing, integrated being, evolving in a unique direction as he interprets his experiences. Observation is also a method for the humanist, and he recognizes the subject as a self-observant. Their prime data rests on what a person says about his present feelings and recollection of past experiences. They count much on a person’s image of world—take them as unit rather than breaking them up as single action into stimulus and response.

Among contemporary humanistic psychologists, one of the most eminent is Erik Erikson who based his studies of American Indian tribes and of such men as Luther and Gandhi. His famous work is on ‘identity’ (Identity: Youth and Crisis, 1968). The same view has been corroborated by Abraham Maslow, who took similar position, equating healthy development with “self-actualization”. The humanistic psychologists examine the human conditions in life situations and do not restrict their observations to the well- controlled conditions only.

They prefer to observe the human behaviour in its natural setting at par with the traditions of natural scientists. For this they base their observations on biographical and anthropological studies of the whole culture or on interviews that examine the sources of a person’s lifestyle, and even on his own introspection and reflections.

They study the individual’s impressions in a social context, his value judgment of educative importance and the values that he himself incorporates. The humanists have strong views about good life and good society and, within this limitation, they are permissive on an individual’s self-determinism. It may sound romantic but in fact the humanistic psychologists are considered more democratic than the behaviouristic ones. The behaviourist-humanistic dialectic is alive in the minds of most educational psychologists when they plan an education system.

5. A Cognitive-Developmental View of Educational Psychology :

The exponent of this theory is Lee. J. Cronbach. He explains his theory first by analysing the terms involved. The first one, i.e. cognitive part, stresses the active ‘intellectual’ functioning of the person. The second stresses that behaviour develops in a ‘cumulative fashion’. Any behaviour means not only a reaction to the present circumstances but the past experiences are equally important to constitute such behaviour.

An experience when is converted into behaviour involves both cognitive and affective aspect. By ‘cognitive’ we mean understanding, reasoning, interpretation, and intellectual analysis—’to become acquainted with’. “Affective” is associated with emotions, preferences, interests and positive and negative feelings.

The contrast between the two meanings is apparent so far as an experience is concerned; any experience is coloured both with cognitive and affective elements i.e. a cognitive experience is also affective in nature.

The nature of cognitive behaviour changes as a person develops. Behaviour and attitudes evolve in part through encounters with the world; hence the developmental psychologists compare persons living in different conditions in their natural settings, like the humanistic psychologists.

The developmental psychologists, therefore, classify children, for example, either in terms of social-class background, or in terms of age groups or in terms of parent’s style of child-rearing etc.

These psychologists employ sometimes standardized con­ditions for making age-to-age or group-to-group comparisons like that of the behaviourists. But even in doing so the internal mental processes are equally attended to by the cognitive- developmental style. For example, external behaviour plus encoding, self-criticism and identification and such other mental processes are duly considered.

Educational psychology considers all the above approaches in determining behaviour of the learners and teachers. It helps the teachers to plan their lessons, to program their instructions, to develop insight or regarding their students.

The central implications of educational psychology leads us to ensure that:

(1) Behaviour is purposive—that whenever a person is actively engaged in tackling a problem-situation, learning takes place.

(2) Personality Development is cumulative—that “societal-demands set developmental tasks for the person at each age level. These generate needs that provide the core of motivation” i.e. motivations are culturally determined which are constituents of personality.

(3) Abilities are expressed through behaviour which enable the persons to acquire new knowledge through intelligence where concepts, techniques and attitudes work together to know the unfamiliar.

(4) Educational psychology helps teaching to be scientific, technical and professional.

It is true that the essence of teaching involves emotions, values, instantaneous judgment, and intuition which science cannot provide, because these cannot be standardized. But teaching is also a skill, which can be improved through application of scientific techniques. Some new techniques have been directly inspired by research on behaviour. A good example is computer-aided instruction.

The rationale for computer-assisted instruction rests in part on the principle of feedback or reinforcement. Clear-cut signals about the appropriateness of responses shape response patterns. The first deve­lopments were programmed instructional materials in printed forms. Nowadays the computer offers considerably better flexibility than the printed page—a technologically controlled education.

(5) Decision making, problem solving can be made easy with the application management models forwarded by modern technology (e.g. ‘automated’ vs ‘informate’ model).

6. Aims and Objectives of Educational Psychology:

Let us start this section with Gordon Allport’s caution: “One aim of education is to make available the wisdom of the past and present so that youth will be equipped to solve the problems of future”.

The general aims of educational psychology, as stated before, are understanding, predicting and controlling behaviour in learning situations. As the learning situation includes, teacher, learner, classroom environment and evaluation of their interactions, therefore, each objective can be separately treated.

The aims are closely related with the functional aspects of educational psychology. Hence the functional objectives are:

(1) To evaluate educational theories and put to application the workable part of it;

(2) To examine contemporary educational practices and suggest the modifications required;

(3) To critically examine and evaluate contemporary teaching methodology in the light of established principles of learning and motivation in varying con­ditions of different cultures, different environments and different facilities provided.

(4) To provide methods for researchers who are scientifically studying educational problems.

