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Journal articles on the topic 'Social psychology|Educational psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Bailey, Lucy E. "Critical Educational Psychology." Journal of Interdisciplinary Studies in Education 7, no. 2 (2019): 61–65. http://dx.doi.org/10.32674/jise.v7i2.1209.

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I read Stephen Vassallo’s text, Critical Educational Psychology (2017), with interest. As a faculty member in an interdisciplinary social foundations unit who often works with educational psychology colleagues and students, I inhabit a kind of epistemological borderlands in which I regularly engage with and support projects animated by theoretical foundations that differ from or conflict with those in my own terrain. Historians Adelman and Arons’ (1999) characterize “borderlands” as having “contested boundaries between colonial domains” (p. 816), a generative metaphor that might apply to inter

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2

OKUBO, TOMOO. "Trends in Educational and Social Psychology." Annual Report of Educational Psychology in Japan 54 (2015): 45–56. http://dx.doi.org/10.5926/arepj.54.45.

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TABATA, NAOYA. "Trends in Educational and Social Psychology and Issues in Applied Field Research on Educational and Social Psychology." Annual Report of Educational Psychology in Japan 59 (March 30, 2020): 43–56. http://dx.doi.org/10.5926/arepj.59.43.

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OIKAWA, Masanori. "Current Directions in Japanese Educational and Social Psychology." Annual Report of Educational Psychology in Japan 53 (2014): 50–56. http://dx.doi.org/10.5926/arepj.53.50.

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Trapp, Annie, and Nick Hammond. "Psychology: The Use of Educational Technology in U.K. Psychology Departments." Social Science Computer Review 12, no. 4 (1994): 589–609. http://dx.doi.org/10.1177/089443939401200409.

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ISHIDA, YASUHIKO. "A Review of Studies in Educational and Social Psychology." Annual Report of Educational Psychology in Japan 58 (March 30, 2019): 47–62. http://dx.doi.org/10.5926/arepj.58.47.

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Darnon, Celine, Benoit Dompnier, and P. Marijn Poortvliet. "Achievement Goals in Educational Contexts: A Social Psychology Perspective." Social and Personality Psychology Compass 6, no. 10 (2012): 760–71. http://dx.doi.org/10.1111/j.1751-9004.2012.00457.x.

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Jones, Martin H., Tara S. Hackel, Mary Hershberger, and Kristopher M. Goodrich. "Queer Youth in Educational Psychology Research." Journal of Homosexuality 66, no. 13 (2018): 1797–816. http://dx.doi.org/10.1080/00918369.2018.1510262.

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McCaslin, Mary, and Daniel T. Hickey. "Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity." Educational Psychologist 36, no. 2 (2001): 133–40. http://dx.doi.org/10.1207/s15326985ep3602_8.

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Donald, David R. "Training Needs in Educational Psychology for South African Social and Educational Conditions." South African Journal of Psychology 21, no. 1 (1991): 38–44. http://dx.doi.org/10.1177/008124639102100106.

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MURAI, JUN'ICHIRO. "Review of Social Psychology Studies in Educational Psychology and Examination of Research and Statistical Methods." Annual Report of Educational Psychology in Japan 56 (2017): 63–78. http://dx.doi.org/10.5926/arepj.56.63.

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Chizhik, Estella Williams, and Alexander Williams Chizhik. "Making social justice within educational psychology relevant to preservice teachers." Teaching Education 14, no. 3 (2003): 307–18. http://dx.doi.org/10.1080/1047621032000135203.

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Boyle, Christopher. "Australian Educational Psychology With an International Focus." Australian Educational and Developmental Psychologist 29, no. 1 (2012): ii. http://dx.doi.org/10.1017/edp.2012.10.

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This will be the first issue of The Australian Educational and Developmental Psychologist (AEDP) that will be published by Cambridge University Press. This will mark a significant step forward in ensuring that the work that this journal publishes is given a more international audience, thus ensuring that quality Australian research is viewed more widely. Over time, there should be an increase in international authors who submit to the journal, thereby providing a wider focus for discussing practice and academic issues in educational and developmental psychology. In this issue, all five article

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Fagulha, Teresa, and Richard H. Dana. "Professional Psychology in Portugal." Psychological Reports 81, no. 3_suppl (1997): 1211–22. http://dx.doi.org/10.2466/pr0.1997.81.3f.1211.

