Relevant bibliographies by topics / Education Change (Psychology)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Change (Psychology)'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Education Change (Psychology)"

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Rosenfield, Sylvia A., and Carolyn F. Humphrey. "Consulting psychology in education: Challenge and change." Consulting Psychology Journal: Practice and Research 64, no. 1 (2012): 1–7. http://dx.doi.org/10.1037/a0027825.

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Kulikowich, Jonna M., and Maeghan N. Edwards. "Analyzing change in school psychology research." Psychology in the Schools 44, no. 5 (2007): 535–42. http://dx.doi.org/10.1002/pits.20245.

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Maier, Karl J., George I. Whitehead, and Mark I. Walter. "Teaching Psychology and Climate Change." Teaching of Psychology 45, no. 3 (June 20, 2018): 226–34. http://dx.doi.org/10.1177/0098628318779261.

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The American Psychological Association (APA) has called for psychologists to become more involved in addressing climate change. One way to address this pressing issue is through curriculum. To this end, we describe an undergraduate course that we created and teach exclusively focused on the interface of psychology and global climate change. The course is a seminar structured around three broad themes: science and impacts, adaptation, and solutions. To support others developing curriculum in this area, we explain these themes and share the course organization and structure, along with our experiences in teaching it. We provide relevant examples of activities and resources in the context of the goals and outcomes of APA’s “Guidelines for the Undergraduate Psychology Major.” We discuss considerations of competence and interdisciplinarity in teaching on this issue. Finally, given the magnitude and significance of climate change, we consider experiential aspects of students in the course related to stress.
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Boll, Thomas J. "Graduate education in psychology: Time for a change?" American Psychologist 40, no. 9 (1985): 1029–30. http://dx.doi.org/10.1037/0003-066x.40.9.1029.

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Vosniadou, Stella. "Conceptual Change and Education." Human Development 50, no. 1 (2007): 47–54. http://dx.doi.org/10.1159/000097684.

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Harper, Gregory F. "Assisting Change in Education (Book)." Journal of Educational and Psychological Consultation 4, no. 1 (March 1993): 101–4. http://dx.doi.org/10.1207/s1532768xjepc0401_7.

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Berman, Dene S., and Jennifer Davis-Berman. "Positive Psychology and Outdoor Education." Journal of Experiential Education 28, no. 1 (July 2005): 17–24. http://dx.doi.org/10.1177/105382590502800104.

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A relatively new movement in psychology, positive psychology, has many implications for the field of outdoor education. Positive psychology has the goal of fostering excellence through the understanding and enhancement of factors that lead to growth. It embraces the view that growth occurs when positive factors are present, as opposed to the notion that it is the result of dynamic tension. This article argues that traditional models of change that rely upon disequilibrium may not be the best to use in outdoor programs. After presenting examples of positive psychological applications to outdoor programs, implications for outdoor education and therapy programs are discussed.
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Rowlands, Stuart. "The Latest Research on Conceptual Change from Developmental Psychology." Science & Education 28, no. 9-10 (October 26, 2019): 1253–62. http://dx.doi.org/10.1007/s11191-019-00077-7.

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O'Connell, Agnes N. "Psychology of Women Students' Self-Concepts, Attitudes, and Assertiveness: A Decade of Research." Teaching of Psychology 16, no. 4 (December 1989): 178–81. http://dx.doi.org/10.1207/s15328023top1604_2.

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In two studies, I compared students' pretest-posttest scores on self-concept, attitudes, and assertiveness in Psychology of Women and other psychology courses taught by women. In the 1970s, I conducted the study to determine if emphasizing intellectual mastery in Psychology of Women facilitated personal change. I replicated the study to determine if students in the 1980s differed from students in the 1970s on these measures. The data indicated that intellectual mastery in Psychology of Women facilitated personal change in both decades. Students in the 1980s were neither significantly different from students in the 1970s on pretest scores nor in their reports of personal change at posttest. Students' scores on these measures have not changed, and Psychology of Women courses emphasizing intellectual mastery continue to serve a dual purpose.
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Carey, Susan. "Science Education as Conceptual Change." Journal of Applied Developmental Psychology 21, no. 1 (January 2000): 13–19. http://dx.doi.org/10.1016/s0193-3973(99)00046-5.