(5) To assess and modify the principles and practical operations according to the set values/beliefs and attitude of a culture and also to maintain the scope for the changes with time.

In order to point out the aims of educational psychology it is better to remember William James, who—as early as 1898— put an important question in psychology; “What we are about”? Educational psychology should provide such answer to this question as it is through learning, through experiences a behavioural change occurs and makes a man what he is.

Educators not only look to educational psychology to learn “what we are” about, but also to learn “what we should be about” in education tomorrow—it is not only to ‘be’ but to ‘become’.

But to achieve it, is a hard task. The world is changing so fast that parents and teachers now see that tomorrow is not a photocopy of yesterday, present is not the replica of the past; learning of their time is totally different from that of nowadays.

We need an image of tomorrow’s society while teaching today and in framing the aims our image must include the likelihood of radical changes—changes that we are today unable to comprehend.

Because the changes that are likely to occur in possible future is not one-sided, not singular, but plural, many-sided and global. Subject to the choices we would make innumerable arrayed options where some lines of development are more likely than others.

An eye to this will help the educators to frame future sensible goals at present time. The sensible goals signify that the development of personality or constant individual growth must take into consideration the meaning and purpose of human life.

The educationists who set the goals should remember and realize that the homo-sepiens, though primarily animals, are most advanced forms of life. Neither are they to regard people as machines, just a little higher or lower than the computer. “A major task of psychology of the future is to help humans learn how to learn and discover, perhaps to help expand the human potential”.

The identification and proper statement of the educational objectives of a lesson is the most important step in instructional planning. When a teacher knows where he is reaching, what is his specific objective, he will be able to decide how he will be designing a lesson. Therefore, getting a clear statement of educational objectives is the first step in the systematic application of psychology to education.

The setting of goals in terms of objectives i.e. to understand, to predict and to control behaviour is the behavioural objectives for the teacher. The first behavioural objective for the teacher is understanding the terms “understanding” and “knowing” and these are the key ones of the various educational objectives.

While setting instructional materials the teacher should analyse the objectives in behavioural terms, like knowing, understanding and recognizing the importance of the materials presented.

Therefore, in setting up educational objectives, the objectives are to be interpreted in such behavioural terms as:

1. Specific statement of properly stated objective.

2. Differentiating between properly stated and improperly stated objectives.

3. Expressing educational goals in terms of behaviourally stated objectives.

The test for whether a person—child or adult—”knows”, or “understands” a concept means whether he talks or act appropriately—appropriate to the statement made. In the same way to test whether the person understands a statement made for him, one must witness the fact, watch him talk and act accordingly when confronted with the test situations, or when circumstances arise in the natural course of events.

Therefore, a teacher, when imparting a concept to a student, must check all the aspects of concepts—translate them into behaviour (behavioural concepts) and then test his range of understanding (behavioural objective).

The educational objectives, then, help the educator in deciding what is required to evaluate a person’s understanding which is in essence, identifying those tests he wants his students to pass after instruction. Such understanding will also pinpoint the ‘skills’ and ‘knowledge’ which are involved in the process of understanding.

Teaching these are the educational goals interpreted as proper form for statements of educational objectives, whereas instructional objective is to teach a concept or to teach an understanding of a concept.

For example a concept of addition involves many things. “An ‘understanding’ of addition could be broken down into an understanding of part-whole relationships (Objective I), a ‘Knowledge’ of the sums and columns of rows and numbers (Objective II), an understanding of word problems involving addition (Objective III) and so on”, (ibid) Breaking down the objectives into more specific statements removes some of the vagueness, so that objectives are stated behaviourally, in terms of what student is to say or do – in terms of student’s behaviour.

Teacher’s Objectives :

The central theme of all education is learning, and the teacher’s objective is to guide and stimulate pupils in their educational growth. The teacher should look into the conditions needed for effective learning and its method of application.

The main behavioural objective of the teacher is to understand the characteristics of children and adolescents and the basic principles of learning, knowledge about the subject matter and bring all these knowledge into the classroom. Each child comes to the school equipped with experiences gathered from his environment in his own way and peculiar to himself.

He uses his experiences so gathered to accumulate variety of .them which he uses again to interpret his new environment and new experiences. Schooling should help them to reshape their concepts whenever necessary so that they may be helpful to reinterpret them in social context, thereby broadening existing concepts, developing new skills, acquire new attitudes and reorganize behaviour. This is how enriched learning takes place.

Today student-teacher objectives are often expressed explicitly as outcomes or learning. Such objectives generally include subject matter, knowledge, and learning-oriented attitudes, appreciations, interests and skills. The main and most important teacher’s objective is to help children acquire behaviour patterns that contribute to effective living.

7. Methods Used in Educational Psychology :

Educational psychology—being a behavioural science— uses scientific methods of behavioural research. The commonest of all the methods is observation. Educational psychology uses observation not as common-sense view sees it.

It uses systematic observation which equates methods with research in the educational field and is also scientific in character. As such, the subject matter of educational psychology is human behaviour and every one can observe behaviour.

But educational psychology avoids subjective observation and employs the method objectively to evaluate behaviour and its modification which is a product of learning. An educational psychologist adopts systematic, objective and investigative measures in assessing the effects of learning in the pupils.