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This paper describes the history and current status of professional psychology in Portugal where a unique perspective combines training, research, and practical contributions from Europe and the Americas with their own history of psychological tradition and expertise. Training in professional psychology includes Social Psychology and Educational and Vocational Guidance specializations in addition to Clinical Psychology and Psychotherapy and Counseling for the professional degree, Licenciatura. Advanced degrees are offered in Environmental Psychology, Career Development, Social Cognition, and o

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Kershner, Ruth. "Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?" International Journal of Educational Psychology 5, no. 2 (2016): 112. http://dx.doi.org/10.17583/ijep.2016.2109.

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship betwe

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Sachkova, Marianna E., and Nikita V. Kochetkov. "Mikhail Kondratyev: When There is Only a Name on a Card." RUDN Journal of Psychology and Pedagogics 17, no. 3 (2020): 554–62. http://dx.doi.org/10.22363/2313-1683-2020-17-3-554-562.

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The article is dedicated to the memory of an outstanding scientist, founder and dean of the Faculty of Social Psychology at the Moscow State University of Psychology and Education (MSUPE). Mikhail Yurievich Kondratyev was a well-known researcher and practitioner in the field of social psychology, including the problems of closed social groups, status structuring of communities of different types, relations of interpersonal significance, phenomena of power and authority, to mention just a few. He was also the author of over 300 educational, scientific and methodological publications on social,

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Cohen, Geoffrey L., and Julio Garcia. "Educational Theory, Practice, and Policy and the Wisdom of Social Psychology." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (2014): 13–20. http://dx.doi.org/10.1177/2372732214551559.

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The power of psychologically based interventions has garnered much interest in the general public and in the social sciences, especially in social psychology. Among the lessons that such social-psychological interventions provide are two of special importance for educational practice and social policy. The first is that different students can perceive the same classroom differently and that these perceptions can lead to substantial differences in outcomes. The second is that timely and well-placed interventions, almost irrespective of their duration, can change students’ perceptions of school

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Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.

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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions

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Kölbl, Carlos. "Ernst Boesch’s cultural psychology of education." Culture & Psychology 26, no. 2 (2019): 159–72. http://dx.doi.org/10.1177/1354067x19861049.

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Ernst Boesch (1916–2014) is well known for his symbolic action theory and distinctive approach to cultural psychology. In contrast, his numerous contributions as an educational psychologist have remained nearly unnoticed up to now. Against this backdrop, this article highlights some crucial phases in Boesch’s biography that demonstrate his strong involvement in educational psychology in general. It then reconstructs and discusses the main constituents of what one could call Boesch’s cultural psychology of education, which he developed in the context of his work as director of the Forschungsste

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Standing, Lionel G., and Herman Huber. "DO PSYCHOLOGY COURSES REDUCE BELIEF IN PSYCHOLOGICAL MYTHS?" Social Behavior and Personality: an international journal 31, no. 6 (2003): 585–92. http://dx.doi.org/10.2224/sbp.2003.31.6.585.

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This study examined the degree to which psychology students accept popular psychology myths that are rejected by mainstream researchers (e.g., “people use only 10% of their brain's capacity”), and the effect of psychology courses on myth acceptance. Using a 20-item, true-false myth belief questionnaire, it examined the levels of gullibility among 94 undergraduates at different stages of their education, and related these to their educational and demographic backgrounds. High overall levels of myth acceptance (71%) were found, in line with earlier research. Myth acceptance decreased with the nu

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Stеpanova, V. V., and N. N. Tolstykh. "Interdisciplinary Relationships between Social, Developmental and Educational Psychology: Resources for Development." Social Psychology and Society 7, no. 1 (2016): 23–44. http://dx.doi.org/10.17759/sps.2016070103.

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The authors describe their specially designed educational technology and argue on the effectiveness of interdisciplinary projects that take into account the educational, psychological and social psychological approaches to the problem of development. The analyzed technology, called “Rostok” (“Sprout”) and developed by V.V. Stepanova, focuses on the content and dynamics of the emerging system of relationships between children in primary school. The authors come up with a new perspective on the issue of group work in learning, the one that is very different from the concepts of collectively dist

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Shimada, Hideaki, Shuntaro Suzuki, Fumito Takahashi, Takahito Shimada, Masanori Oikawa, and Muneo Kitajima. "Applications of dual process theory in educational, clinical and social psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): SS—060—SS—060. http://dx.doi.org/10.4992/pacjpa.79.0_ss-060.

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Johnson, David W., and Roger T. Johnson. "An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning." Educational Researcher 38, no. 5 (2009): 365–79. http://dx.doi.org/10.3102/0013189x09339057.

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Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.

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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological sys

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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies a

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26

Gill, Diane L. "A Feminist Perspective on Sport Psychology Practice." Sport Psychologist 8, no. 4 (1994): 411–26. http://dx.doi.org/10.1123/tsp.8.4.411.