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Dissertations / Theses on the topic "Education Change (Psychology)"

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Amiot, Catherine E. "The self in the process of coping with change." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29074.

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On the basis of theoretical work on the self, coping, and self-determination, the goal of this thesis was to understand the role of both structural and more flexible self-related variables in the process of adapting to change as well as the consequences of this adaptation process. It was hypothesized that, in a changing situation, a structural aspect of the self, namely, the sense of self, would predict more positive appraisals and less negative appraisals toward this change. Appraisals and coping, in turn, were hypothesized to represent adaptation processes mediating the associations between sense of self and various consequences. The consequences investigated included psychological well-being, as well as changes in some more flexible aspects of the self, such as in the importance attributed to a new self-component and in self-determined motivation. Three studies were conducted to test these hypotheses. Study 1 (N = 35) was a preliminary laboratory experiment designed to induce change (experimental condition) vs. no change (control condition). The impact of the change manipulation on the associations between sense of self and appraisals was first tested using hierarchical moderated regression analyses. While a stronger negative association was found between sense of self and negative appraisals in the experimental (i.e., change) than in the control condition, sense of self did not predict positive appraisals, both in the experimental and in the control conditions. Through mediational analyses, negative appraisals were found to significantly mediate the sense of self - well-being association. Study 2 (N = 80) aimed at further testing these hypotheses by including another mediator in the sense of self - well-being association, namely, coping strategies. Again, a stronger association was observed between sense of self and negative appraisals in the experimental than in the control condition. Furthermore, mediational analyses confirmed the mediating role of (1) negative appraisals in the sense of self -disengagement-oriented coping association, (2) task-oriented coping in the positive appraisals-well-being relationship, and (3) disengagement-oriented coping in the negative appraisals-well-being association. Using a three-wave longitudinal design, Study 3 (N = 311) aimed at testing the entire hypothesized model among university students as they were experiencing the transition to university. Using structural equation modeling involving true intraindividual change analyses, sense of self was found to predict both positive and negative appraisals toward the transition to university. While positive appraisals positively predicted task-oriented coping strategies used to deal with the transition and negatively predicted disengagement-oriented coping, negative appraisals positively predicted both forms of coping. Finally, task-oriented coping positively predicted psychological well-being as well as increases in both identification as a university student and in academic motivation, whereas disengagement-oriented coping predicted less well-being and a decrease in academic self-determination. Through tests of indirect effects, the mediating role of appraisals and coping was confirmed. Implications of the findings and future research avenues are further discussed.
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Minasian, Gayane. "Development of a measure of negative beliefs about change in psychotherapy." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280727.

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This researcher examined the construct and predictive validities of the Negative Beliefs About Change Measure (NBC) in order to determine whether the NBC can serve as a measure of resistance. The NBC is composed of 22 items that are based on the cognitive-behavioral conceptualization of resistance to change. The participants included 72 adult outpatient psychotherapy patients (29 males and 43 females). Diagnoses included: 42% depressive disorder; 25% adjustment disorder; 17% anxiety disorder; and 16% bipolar disorder. The following measures were administered: NBC; K Scale of the Minnesota Multiphasic Personality Inventory-II (MMPI-II); Openness to Change Scale of the 16 Personality Factor; Stages of Change (SOC); Working Alliance Inventory (WAI-client and therapist versions); Therapist Rating Scale; and the Brief Symptom Inventory (BSI). Data were collected at 3 time points---prior to the first psychotherapy session; between the 8th and 9 th therapy sessions; and after the 16th therapy session. A four-factor structure was derived from the NBC. These factors included: Fear of Change, Hopelessness; Fear of Disappointing Self/Others; Noncompliance; they displayed satisfactory internal consistency. The results indicated that the NBC Measure was related to the construct of readiness to change as measured by the SOC and the construct of forming a working relationship as measured by the WAI. The NBC Measure was a weak predictor of change in symptomatology, as measured by the BSI, from time I to time 2. The Hopelessness factor displayed a modest relationship with change in symptomatology from time I to time 2. In sum, the data presented a "mixed picture" with regard to the ability of the NBC to serve as a measure of resistance.
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Bilodeau, Bethany Jewell. "Appreciative Inquiry and Video Self Modeling Leadership Program| Achieving Skill or Behavior Change." Thesis, Franklin Pierce University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604790.

