Everything about Educational Psychology totally explained
Educational psychology is the study of how
humans learn in
educational settings, the effectiveness of educational interventions, the psychology of teaching, and the
social psychology of
schools as
organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as, whereas practitioners in schools or school-related settings are identified as
school psychologists. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as
gifted children and those subject to specific
disabilities.
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by
psychology, bearing a relationship to that discipline analogous to the relationship between
medicine and
biology and also between
Engineering and
Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including
instructional design,
educational technology, curriculum development,
organizational learning,
special education and
classroom management. Educational psychology both draws from and contributes to
cognitive science and the
learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.
Social, moral and cognitive development
To understand the characteristics of learners in
childhood,
adolescence,
adulthood, and
old age, educational psychology develops and applies theories of human
development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (
cognition), social roles, moral reasoning, and beliefs about the nature of knowledge.
For example, educational psychologists have researched the instructional applicability of
Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they're older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, don't occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self-regulatory process.
Piaget proposed a developmental theory of
moral reasoning in which children progress from a naive understanding of
morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by
Kohlberg into a
stage theory of moral development. There is evidence that the moral reasoning described in stage theories isn't sufficient to account for moral behavior. For example, other factors such as
modeling (as described by the
social cognitive theory of morality) are required to explain
bullying.
Rudolf Steiner's model of
child development interrelates physical, emotional, cognitive, and moral development in developmental stages similar to those later described by
Piaget.
Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of
epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.
Individual differences and disabilities
Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in
intelligence,
creativity,
cognitive style,
motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are
attention-deficit hyperactivity disorder (ADHD),
learning disability,
dyslexia, and
speech disorder. Less common disabilities include
mental retardation,
hearing impairment,
cerebral palsy,
epilepsy, and
blindness.
Although theories of intelligence have been discussed by philosophers since
Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on whether intelligence can be characterized by a single, scalar
factor (
Spearman's general intelligence), multiple factors (as in
Sternberg's triarchic theory of intelligence and
Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the
Stanford-Binet IQ test and the
WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as
gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as
phonological awareness.
Learning and cognition
Two fundamental assumptions that underlie formal education systems are that students (a) retain knowledge and skills they acquire in school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery. One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%. There is much less consensus on the crucial question of how much knowledge acquired in school
transfers to tasks encountered outside formal educational settings, and how such transfer occurs. Some psychologists claim that research evidence for this type of
far transfer is scarce, while others claim there's abundant evidence of far transfer in specific domains.
Several perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include
Behaviorism,
Cognitivism,
Social Cognitivism, and
Constructivism. This section summarizes how educational psychology has researched and applied theories within each of these perspectives.
Behavioral perspective
Applied behavior analysis, a set of techniques based on the behavioral principles of
operant conditioning, is effective in a range of educational settings. For example, teachers can improve student behavior by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items. Despite the demonstrated efficacy of awards in changing behavior, their use in education has been criticized by proponents of
self-determination theory, who claim that praise and other rewards undermine
intrinsic motivation. There is evidence that tangible rewards decrease intrinsic motivation in specific situations, such as when the student already has a high level of intrinsic motivation to perform the goal behavior. But the results showing detrimental effects are counterbalanced by evidence that, in other situations, such as when rewards are given for attaining a gradually increasing standard of performance, rewards enhance intrinsic motivation. Many effective therapies have been based on the principles of Applied Behavior Analysis, including
Pivotal Response Therapy which is used to treat Autism Spectrum Disorders.
Cognitive perspective
Among current educational psychologists, the cognitive perspective is more widely held than the behavioral perspective perhaps because it admits causally related mental constructs such as
traits,
beliefs,
memories,
motivations and
emotions. Cognitive theories posit memory structures that are thought to determine how information is
perceived,
processed, stored,
retrieved and
forgotten. Among the memory structures theorized by cognitive psychologists are separate but linked visual and verbal systems described by
Allan Paivio's dual coding theory. Educational psychologists have used dual coding theory and
cognitive load theory to explain how people learn from
multimedia presentations.
The spaced learning effect, a cognitive phenomenon strongly supported by psychological research, has broad applicability within education. For example, students have been found to perform better on a test of knowledge about a text passage when a second reading of the passage is delayed rather than immediate (see figure).
Problem solving, regarded by many cognitive psychologists as fundamental to learning, is an important research topic in educational psychology. A student is thought to interpret a problem by assigning it to a
schema retrieved from long term memory. When the problem is assigned to the wrong schema, the student's attention is subsequently directed away from features of the problem that are inconsistent with the assigned schema. The critical step of finding a mapping between the problem and a pre-existing schema is often cited as supporting the centrality of
analogical thinking to problem solving.