Such in-depth scientific probes are necessary if we are to explain, predict and control behaviour with any acceptable degree of accuracy. This is in short, scientific observation.

Educational research depends on the use of scientific method which need to follow five steps for its investigation. These steps are:

(1) Formulating the problem,

(2) Stating the hypotheses,

(3) Collection of data from respective fields,

(4) Testing the hypotheses,

(5) Interpreting and reporting the findings, and

(6) Applying the findings. Researches in educational psychology can be conducted in the classroom, in the laboratory or in the outer field as is necessary.

Laboratory research has sometimes been referred to as pure research, while that conducted in the classroom is known as applied research.

The use of scientific methods in educational psychology has produced profound changes in organization and management of school, curriculum, syllabus making, learning materials, audio-visual aids, effective lesson planning and instruction methods.

A number of scientific teaching methods have been tried out in the classroom researches to get effectiveness in teaching e.g. discovery method, the learner- centered method, the Socratic method, the project method, the laboratory method or the tutorial method—based upon various conditions with various subject matters and with various kinds of students.

However, the detailed descriptions will be available in books on research methodology—which deal with the introduction, improvement and either rejection or retention of a particular method or combination of them as required by the teacher while imparting instruction. The researchers also use the methods in order to reach to any conclusion following a hypothesis or an assum­ption they adopt.

Related Articles:

• Notes on Educational Psychology: Nature, Scope and Methods
• Educational Psychology: Meaning, Need, Scope and Quotations
• Educational Psychology (Notes)
• Relationship Between Education and Psychology

Psychology , Educational Psychology , India , Meaning of Educational Psychology

Fear of failure and academic satisfaction: the mediating role of emotion regulation difficulties and procrastination

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• Published: 24 June 2024

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• Erdinç Duru   ORCID: orcid.org/0000-0001-7027-4937 1 ,
• Murat Balkis 1 &
• Sibel Duru 1  

This study investigates the mediating mechanisms that play a crucial role in the relationship between fear of failure and academic satisfaction and between fear of failure and procrastination. The study sample consists of 292 undergraduate students enrolled in different departments of the university. Within the scope of this study, emotion regulation difficulties may be one of the mediating mechanisms in this reciprocal relationship, the findings provide evidence that procrastination functions as a mediating variable in the relationship between fear of failure, difficulty in emotion regulation, and academic satisfaction while difficulty in emotion regulation acts as a mediator in the relationship between fear of failure and procrastination. Therefore, the findings of this study suggest that interventions aimed at improving the individual's emotion regulation skills may play an important role in overcoming the negative effects associate with the fear of failure on procrastination and academic satisfaction.

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Procrastination is the intentional postponement or delay of a planned action, even if one assumes that this delay will lead to negative results or make things worse in the future (Steel, 2007 ). Recently, the prevalence of academic procrastination has increased in the student population. For example, the current rate for the year 2022 is reported to be 74% (Zhang et al., 2022 ), whereas this rate for the university student population was 46 in 1984 (Solomon & Rothblum, 1984 ) and 52% in 2009 (Özer et al., 2009 ). Existing data suggest that procrastination affects academic performance (Kim & Seo, 2015 ), academic (Balkis, 2013 ; Balkis & Duru, 2016 ), and overall life satisfaction (Balkis & Duru, 2021 ; Beutel et al., 2016 ).

The cost and high prevalence of academic procrastination have raised the question of why students engage in such harmful behavior. In the existing literature, fear of failure has long been recognized as a primary reason for procrastination (Berry, 1975 ; Burka & Yuen, 2008 ; Covington, 1993 ; Ellis & Knaus, 1977 ; Ferrari et al., 1995 ; Haghbin et al., 2012 ). Fear of failure is a concept related to students’ academic performance and success. This concept encompasses avoidance behaviors in the area of achievement. Specifically, fear of failure can be seen as a tendency to avoid failure in situations where the probability of success is low and the probability of being hurt by failure is high (Elliot & Thrash, 2004 ). From a different scientific perspective, Martin and Marsh ( 2003 ) emphasize the fact that fear of failure and the avoidance of failure are closely linked, but are based on different behavioral constructs. According to them, fear of failure is a cognitive construct and avoidance of failure is a behavioral construct. On the other hand, these two conceptual structures can also be seen as complementary processes. Fear of failure as a cognitive construct can facilitate subsequent avoidance behavior to protect the self from being hurt. Therefore, it can be assumed that students with a high fear of failure are more likely to postpone their academic duties and responsibilities. To illustrate, procrastination behavior can serve a defense function against the fear of failure, as emphasized by Berry ( 1975 ). Similarly, Covington ( 1993 ) states that students use many defense mechanisms to avoid the fear of failure, and procrastination is indeed one of them. Failure-avoidant students are driven by fear of failure and self-doubt. They are anxious and uncertain about their ability to avoid failure or to achieve success. Although these students work hard, they are negatively affected when they encounter setbacks and their resilience is low. Because of their fear of failure, they sometimes deliberately sabotage their chances of success, thus creating an excuse for their poor performance (Martin & Marsh, 2003 ). These students may actively sabotage their chances of success by procrastinating by leaving tasks to the last minute, or by putting in little effort (Elliot & Church, 2003 ). Thus, they find excuses for their failures. This excuse serves to protect their 'self' from being hurt since they can attribute their poor performance to their procrastination rather than a possible indication for their lack of talent (Covington, 1992 ; Covington & Omelich, 1991 ; Martin & Marsh, 2003 ). Based on their clinical observations, Burka and Yuen ( 2008 ) also suggest that people who put off their work and wait until the last minute are afraid of being judged by others. These people fear that their work will be perceived as inadequate by others and that even their best efforts will not be enough (Burka & Yuen, 2008 ). In parallel, earlier evidence suggests that students cite fear of failure as the main reason for procrastination (Özer et al., 2009 ; Solomon & Rothblum, 1984 ). Several studies attempt to test this assumption to determine whether fear of failure is one of the main causes of procrastination (Ackerman & Gross, 2005 ; Balkis & Duru, 2019 ; Eckert et al., 2016 ; Fatimah et al., 2011 ; Haghbin et al., 2012 ; Krause & Freund, 2016 ; Mih & Mih, 2016 ; Schouwenburg, 1992 , 1995 ; Steel, 2007 ; Zhang et al., 2022 ).