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A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participate in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases.

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De, Dominguez Dominique Colinvaux. "Theories and conceptions of change : a study in science education." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316160.

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Thompson, Claudette. "Utilizing Education to Change College Students' Attitudes About Mental Illness." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/899.

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Researchers have found that public opinion of people who are mentally ill is often negative. This study, grounded in cognitive theories, was conducted to determine if education would improve college students' attitudes toward mental illness and if there were gender differences in those attitudes, as past studies had shown. Attitudes of 184 Jamacian adult college students towards mental illness were measured before and after a didactic seminar using the Attitudes to Mental Illness Questionnaire (AMIQ), Opinion About Mental Illness Scale (OMI), and Help Seeking Attitudes Scale. A nonrandomized trial was used to generate nonequivalent comparison groups, with one group attending the seminar and the other group not attending the seminar. The generalized linear model and an analysis of covariance were used to examine the effects of the didactic seminar and gender on 2nd survey AMIQ, OMI, and HSAS scores. There were no differences in AMIQ scores between those who attended the didactic seminar and the control group who did not; however, there were significant differences on the OMI and HSAS scores between the attendee participants and the non-attendee participants. The nature of the differences indicated that attendees had a more positive attitude towards people with mental illness after the didactic seminar than did non-attendees. No gender differences were found on all scales for both groups. More research on individuals in different geographic areas and having varied demographic backgrounds is needed to determine the generalizability of the study results because the sample used in the current study was limited to one geographic area and had a specific demographic profile. Didactic seminars promoting positive views of people with mental illness could result in improved perceptions among the general public that may lead to better care.
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Rider, Steven Page 1964. "Application of the transtheoretical model of change to psychological skills training in intercollegiate athletes." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282513.

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Although there is empirical and anecdotal evidence for the efficacy of athletic performance enhancement interventions, a relatively small percentage of athletes take advantage of sport psychology services. It is likely that athletes perceive potential gains and losses in pursuing mental skills training, and the latter may adversely impact athletes' motivations and behaviors regarding consulting a sport psychologist. In order to increase the number of athletes who can benefit from mental skills training, athletes' motivations and behaviors regarding sport psychology consultation must be addressed. The Transtheoretical model of change focuses on the related issues of motivation and behavior change through the constructs of the Stages of Change, Processes of Change, Decisional Balance, and Self-Efficacy. Although the Transtheoretical model has been applied to a variety of behaviors, it has not been applied theoretically or empirically to the area of sport psychology consultation. In an attempt to apply the Transtheoretical Model to this area, questionnaires assessing Stage of Change, Decisional Balance, and Self-Efficacy were developed and cross-validated on two samples (total N = 308) of NCAA Division I Intercollegiate Athletes. The measures showed good internal reliability, with all but one subscale yielding an alpha coefficient of.79 or above, and good construct validity, exhibiting hypothesized relationships among each other and with relevant outcome variables. Finally, the Stage of Change measure exhibited a strong relationship with sport psychology consultations initiated by athletes during the 12 months following questionnaire administration. Of those athletes in the Precontemplation stage, 21% initiated an individual sport psychology consultation in the following year, compared with 39% of those in the Contemplation stage and 63% of those in the Action stage. Based on these results, it appears that the Stage of Change measure developed in the present research may prove to be a useful tool in predicting subsequent initiation of individual sport psychology consultation. Several potentially useful lines of research flow from this study, including continued development of assessment tools, and experiments designed to assess the efficacy of stage-based sport psychology interventions in moving athletes to later stages of change and to greater levels of participation in sport psychology consultation.
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Sutherland, Claire Euline. "Positive deviance during organization change| Researchers' social construction of expanded university goals." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600315.