Social cognitive perspective
Social cognitive theory is a highly influential fusion of behavioral, cognitive and social elements that was initially developed by educational psychologist
Albert Bandura. In its earlier, neo-behavioral incarnation called
social learning theory, Bandura emphasized the process of
observational learning in which a learner's behavior changes as a result of observing others' behavior and its consequences. The theory identified several factors that determine whether observing a model will affect behavioral or cognitive change. These factors include the learner's developmental status, the perceived prestige and competence of the model, the consequences received by the model, the relevance of the model's behaviors and consequences to the learner's goals, and the learner's
self-efficacy. The concept of self-efficacy, which played an important role in later developments of the theory, refers to the learner's belief in his or her ability to perform the modeled behavior.
An
experiment by Schunk and Hanson, that studied grade 2 students who had previously experienced difficulty in learning
subtraction, illustrates the type of research stimulated by social learning theory. One group of students observed a subtraction demonstration by a teacher and then participated in an instructional program on subtraction. A second group observed other grade 2 students performing the same subtraction procedures and then participated in the same instructional program. The students who observed peer models scored higher on a subtraction post-test and also reported greater confidence in their subtraction ability. The results were interpreted as supporting the
hypothesis that perceived similarity of the model to the learner increases self-efficacy, leading to more effective learning of modeled behavior. It is supposed that peer modeling is particularly effective for students who have low self-efficacy.
Over the last decade, much research activity in educational psychology has focused on developing theories of
self-regulated learning (SRL) and
metacognition. These theories work from the central premise that effective learners are active agents who construct knowledge by setting goals, analysing tasks, planning strategies and monitoring their understanding. Research has indicated that learners' who are better at goal setting and self-monitoring tend to have greater intrinsic task interest and
self-efficacy; and that teaching learning strategies can increase academic achievement.
Constructivist perspective
Constructivism refers to a category of learning theories in which emphasis is placed on the agency and prior knowledge of the learner, and often on the social and cultural determinants of the learning process. Educational psychologists distinguish individual (or psychological) constructivism, identified with Piaget's learning theory, from
social constructivism. A dominant influence on the latter type is
Lev Vygotsky's work on sociocultural learning, describing how interactions with adults, more capable peers, and cognitive tools are internalized to form mental constructs. Elaborating on Vygotsky's theory,
Jerome Bruner and other educational psychologists developed the important concept of
instructional scaffolding, in which the social or information environment offers supports for learning that are gradually withdrawn as they become internalized.
Vygotsky's version of
constructivist theory has led to the view that behavior, skills, attitudes and beliefs are inherently
situated, that is, bound to a specific sociocultural setting. According to this view, the learner is enculturated through social interactions within a
community of practice. The social constructivist view of learning has spawned approaches to teaching and learning such as
cognitive apprenticeship, in which the tacit components of a complex skill are made explicit through conversational interactions occurring between expert and novice in the setting in which the skill is embedded.
Motivation
Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the
volition or
will that students bring to a task, their level of interest and
intrinsic motivation, the personally held
goals that guide their behavior, and their belief about the causes of their success or failure.
A form of
attribution theory developed by
Bernard Weiner describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of
shame and
embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of
guilt and consequently increase effort and show improved performance.
Motivational theories also explain how
learners' goals affect the way that they engage with academic tasks. Those who have
mastery goals strive to increase their ability and knowledge. Those who have
performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have
performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks,
creativity and
intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor
concentration while studying, disorganized studying, less self-regulation, shallow information processing and
test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.
Research methodology
The research methods used in educational psychology tend to be drawn from psychology and other social sciences. There is also a history of significant methodological innovation by educational psychologists, and psychologists investigating educational problems. Research methods address problems in both
research design and
data analysis. Research design informs the planning of experiments and observational studies to ensure that their results have
internal,
external and
ecological validity. Data analysis encompasses methods for processing both quantitive (numerical) and qualitative (non-numerical) research data. Although, historically, the use of quantitative methods was often considered an essential mark of scholarship, modern educational psychology research uses both
quantitative and
qualitative methods.