The available cross-sectional studies provide mixed evidence for the effects of fear of failure on procrastination behavior. While some studies report that fear of failure is not significantly associated with procrastination (e.g., Ackerman & Gross, 2005 ; Schouwenburg, 1992 , 1995 ), other studies report that procrastination is significantly associated with fear of failure (e.g., Balkis & Duru, 2019 ; Haghbin et al., 2012 ; Krause & Freund, 2016 ; Steel, 2007 ; Zhang et al., 2022 ). The inconsistency of research findings on the relationship between fear of failure and procrastination points to the existence of some mechanisms that moderate or mediate the relationship between the two variables (Haghbin et al., 2012 ). A study was conducted by Haghbin et al. ( 2012 ) to test the aforementioned assumptions. The results indicated that competence moderates the relationship between fear of failure and procrastination, while satisfaction with the need for autonomy mediates this relationship. The findings also suggested that the direction of the relationship between fear of failure and procrastination is positive and significant in students with low levels of competence (Haghbin et al., 2012 ). A recent study has demonstrated that rational beliefs moderate the direct effect of fear of failure on procrastination. The relationship between these two variables is stronger in students with low rational beliefs (Balkis & Duru, 2019 ). Another variable that could play a role as a mediator in the relationship between fear of failure and procrastination is the difficulties in emotion regulation.

Emotion regulation is conceptualized as a process by which people regulate and change their emotional experiences and expressions to respond appropriately to the ever-changing demands of the environment(Gratz and Roemer ( 2004 ). The process of emotion regulation involves the awareness and understanding of the emotions experienced and the acceptance of the emotion in which the person finds themselves. In addition, emotion regulation requires the ability to control one's impulsive behavior, the development of the ability to act according to one's goals, the regulation of one's emotional reactions depending on the situation and individual goals, and the ability to apply these strategies (Gratz & Roemer, 2004 ). Inadequacies, difficulties, or hardships at any stage of the process can be conceptualized as emotion regulation difficulties, as mentioned earlier (Gratz & Roemer, 2004 ). In other words, emotion regulation difficulties occur when emotions are not properly regulated. In these situations in which difficulties in emotion regulation occur, it is possible that emotions are not understood and accepted by the person, that strategies for emotion regulation cannot be used, that impulses cannot be controlled when experiencing negative emotions, and that goal-oriented behaviors cannot be carried out (Gratz & Roemer, 2004 ).

If we consider procrastination in the context of emotion regulation, Pychyl and Sirois ( 2016 ) suggest that individuals who exhibit greater impulsivity or weaker self-discipline may be more prone to procrastination as a means of satisfying their desire for short-term mood elevation. In this case, procrastination acts as a kind of emotion regulation strategy. Baumeister and Heatherton ( 1996 ) suggest that procrastination functions as short-term emotion regulation when a person tends to delay starting a task that causes anxiety. Following this definition, Tice et al. ( 2001 ) state that people are more likely to procrastinate when they are working on a task that triggers an unpleasant feeling and believe that alternative activities can change this emotional state. People who fear failure become anxious when asked to perform their duties and try to reduce their anxiety by postponing work as much as possible (Milgram & Toubiana, 1999 ). More recent studies have emphasized that having difficulty in effectively regulating unpleasant emotions promotes procrastination behavior (Mohammadi Bytamar et al., 2020 ). In other words, individuals who are afraid of failure often try to get rid of or distract themselves from unpleasant feelings by avoiding dealing with the problem because they are unable to effectively control and regulate these fears. Therefore, difficulties in emotion regulation may mediate the relationship between fear of failure and procrastination.