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The feminist paradigm has been advocated as an appropriate alternative framework for sport psychology theory and research. The current paper extends the feminist perspective to sport psychology practice, particularly to educational consultation. Application of a feminist perspective to sport psychology practice requires (a) an awareness of relevant gender scholarship and valuing of the female perspective, (b) a shift in focus from the personal to the social, and (c) an egalitarian, process-oriented approach. Applying the feminist perspective implies not only an awareness of relevant sport psyc

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Lott, Bernice. "Social Psychology: Humanist Roots and Feminist Future." Psychology of Women Quarterly 15, no. 4 (1991): 505–19. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00426.x.

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The central theme of this article is that a feminist perspective is not only compatible with the history, objectives, and emphases of social psychology, but necessary for its continued vitality. In view of social psychology's humanist roots and its “nurturist” and “social optimist” tenets, it is not surprising that feminist scholarship has flourished within it. Situational factors and group membership—the focus of social psychological inquiry—are also key to understanding how culture constructs gender, a central issue in the feminist agenda. Some of the important women in the early decades of

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Osmanaga, Fatbardha. "Self-Efficacy Impact on Students Academic Performance." European Journal of Social Sciences Education and Research 5, no. 1 (2015): 191. http://dx.doi.org/10.26417/ejser.v5i1.p191-198.

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In this paper it is treated the self-efficacy topic. Self-efficacy is important for the people. It is, also, important for the students. Self-efficacy has great impact on students motivation, on their academic performance, on their expectations. The paper aims to measure self-efficacy of students of Psychology branch of the Faculty of Educational Sciences,Department of Psychology and Social Work, University "Luigj Gurakuqi", Shkodër, Albania, Bachelor degree. The paper aims, also, to analyze opinions of these students about the self-efficacy in general and about their self-efficacy. The resear

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Sagan, Olivia, Ana Paula Couceiro Figueira, Dawn Mannay, and Effie MacLellan. "Book Reviews: Developmental Psychology (Critical Thinking in Psychology series), Educational Psychology, 12th edn, Psychology for the Third Millennium: Integrating Cultural and Neuroscience Perspectives, The SAGE Handbook of Social Cognition." Psychology Learning & Teaching 12, no. 1 (2013): 101–7. http://dx.doi.org/10.2304/plat.2013.12.1.101.

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Bozkurt, Tulay. "Message from Editor." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (2018): I. http://dx.doi.org/10.18844/gjpr.v8i3.3763.

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It is a great honor for us to publish eighth volume, third issue of Global Journal of Psychology Research: New Trends andIssues (GJPR).Global Journal of Psychology Research: New Trends and Issues welcomes original empirical investigations andcomprehensive literature review articles focusing on psychological issues and related disciplines. The mission of thejournal is to publish articles of professional interest for members of psychology. The scope of the journal includes, butis not limited to; the following major areas of psychology science including clinical psychology, developmentalpsycholog

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Chrisler, Joan C., and Mindy J. Erchull. "The Treatment of Evolutionary Psychology in Social Psychology Textbooks." Sex Roles 64, no. 9-10 (2010): 754–57. http://dx.doi.org/10.1007/s11199-010-9783-5.

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Costello, Shane. "Supervision and Collaborative Practice in Educational and Developmental Psychology." Educational and Developmental Psychologist 35, no. 1 (2018): i—ii. http://dx.doi.org/10.1017/edp.2018.5.

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Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether a child is socially and intellectually prepared to progress into the next grade; consulting with educators about managing challenging behaviours; conducting comprehensive assessments for cogniti

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Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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Petrina, Stephen. "Luella Cole, Sidney Pressey, and Educational Psychoanalysis, 1921–1931." History of Education Quarterly 44, no. 4 (2004): 524–53. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00019.x.

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Trends in thePsychological Indexindicated a change in resources directed toward education between the early 1910s and late 1920s. By 1930, “educational” studies accounted for the highest percentage—about 25 percent—of 25, 472 articles in psychology, with studies in “abnormal” and “social” psychology accounting for respectively 21 percent and 19 percent. This trend, evident in theReader's Guide to Periodical Literatureas well, reflected an increasing popularity of psychotherapeutic knowledge and products in clinics, courts, hospitals, prisons, and schools. As a growth market, education offered

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Davydov, V. V. "The concept of theoretical generalization and problems of educational psychology." Studies in Soviet Thought 36, no. 3 (1988): 169–202. http://dx.doi.org/10.1007/bf01043781.