Quantitative methods
Perhaps first among the important methodological innovations of educational psychology was the development and application of
factor analysis by
Charles Spearman. Factor analysis is mentioned here as one example of the many
multivariate statistical methods used by educational psychologists. Factor analysis is used to summarize relationships among a large set of variables or test questions, develop theories about mental constructs such as self-efficacy or anxiety, and assess the reliability and validity of test scores. Over one hundred years after its introduction by Spearman, factor analysis has become a research staple figuring prominently in educational psychology journals.
Because educational
assessment is fundamental to most quantitative research in the field, educational psychologists have made significant contributions to the field of
psychometrics. For example,
alpha, the widely used measure of test
reliability was developed by educational psychologist
Lee Cronbach. The reliability of assessments are routinely reported in quantitative educational research. Although, originally, educational measurement methods were built on
classical test theory,
item response theory and
Rasch models are now used extensively in educational measurement worldwide. These models afford advantages over classical test theory, including the capacity to produce standard errors of measurement for each score or pattern of scores on assessments and the capacity to handle missing responses.
Meta-analysis, the combination of individual research results to produce a quantitative
literature review, is another methodological innovation with a close association to educational psychology. In a meta-analysis,
effect sizes that represent, for example, the differences between treatment groups in a set of similar experiments, are averaged to obtain a single aggregate value representing the best
estimate of the effect of treatment. Several decades after
Pearson's work with early versions of meta-analysis,
Glass published the first application of modern meta-analytic techniques and triggered their broad application across the social and biomedical sciences. Today, meta-analysis is among the most common types of literature review found in educational psychology research.
Other quantitative research issues associated with educational psychology include the use of nested research designs (for example, a student nested within a classroom, which is nested within a school, which is nested within a district, etc.) and the use of longitudinal statistical models to measure change.
Qualitative methods
Qualitative methods are used in educational studies whose purpose is to describe events, processes and situations of theoretical significance. The qualitative methods used in educational psychology often derive from
anthropology,
sociology or
sociolinguistics. For example, the anthropological method of
ethnography has been used to describe teaching and learning in classrooms. In studies of this type, the researcher may gather detailed field notes as a
participant observer or passive observer. Later, the notes and other data may be categorized and interpreted by methods such as
grounded theory.
Triangulation, the practice of cross-checking findings with multiple data sources, is highly valued in qualitative research.
Case studies are forms of qualitative research focusing on a single person, organization, event, or other entity. In one case study, researchers conducted a 150-minute, semi-structured
interview with a 20-year old woman who had a history of
suicidal thinking between the ages of 14 to 18. They analyzed an audio-recording of the interview to understand the roles of cognitive development,
identity formation and
social attachment in ending her suicidal thinking.
Qualitative analysis is most often applied to verbal data from sources such as conversations, interviews,
focus groups, and personal journals. Qualitative methods are thus, typically, approaches to gathering, processing and reporting verbal data. One of the most commonly used methods for qualitative research in educational psychology is
protocol analysis. In this method the research participant is asked to
think aloud while performing a task, such as solving a math problem. In protocol analysis the verbal data is thought to indicate which information the subject is attending to, but is explicitly not interpreted as an explanation or justification for behavior. In contrast, the method of verbal analysis does admit learners' explanations as a way to reveal their
mental model or
misconceptions (for example, of the laws of motion). The most fundamental operations in both protocol and verbal analysis are segmenting (isolating) and categorizing sections of verbal data.
Conversation analysis and
discourse analysis, sociolinguistic methods that focus more specifically on the structure of conversational interchange (for example, between a teacher and student), have been used to assess the process of conceptual change in science learning. Qualitative methods are also used to analyse information in a variety of media, such as students' drawings and
concept maps, video-recorded interactions, and computer log records.
Applications in instructional design and technology
Instructional design, the systematic design of materials, activities and interactive environments for learning, is broadly informed by educational psychology theories and research. For example, in defining learning goals or objectives, instructional designers often use a
taxonomy of educational objectives created by
Benjamin Bloom and colleagues. discovered that a combination of mastery learning with one-to-one tutoring is highly effective, producing learning outcomes far exceeding those normally achieved in classroom instruction.
Gagné, another psychologist, had earlier developed an influential method of
task analysis in which a terminal learning goal is expanded into a hierarchy of learning objectives connected by prerequisite relations.
Applications in teaching
Research on
classroom management and
pedagogy is conducted to guide teaching practice and form a foundation for teacher education programs. The goals of classroom management are to create an environment conducive to learning and to develop students' self-management skills. More specifically, classroom management strives to create positive teacher-student and peer relationships, manage student groups to sustain on-task behavior, and use counselling and other psychological methods to aid students who present persistent psychosocial problems.