Although procrastination can provide temporary relief, it often leads to long-term negative emotions such as stress (Sirois, 2014 ), anxiety (Gadosey et al., 2021 ), guilt (Oflazian & Borders, 2023 ), and regret (Ferrari et al., 2009 ). In addition, students with high levels of procrastination do not complete their assignments on time, resulting in poorer academic performance (Kim & Seo, 2015 ), which further reduces their academic satisfaction. The level of procrastination can have a significant impact on students' satisfaction with their academic life, which refers to students’ subjective evaluation of whether their goals and expectations are met by educational activities at school (Li et al., 2013 ). Previous studies have consistently demonstrated the negative effects of procrastination on academic life satisfaction. For example, Studies have found that students who procrastinate tend to report lower levels of academic satisfaction (Scheunemann et al., 2022 ), greater dissatisfaction with their school experience (Chow, 2011 ), and lower overall satisfaction with their studies (Grunschel et al., 2013 ). These findings suggest that procrastination can lead to a stressful and unsatisfying academic life.

The current study

The present study focuses on the relationships between fear of failure, procrastination, difficulties in emotion regulation, and academic life satisfaction. Although the relationships between these variables are well documented in the existing literature, the mechanisms involved in the interrelationship between these variables are not well understood. Therefore, this study aims to investigate emotion regulation difficulties as a possible mediating mechanism in the relationship between fear of failure and procrastination, as well as the role of emotion regulation difficulties and procrastination behavior as potential mediating mechanisms in the relationship between fear of failure and academic satisfaction. As mentioned earlier, people often procrastinate when confronted with unpleasant feelings and use it as a coping mechanism to put off tasks (Mohammadi Bytamar et al., 2020 ). While procrastination can temporarily alleviate discomfort, the closer the deadline approaches, the more difficult it becomes to successfully complete tasks, further complicating the problem (Baumeister & Heatherton, 1996 ). This can lead to negative emotions and unsatisfactory academic performance. Even more clearly, students who fear failure engage in avoidance or procrastination behaviors when they have difficulty regulating this emotion, and their procrastination tendencies may subsequently decrease their academic satisfaction. Based on these explanations, the following hypotheses can be tested:

H1: Emotion regulation difficulties would mediate the relationship between fear of failure and procrastination.

H2: Procrastination would mediate the relationship between fear of failure, emotion regulation difficulties, and academic satisfaction (Fig. 1 ). 

The proposed hypothetic model

Participants

Participants aged 18 years and older were recruited for this study. The current sample consists of 292 students from different academic departments of Pamukkale University. The majority of the sample is female ( N  = 242, 82.9%), with the remainder being male ( N  = 50, 17.1%). The age of the participants ranged from 18 to 37 years (mean age = 20.71 years, SD  = 2.23 years). Participants in this study were informed that participation in the study was completely voluntary and that they could withdraw from the study at any time. Participants who signed the informed consent form were informed that their data would be treated confidentially at all times. The students received no additional compensation for their participation.

Instruments

Tuckman procrastination scale-turkish version (tps-tv).

The TPS-TV is a 14-item self-report measure of procrastination (Özer et al., 2013 ; Tuckman, 1991 ). The participants indicated the extent to which they agreed with statements such as "When I have a deadline, I wait until the last minute." The statements are rated on a 5-point Likert scale (1 = strongly agree, 5 = strongly disagree). The TPS-TV has shown a high internal consistency with a Cronbach alpha of 0.90 (Özer et al., 2013 ). In the current study, Cronbach's α is 0.88.

The performance failure appraisal ınventory (PFAI-Short-Form)

Turkish version of the PFAI-Short Form (Balkis & Duru, 2019 ; Conroy et al., 2002 ) is used to determine participants' fear of failure levels. The PFAI-Short Form contains 5- items. The statements are scored from 1 (strongly disagree) to 5 (strongly agree). In the current study, Cronbach's α is 0.78.

Difficulties in emotion regulation scale-short form (DERS-16)

The Turkish Version Difficulties in Emotion Regulation Scale-Short Form (TV-DERS-16; Bjureberg et al., 2016 ; Gratz & Roemer, 2004 ; Yiğit & Guzey Yiğit, 2019 ) is used to determine participants' emotion regulation difficulties. TV-DERS-16 contains 16 items with a five-point Likert scale ranging from 1 (almost never) to 5 (almost always). For the current study, the internal consistency coefficients α are respectively 0.95, 0.90, 0.86, 0.88, 0.90, and 0.84 for overall TV-DERS-16, Clarity, Goals, Impulse, Strategies, and Non-acceptance.

Turkish version academic satisfaction scale (TV-ASS)

The TV-ASS is used to determine the participants' level of academic satisfaction (Balkis, 2013 ; Schmitt et al., 2008 ). The TV-ASS includes 5- items. The statements on the scale are scored from 1 (strongly disagree) to 5 (strongly agree). For the current study, the internal consistency coefficient α is 0.90.

Data analysis

Data analyses are conducted using SPSS 22.0 and AMOS 22.0 within the three steps. First, descriptive analyses to determine the descriptive properties of variables (mean, standard deviation, skewness, and kurtosis) are performed. Second, zero-order correlation analyses to examine bivariate associations among fear of failure, difficulties in emotion regulation, procrastination, and academic satisfaction are conducted. Finally, structural equational model (SEM) analyses to examine direct and indirect relationships between fear of failure, difficulties in emotion regulation, procrastination, and academic satisfaction are performed.