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Many universities have expanded from teaching only to include research goals, requiring shifts in organization behavior. An exploratory case study method was used to examine these dynamics among positive deviant researchers at the University of Technology, Jamaica (UTech), the single case examined, from a social construction perspective. As a participant observer in the organization, the researcher engaged in marginality and its associated risks in studying UTech’s transition from low to higher research outputs to answer the research questions—significant norms influencing positive deviancy patterns of the researchers and, their perceptions and experiences during transition. A qualitative case report and mini-organization ethnography of UTech was produced to enhance contextual understanding of positive deviance among university researchers, an area not previously described in the literature. Several important organizational findings emerged from the analysis of interviews of 6 participants who received the President’s Research Initiative Award (PRIA), artifacts of the organization, and participant observation. The results detail early development of a descriptive typology of positive deviance during organization change, including motivation, feelings of being marginalized and coping strategies. Three patterns—(1) teaching versus research (2) disorder, and (3) personal resilience—and 9 interrelated themes enhance understanding of role adaptations and the meanings and beliefs that these faculty associate with their research environment. The results also indicate organizational factors and personal dimensions in a research subculture that is emerging amidst strong pivotal teaching norms and culture; social costs involved in such a transition, and; some challenges and opportunities for building a research culture and a high performance research environment at UTech. A construct of organizational and individual adaptation to stress was hypothesized, subject to future research. The main conclusions included that research is a peripheral norm; doing teaching and research involved tensions, challenges, incongruence, disequilibria as new identities and the implied research subculture are emerging at UTech; there are anti-research risks to the transition, and; organizational tradeoffs might be required. The findings, although not a template, are of potential usefulness in any organizational setting where organization growth and change are contemplated. Recommendations are made for UTech and future research.

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Kershaw, Mary E. W. "Assessing dietary behavior change through an interactive web-based nutrition education intervention /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488204276533393.

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Trevors, Gregory. "Learner, text, and context factors on conceptual change in biology." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106564.

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This thesis investigated how instructional environments might be optimally designed for all students to restructure prior knowledge and learn counter-intuitive science concepts, referred to as conceptual change. Three independent variables were examined in relation to real-time cognitive processes and subsequent learning outcomes: a learner characteristic (students' beliefs about knowledge and knowing, or epistemic beliefs), a property of instructional texts (refutational text structures), and a variable of instructional contexts (reading goals). Fifty-one university students with misconceptions in biological evolution were classified as espousing either absolutistic or evaluativist epistemic beliefs. Participants were randomly assigned to receive a refutational or expository texts and a global comprehension or elaborative interrogation reading goal in a 2×2 nested design. Data on think aloud responses while reading and open-ended essays post-reading were collected. Results reveal that refutations enriched conceptual evolutionary knowledge but failed to foster restructuring of misconceptions. Epistemic beliefs were related to cognitive processing, with evaluativists adapting their processes according to instructional texts. Reading goals likewise enriched conceptual knowledge and did not revise misconceptions, but no interaction between assigned goals and epistemic beliefs was observed. Theoretical and practical implications are discussed.
Cette thèse porte sur la manière dont les environnements pédagogiques pourraient être conçus de manière optimale pour tous les étudiants afin de restructurer les connaissances antérieures et d'apprendre des concepts scientifiques contre-intuitifs, appelés changement conceptuel. Trois variables indépendantes ont été examinées en relation aux processus cognitifs en temps réel et aux résultats d'apprentissage subséquents : une caractéristique des apprenants (les croyances des élèves sur les connaissances et le savoir, ou les croyances épistémiques), une propriété de textes pédagogiques (structures de texte réfutationnel), et une variable de contextes pédagogiques (objectifs de lecture). Cinquante-et-un étudiants de l'université avec des idées fausses sur l'évolution biologique ont été classés comme épousant soit des croyances absolutistes ou des croyances épistémiques évaluativistes. Les participants ont été assignés au hasard à recevoir un ou des textes réfutationnels ou descriptifs et une compréhension globale ou un objectif de lecture d'interrogation élaboratif dans une conception imbriquée de 2 × 2. Les données sur les pensées à haute voix pendant la lecture et des essais ouverts post-lecture ont été recueillies. Les résultats révèlent que les réfutations ont enrichi les connaissances des concepts évolutifs, mais ont échoué à favoriser la restructuration des idées fausses. Les croyances épistémiques étaient liées au traitement cognitif, avec des évaluativistes adaptant leurs processus en fonction de textes pédagogiques. Les objectifs de lecture, de même, ont enrichi la connaissance conceptuelle et n'ont pas corrigé les idées fausses, mais aucune interaction entre les objectifs assignés et les croyances épistémiques n'a été observée. Les implications théoriques et pratiques sont discutées.
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Farrah, Shirley J. "Variables influencing the likelihood of practice change after continuing education participation /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924881.