Introductory educational psychology is a commonly required area of study in most North American teacher education programs. When taught in that context, its content varies, but it typically emphasizes learning theories (especially cognitively oriented ones), issues about motivation, assessment of students' learning, and classroom management. A developing gives more detail about the educational psychology topics that are typically presented in preservice teacher education.
Special education
Lesson plan
History
Educational psychology can't claim priority in the systematic analysis of educational processes. Philosophers of education such as Democritus, Quintilian, Vives and Comenius, had examined, classified and judged the methods of education centuries before the beginnings of psychology in the late 1800s. Instead, aspirations of the new discipline rested on the application of the scientific methods of observation and experimentation to educational problems. Even in the earliest years of the discipline, educational psychologists recognized the limitations of this new approach. In his famous series of lectures Talks to Teachers on Psychology, published in 1899 and now regarded as the first educational psychology textbook, the pioneering American psychologist William James commented that:
Berliner educational psychology theorists' attitude to the world of educational practice has shifted from initial interest to disdain, and eventually to respect.
Charles Hubbard Judd
In 1912, Thorndike, who developed the theory of instrumental conditioning, presaged later work on programmed instruction, mastery learning and computer-based learning:
Influential educational psychologists and theorists
The following persons were selected and featured in a recent biographical history of educational psychology as having made significant contributions to the field:
Albert Bandura 1925-
Alfred Binet 1857-1911
Benjamin Bloom 1913-1999
Ann Brown 1943-1999
Jerome Bruner 1915-
Lee Cronbach 1916-2001
John Dewey 1859-1952
Nathaniel Gage 1917-
Robert Gagné 1916-2002
William James 1842-1910
Maria Montessori 1870-1952
Jean Piaget 1896-1980
Herbert Simon 1916–2001
Burrhus Frederic Skinner 1904-1990
Charles Spearman 1863-1945
Lewis Terman 1877-1956
Edward L. Thorndike 1874-1949
Lev Semenovich Vygotsky 1896-1934
Careers in educational psychology
Education and training
A person may be considered an educational psychologist after completing a graduate degree in educational psychology or a closely related field. Universities establish educational psychology graduate programs in either psychology departments or, more commonly, faculties of education.
Educational psychologists work in a variety of settings. Some work in university settings where they carry out research on the cognitive and social processes of human development, learning and education. Educational psychologists may also work as consultants in designing and creating educational materials, classroom programs and online courses.
Educational psychologists who work in k-12 school settings (called school psychologists in the United States) are trained at the masters and doctoral levels. In addition to conducting assessments, school psychologists provide services such as academic and behavioral intervention, counseling, teacher consultation, and crisis intervention.
In the UK, status as a Chartered Educational Psychologist is gained by completing:
an undergraduate degree in psychology permitting registration with the British Psychological Society
two or three years experience working with children, young people and their families.
a three-year professional doctorate in educational psychology.
The previous requirement to train and work for two years as a teacher has now been abandoned.
Employment outlook
Employment for psychologists in the United States is expected to grow faster than most occupations through the year 2014, with anticipated growth of 18-26%. One in four psychologist are employed in educational settings. In the United States, the median salary for psychologists in primary and secondary schools is $58,360 as of May 2004.
In recent decades the participation of women as professional researchers in North American educational psychology has risen dramatically. The percentage of female authors of peer-reviewed journal articles doubled from 1976 (24%) to 1995 (51%), and has since remained constant. Female membership on educational psychology journal editorial boards increased from 17% in 1976 to 47% in 2004. Over the same period, the proportion of chief editor positions held by women increased from 22% to 70%.
Research journals
Although not exhaustive, the table to the right lists peer-reviewed journals in educational psychology and related fields. The impact factor is the average number of citations per article in each journal.
Further Information
Get more info on 'Educational Psychology'.
|
External Link Exchanges
Do you know how hard it is to get a link from a large encyclopaedia? Well we're different and will prove it. To get a link from us just add the following HTML to your site on a relevant page:
<a href="http://educational_psychology.totallyexplained.com">Educational psychology Totally Explained</a>
Then simply click through this link from your web page. Our crawlers will verify your link, extract the title of your web page and instantly add a link back to it. If you like you can remove the words Totally Explained and embed the link in article text.
As long as your link remains in place, we'll keep our link to you right here. Please play fair - our crawlers are watching. Your site must be closely related to this one's topic. Any kind of spamming, dubious practises or removing the link will result in your link from us being dropped and, potentially, your whole site being banned. |