In the next step, the most recommended model-data fit statistics and decision rules to test model-data fit are utilized. These are the Chi-square test (p > 0.05 = good model fit, X 2 / df  = 5 ≥  = acceptable), Comparative fit index ( CFI ), Tucker-Lewis index ( TLI ) ≥ 0.90 = acceptable, and ≥ 0.95 = good model fit; Root mean square error ( RMSEA ) and Standardized root mean square ( SRMR ) 0.08 ≤  = acceptable and 0.05 ≤  = good model fit (Kline, 2015 ).

The bivariate correlations between fear of failure, difficulties in emotion regulation, procrastination and academic satisfaction, mean, standard deviation, skewness, and kurtosis are shown in Table  1 . The results of the correlation analyses indicated that fear of failure was positively correlated with difficulties in emotion regulation and procrastination. Procrastination was also positively correlated with difficulties in emotion regulation and then negatively correlated with academic satisfaction.

Testing the mediating role of difficulties in emotion regulation

A two-step SEM analysis was conducted to examine the mediating role of emotion regulation difficulties in the relationship between fear of failure, procrastination, and academic satisfaction. Initially, the relationship between latent variables was tested via the measurement model. Then the structural model was tested (Table  2 , Fig.  2 ).

The mediating role of difficulties in emotion regulation and procrastination

The items and the total score were used to determine the latent variables. The fear of failure and academic satisfaction latent variables were identified by using their items. The emotion regulation difficulties latent variable was determined using its subscales. Two parcels were created procrastination latent variable. A measurement model with 4 latent and 17 observed variables was performed.

Testing the measurement model

The measurement model analysis demonstrated that the model provided an acceptable data-model fit: X 2 (112, N  = 292) = 214.696, p < 0.001 ( X 2 /df  = 1.917). RMSEA  = 0.06 (0.05-0.07), SRMR  = 0.05, CFI  = 0.96, TLI  = 0.96, IFI  = 0.96.

Testing the structural model

The findings from SEM analysis indicated that the model was accepted as adequate: X 2 (114, N  = 292) = 218.180, p < 0.001 ( X 2 /df  = 1.914). RMSEA  = 0.06 (0.05-0.07), SRMR  = 0.05, CFI  = 0.96, TLI  = 0.96, IFI  = 0.96.

The parameter estimated noticed that (a) fear of failure was positively associated with difficulties in emotion regulation ( p  < 0.001) but not procrastination ( p  = 0.79), (b) difficulties in emotion regulation were positively related to procrastination ( p  < 0.001), (c) procrastination was negatively related to academic satisfaction ( p  < 0.001), (d) fear of failure was indirectly related to procrastination via difficulties in emotion regulation ( β  = 0.35, 95% CI  = 0.24, 0.51, p  < 0.001), and (e) fear of failure ( β  = -0.09, 95% CI  = -0.15, -0.04, p  < 0.001) and difficulties in emotion regulation ( β  = -0.14, 95% CI  = -0.23, -0.06, p  < 0.001) were then indirectly associated with academic satisfaction via procrastination. Finally, the fear of failure accounted for 47% of the variance in emotion regulation difficulties. Fear of failure and emotion regulation difficulties accounted for 25% of the variance in procrastination. Together, they accounted for 7% of the variance in academic satisfaction.

This study aims to shed light on the dynamic relationship between fear of failure, procrastination, emotional regulation difficulties, and academic satisfaction. The current findings support the mediating role of emotion regulation difficulties in the relationship between fear of failure and procrastination, and the mediating role of procrastination in the relationship between fear of failure, emotion regulation difficulties, and academic satisfaction.