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Books on the topic "Education Change (Psychology)"

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Strachan, Joan. The change/loss connection. Edited by Schulz William 1938-. Winnipeg, MB: Peguis Publishers, 1989.

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Johnson, Daniel P. Sustaining Change in Schools. Alexandria: ASCD, 2009.

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Akhtamʹi︠a︡nova, I. I. Psikhologo-pedagogicheskie problemy modernizat︠s︡ii obshchego srednego, vuzovskogo i poslevuzovskogo obrazovanii︠a︡: Materialy Vserossiĭskoĭ nauchno-prakticheskoĭ konferent︠s︡ii, 7 ii︠u︡ni︠a︡ 2002 g., g. Birsk, Respublika Bashkortostan. Birsk: Birskiĭ gos. pedagog. institut, 2002.

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A reforma da educación (1906-1936): X.V. Viqueira e a historia da psicopedagoxía en Galicia. Sada, A Coruña: Ediciós do Castro, 1996.

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1960-, Li Zijian, ed. Professional learning and development in schools and higher education. New York: Springer, 2011.

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Education on trial. Oxford: Oneworld, 1992.

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Growing greatness: Six amazing attitudes of extraordinary teachers and parents. Tucson, Ariz: Zephyr Press, 1995.

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Steiner, Rudolf. The renewal of education. Great Barrington, MA: Anthroposophic Press, 2001.

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Vosniadou, Stella. International handbook of research on conceptual change. New York: Routledge, 2008.

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Buzescu, Radu. America can be #1 in education: The structural biodynamic approach. Flushing, N.Y: Transdacia, 1992.

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Book chapters on the topic "Education Change (Psychology)"

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Hall, Gregory J. "Psychology in Business Education: A Response to Rapid Economic and Technological Change." In Shaping the Future of Business Education, 153–61. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137033383_13.

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Ronen, Tammie. "The Role of Coping Skills for Developing Resilience Among Children and Adolescents." In The Palgrave Handbook of Positive Education, 345–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_14.

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AbstractChildren and adolescents experience rapid changes due to development and growth processes, thereby necessitating adaptation and flexibility. In addition, young people also often face environmental crises or traumas, human-made catastrophes, or individual (chronic illness) or family (parent divorce, death of a loved one) crises. In the past, to facilitate young people’s adaptation to change, major aims of parents, teachers, and therapists focused on protecting children and adolescents from harm and helping them grow up in a secure environment. Over time, modern life and the influence of the positive psychology orientation have led to a shift in those aims, which now focus more on helping young people feel happy, flourish, and use their own strengths. A key element in making this process of adaptation to change successful is resilience. This chapter deals with the effects of changes, crises, and traumas on children and adolescents, while focusing on the importance of resilience at the individual, family, and environmental levels. This approach directs adaptation to change efforts towards the present rather than towards the past, thereby meeting the important need of treating children and adolescents who have experienced crisis and trauma by imparting them with skills for better coping today in their major natural environments.
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Waters, Lea. "Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms." In The Palgrave Handbook of Positive Education, 137–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_6.

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AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).
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Shaw, Raymond J. "A taxonomy for assessing educational change in psychology." In Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance., 141–59. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000183-011.