Given the link between fear of failure and procrastination, this study hypothesizes that emotion regulation difficulties will act as a mediating mechanism in this relationship. The results of the correlation analysis demonstrate that procrastination is positively associated with both fear of failure and difficulties in emotion regulation. According to the results of SEM analysis, when emotion regulation difficulties are included in the equation, the direct relationship between fear of failure and procrastination becomes insignificant. In other words, the current results suggest that fear of failure predicts procrastination indirectly through difficulties in emotion regulation and that difficulties in emotion regulation act as a mediating mechanism within this relationship. These results support the assumption that students, who are afraid of failure, do not exhibit procrastination behaviors directly, but they exhibit procrastination behaviors because they cannot regulate their fear. This finding is also consistent with previous evidence in the literature that the inconsistency of research findings on the relationship between fear of failure and procrastination points to the existence of mechanisms that moderate or mediate the relationship between the two variables (Haghbin et al., 2012 ). Therefore, it is worth noting that the relationship between fear of failure and procrastination is significant for students, who have difficulty regulating their emotions. Gratz and Roemer ( 2004 ) state that emotion regulation emphasizes the ability to prevent inappropriate or impulsive behaviors while experiencing negative emotions, and that the absence of these skills indicates the presence of difficulties in emotion regulation to act in accordance with desired goals and outcomes. The results of this study indicate that fear of failure is positively associated with the lack of ability to control impulses and act in accordance with desired goals. Some cross-sectional studies suggest a relationship between fear of failure, performance, mastery-avoidant (Elliot & Sheldon, 1997 ), and avoidant goal orientation (Conroy et al., 2003 ). Similarly, previous findings suggest that students with impulsivity (Steel, 2007 ) and goal avoidance orientation (Corkin et al., 2011 ; Howell & Buro, 2009 ; Howell & Watson, 2007 ; Seo, 2009 ) are more likely to procrastinate on their tasks and assignments. Current findings on the relationship between fear of failure, difficulties with emotion regulation, and procrastination also support the idea that procrastination functions as a short-term emotion regulation strategy (Pychyl & Sirois, 2016 ; Sirois & Pychyl, 2013 ; Tice et al., 2001 ). Recent evidence suggests that difficulties in regulating unpleasant emotions effectively promote procrastination behavior (Mohammadi Bytamar et al., 2020 ). As mentioned earlier, research has highlighted that people who are afraid of failure become anxious when asked to perform their duties and try to reduce their anxiety by postponing work as much as possible (Milgram & Toubiana, 1999 ). In other words, students who cannot cope with the anxiety and tension caused by fear of failure may try to get rid of these negative emotions by postponing their tasks and responsibilities when they have difficulty regulating these negative emotions. Procrastination behavior may be linked to an individual's sense of competence. Similarly, for some individuals with high levels of procrastination, it may serve as an ineffective coping and avoidance strategy in challenging situations. Individuals with a high tendency to procrastinate may exhibit these behaviors to avoid facing feelings of inadequacy and to protect themselves from getting hurt. Although procrastination eliminates the risk of facing these negative emotions and being hurt in the short term, it paves the way for later negative consequences such as low academic achievement, low academic performance, and low academic satisfaction. In fact, the results of this study indicate that fear of failure is not directly related to academic satisfaction, but is indirectly related to academic satisfaction via procrastination. This result is consistent with other research findings in the literature (Balkis, 2013 ; Balkis & Duru, 2016 , 2017 ). In other words, when students who are afraid of failure are unable to regulate their fear, they are more prone to procrastinating behavior, which can reduce their academic satisfaction through procrastination.

The present study contributes to the literature by demonstrating the role of procrastination and emotion regulation difficulties in the relationship between fear of failure and academic satisfaction. The present findings indicate that there are both direct and indirect relationships between these variables. The results demonstrate the mediating role of emotion regulation difficulties in the relationship between fear of failure and procrastination and of procrastination in the relationship between fear of failure and emotion regulation difficulties and academic satisfaction. These results contribute to the literature by showing that mediating mechanisms and indirect relationships are important rather than showing a direct relationship between fear of failure and academic satisfaction. Psychological counselors can help students with a fear of failure to procrastinate less on academic tasks and achieve higher academic success and satisfaction by providing awareness and skill training in emotion regulation. Similarly, academic satisfaction is not directly impacted by fear of failure. Students may experience lower satisfaction with their academic lives due to procrastination on tasks and assignments when they are unable to regulate their fears. The study by Eckert et al. ( 2016 ) revealed that training emotion regulation skills tolerates and changes unpleasant emotions and reduces procrastination. For this reason, it is likely that individual or group studies on emotion regulation reduce procrastination and increase academic satisfaction. Future studies could investigate potential mediating or moderating mechanisms in the relationship between fear of failure and academic satisfaction to gain a comprehensive understanding of the issue. Similarly, this study focuses on general difficulties in emotion regulation. Future studies may focus more specifically on the possible roles of adaptive and maladaptive emotion regulation strategies in the relationship between fear of failure and procrastination, fear of failure, and academic satisfaction.

Finally, the results of this study should be evaluated within its limitations. First, the relationships between the variables should not be viewed as cause-effect relationships, as this study is cross-sectional. Therefore, longitudinal and experimental studies are needed for further clarification. This study was conducted on university students, so the results of this study can be generalized to similar samples. Second, we treated procrastination as a trait in this study because the scales we used capture general traits rather than domain-specific measures of procrastination. We conceptualized procrastination as an individual differences variable (Lay & Schouwenburg, 1993 ) and a tendency to delay (Tuckman, 1991 ). There is also some evidence in the literature that procrastination, like personality traits, has sufficient intertemporal and situational stability (Steel, 2007 ). Because personality traits are a consistent and relatively stable psychological structure, it provides a conceptual framework for understanding, interpreting, and predicting individual behavior. Considering procrastination as a state may be more appropriate in certain contexts (e.g., task-specific dilatory). This approach helps us better understand the dynamics of procrastination and how momentary emotional states (e.g., state anxiety) affect procrastination. In particular, the relationship between procrastination, fear of failure, and emotional regulation difficulties could be examined in more detail. Future research should consider assessing procrastination on a situational basis. This may increase the generalizability and applicability of the results. Including both trait and state measures provides a more comprehensive understanding of procrastination behavior and its underlying mechanisms. Another limitation relates to the gender of the participants. The larger group of participants in this study is females. This point should be considered when commenting on gender-specific results. As a last word, future studies can overcome this limitation through stratified sampling and contribute to the verification of the results.

Data availability

The data supporting this study's findings are available from the first author, Erdinç Duru, upon reasonable request.