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Robinson, Viviane M. J. "Critical Theory and the Social Psychology of Change." In International Handbook of Educational Leadership and Administration, 1069–96. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_31.

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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education, 273–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.

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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increasing positive states). In that sense, wellbeing can be defined as feeling good, functioning well, and doing good for others. Flourishing implies feeling satisfied with life and having the ability to live to the fullest. School and family contexts are important in the promotion of wellbeing in childhood. Nowadays, there is evidence that points to the positive association between levels of wellbeing and students’ academic performance, social abilities, and physical and psychological health. Many of the lifelong habits, beliefs, behaviours, and attitudes that a person carries are established in the family context. In this chapter, advances in the incorporation of positive psychology in these developmental environments are reviewed. Special attention is paid to the efficacy of interventions in preventing future psychological problems as well as in promoting childhood wellbeing, and the importance of political commitment to the achievement of generalized and sustainable changes over time is analysed.
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Galletta, Anne. "Critical Layering in Participatory Inquiry and Action: Praxis and Pedagogy in Seeking Educational Change." In The SAGE Handbook of Applied Social Psychology, 467–88. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526417091.n23.

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Sinatra, Gale M., and Clark A. Chinn. "Thinking and reasoning in science: Promoting epistemic conceptual change." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 257–82. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-011.

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Vosniadou, Stella, and Lucia Mason. "Conceptual change induced by instruction: A complex interplay of multiple factors." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 221–46. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-009.

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"Politics, Psychology and Education." In Energy, the Environment and Climate Change, 119–51. IMPERIAL COLLEGE PRESS, 2010. http://dx.doi.org/10.1142/9781848164178_0008.

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Conference papers on the topic "Education Change (Psychology)"

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Zafar, Ameena. "Globalization Versus Ethnicity: The Basis Of Language Identity And Change." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.16.

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Kalney, Valentina. "A View Of The Change In The Objectives Of Teacher Education." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.16.

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"An Analysis on the Change of Gender Language over Time." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.027.

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Zlokazov, Kirill V. "Development of extremist attitudes among teenagers and the change of their perception of social environment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-35.

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"The Relationship between Organizational Change and Employee's Organizational Commitment in State-owned Enterprises." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.134.

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Popescu, Ana Maria. "SOCIAL MARKETING IN HEALTH BEHAVIOR CHANGE: A PRACTICAL REVIEW." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.106.

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Holubeanu, Ionut. "A CHANGE OF THOUGHT AND LANGUAGE IN THE 5TH CENTURY C.E." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.003.

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Kesci, Gungor. "THE IMPACT OF GLOBAL WARMING, HEAT ISLAND AND CLIMATE CHANGE, FINANCING AND IMPLEMENTATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.125.

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Cuadrado, Isabel, and Andreea A. Constantin. "A Problem-Based Learning Implementation to a Psychology Course in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12897.

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The present work describes a Problem-Based Learning (PBL) activity implemented in an undergraduate course of Psychology of Groups. Additionally, considering the findings on the effects of PBL on cognitive and motivational components, we also explored the effect of the PBL activity on students’ information processing strategies and intrinsic motivation using a pre-post design. Only 28 students (25% men) completed the measures at both point times (pre and post-activity). Although no significant pre-post differences was found for any of the measured variables, the observed trend of change revealed mixed results. While for some cognitive strategies (e.g., critical thinking, information management, information transference) a trend towards improvement could be observed between the pre-post phases, for strategies of information elaboration and information acquisition the trend was reversed. Despite the non significant results, the present work contributes to the field of research on PBL in higher education by describing and testing the effects of a PBL activity implemented in a social discipline, a field in which PBL implementation is rather scarce.
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Baska, Tibor. "SCHOOL-BASED TOBACCO CONTROL ACTIVITIES IN SLOVAKIA FROM TEACHERS� PERSPECTIVE: CHANGE OF THE SITUATION BETWEEN 2003 AND 2013." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.094.

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Reports on the topic "Education Change (Psychology)"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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