Code availability

Not applicable.

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All authors contributed to the study's conception and design. Material preparation, data collection, and analysis were performed by E. Duru, M. Balkis, S. Duru. The first draft of the manuscript was written by E. Duru, M. Balkis, and S. Duru, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Dr. Erdinç Duru. Faculty of Education, Pamukkale University, Denizli, Turkey. E-mail: [email protected].

Current themes of research:

His current research themes are academic procrastination, school belongingness, academic achievement, and self-regulation.

Dr. Murat Balkis . Faculty of Education, Pamukkale University, Denizli, Turkey. E-mail: [email protected].

His current research themes are academic procrastination, academic satisfaction, academic achievement, and dropping out of School.

Dr. Sibel Duru Pamukkale University, Faculty of Education, Department of Educational Science.

Her theme of research is a sense of identity of the teacher, critical thinking, and the teacher’s beliefs about teaching.

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Duru, E., Balkis, M. & Duru, S. Fear of failure and academic satisfaction: the mediating role of emotion regulation difficulties and procrastination. Eur J Psychol Educ (2024). https://doi.org/10.1007/s10212-024-00868-9

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"Inside Out 2": A Serious Flaw and Major Strength

A look at healthy emotional responding and having many positive emotions..

Posted June 23, 2024 | Reviewed by Abigail Fagan

• This film teaches a number of healthy ways to handle anxiety and afflictive emotions.
• Modern science reveals a range of benefits to a wide range of positive emotions.
• Humans have not just one positive emotion (joy) but many others including awe, gratitude, interest, and hope.

There’s much to be said about the latest edition of the successful animated film Inside Out 2 . I limit myself to two points – both extremes – and I’ll start with a big win for the film and then turn to its glaring failing.

The film’s premise and plot are psychological – emotions depicted as animated characters in the psyche of a girl, Riley, who is hitting puberty . The emotions jockey for control, work together, and conflict with new emerging feelings – all mirroring life.

A Healthy Approach to Afflictive Emotions

In the film, the intense character/ emotion of Anxiety , takes over and wreaks havoc in Riley’s life. Anxiety pulls her away from her true self. It is not until all the emotions “let go” of trying to change and control Riley that she is able to experience freedom – and her true self. The visual power of cinema is perfect for the delivery of these messages, which include the release of the control panel, the embracing of the difficult (all the emotion characters hugging each other), expressing self-compassion in contrast to aggressive self-talk , breathing with the feelings (instead of avoiding them), and boundary -setting on emotions. A takeaway message is clear: Allow space for upsetting emotions.

These healthy messages are important not only for youth in today’s world where depression , suicidality , and especially anxiety, are on the rise, but also for adults. Listening to and learning from the themes in this film is a lesson within the strength of social intelligence . This complex character strength involves being tuned into one’s own (and others’) emotions and responding appropriately in the situation.

A Lack of Balance – Only One Positive Emotion

Emotions occur in our body and mind. They can be nourishing/positive and afflictive/negative (I’ll use the word “afflictive” more because these emotions are, in reality, not "bad" or "negative"). In the films Inside Out and Inside Out 2, there are the afflictive emotions of Anger , Disgust, Fear , and Sadness and in the latter film we meet additional afflictive emotions of Anxiety, Envy , Embarrassment , and Ennui ( boredom ). In contrast, across both films, there is one positive emotion – Joy. That’s it!

To have only one nourishing or positive emotion depicted in the psyche of Riley is extraordinarily shallow. It is also inaccurate. Humans have a large array of positive emotions. Where are excitement, love, gratitude , interest, desire, (healthy) pride, awe , elevation, hope, amusement, and/or calmness/peace? Nowhere. The film goes from an imbalance in the first film of four to one (afflictive to positive) and extends this to eight to one.

Could this gross imbalance and missed educational opportunity be a priority toward entertainment and thereby financial gain? Of course. Does it also reflect the human brain’s tendency toward a deficit-based, negativity bias ? Yes. Does it also reflect an imbalance in our culture to give priority attention to what is wrong inside of us? Cue the Sadness character – yes.

I’ll set aside the many ways that consultants and writers could have corrected this error and not compromised integrity, accuracy, or entertainment value, and instead, offer some questions.

• What kind of message is this imbalance to our youth (the central focus of the film)?
• What does this mean for adults who have never given much attention to anything but feeling mad-sad-glad-afraid?
• With only one good feeling a person can have, does this not perpetrate stereotypes around positive feelings being about sugarcoating and happiology?
• Where is a foundation and breadth of positivity by which viewers can get in touch with and grow?

While it’s great there is a strong character in Joy in these films, new science shows humans tend to care more about peace than we do joy. Science also shows humans experience substantial benefit from emotions of gratitude, interest, and love. Science has emerged in the last two decades emphasizing the human capacity and experience for awe to the natural world. And science shows we can improve our goodness in the world when we feel the emotion of elevation.

The breadth of emotions in human beings makes us better and contributes to a greater world. Even if movies sometimes omit this, we don’t have to.

Ryan M. Niemiec, Psy.D. , is the education director at the VIA Institute on Character.

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