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Woods, Kevin. "Questions from a social psychology perspective." Educational Psychology in Practice 13, no. 4 (1998): 274–78. http://dx.doi.org/10.1080/0266736980130409.

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Goodnow, Carol. "Strengthening the Links Between Educational Psychology and the Study of Social Contexts." Educational Psychologist 27, no. 2 (1992): 177–96. http://dx.doi.org/10.1207/s15326985ep2702_4.

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BOZKURT, Tulay. "Message from Editor." Global Journal of Psychology Research: New Trends and Issues 8, no. 2 (2018): I. http://dx.doi.org/10.18844/gjpr.v8i2.3492.

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It is a great honor for us to publish eighth volume, second issue of Global Journal of Psychology Research: New Trends and Issues (GJPR).Global Journal of Psychology Research: New Trends and Issues welcomes original empirical investigations and comprehensive literature review articles focusing on psychological issues and related disciplines. The mission of the journal is to publish articles of professional interest for members of psychology. The scope of the journal includes, but is not limited to; the following major areas of psychology science including clinical psychology, developmental psy

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Goldstein, Susan B. "The Power of Stereotypes: A Labeling Exercise." Teaching of Psychology 24, no. 4 (1997): 256–58. http://dx.doi.org/10.1207/s15328023top2404_5.

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The labeling exercise is a classroom activity that enables students to explore stereotyping processes relevant to the perceiver and the target of stereotypes. Students are assigned stereotypical trait descriptors and, within the context of a specific task, are asked to treat each other according to those descriptors. This exercise provides an engaging introduction to the topic of social perception and encourages discussion of approaches to prejudice reduction. This exercise is appropriate for courses exploring issues of stigma or intergroup relations, including introductory psychology, social

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Grapin, Sally L., and David Shriberg. "International perspectives on social justice: Introduction to the special issue." School Psychology International 41, no. 1 (2020): 3–12. http://dx.doi.org/10.1177/0143034319897359.

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The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential

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Suryaninova, T. I., and A. S. Fetisova. "Exploring Dialogic Position of Psychology Students in Educational Process." Психологическая наука и образование 26, no. 4 (2021): 80–90. http://dx.doi.org/10.17759/pse.2021260407.

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The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represen

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Krushelnitskaya, O. B. "Socially-psychological resource of perfection of educational space." Social Psychology and Society 8, no. 4 (2017): 165–72. http://dx.doi.org/10.17759/sps.2017080411.

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The article gives information on the main results of the II All-Russian Scientific and Practical Conference with international participation “Social psychology in the educational space”, held in October 2017 at the Moscow State Psychological and Pedagogical University. Present-day trends in the development of social psychology of education are presented, and current trends in research in this subject area are highlighted. The author emphasizes that the development of professional ties between various specialists — school psychologists, teachers, heads of educational institutions, researchers a

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Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is un

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Ștefănescu, Andreia, Zamra-Crisna Câmpean, and Titus-Gabriel Câmpean. "Influences of Social Psychology in the Pedagogical Approach of the Class of Students." Educatia 21, no. 18 (May 21, 2020): 102–8. http://dx.doi.org/10.24193/ed21.2020.18.10.

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The study synthesizes the influences of social psychology on educational practice within the school context and circumscribes pedagogical and psychosocial perspectives that deal with the phenomena involved in the dynamics of the class-group. The class of students is the most interactive type of group and thus susceptible to instructive-educational training and psychosocial development, which makes this area of study extremely fertile for the psycho-educational policies oriented towards the formation of students with a view to optimal integration in their school environment.

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Gehlbach, Hunter. "The Social Side of School: Why Teachers Need Social Psychology." Educational Psychology Review 22, no. 3 (2010): 349–62. http://dx.doi.org/10.1007/s10648-010-9138-3.

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Andrushchenko, T. Y., A. G. Kritsky, and O. P. Merkulova. "“Cultural-Historical Psychology and Activity Approach in Education” Research Master’s Program: Testing the New Modules at the Volgograd State Socio-Pedagogical University." Психологическая наука и образование 20, no. 3 (2015): 157–65. http://dx.doi.org/10.17759/pse.2015200316.

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We analyzed experience in testing new modules of basic professional educational program for “Cultural-historical psychology and activity approach in education” research master’s course at the Volgograd State Socio-Pedagogical University. We reviewed the features of the educational environment of the Faculty of Psychology and Social Work that define the initial conditions of the project and the experience of competency and activity approaches. Organizational features of educational process in the testing modules, the specific use of educational technology and assessment tools are described. Usi

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Lutsky, Neil. "A Scheme and Variations for Studies of Social Influence in an Experimental Social Psychology Laboratory." Teaching of Psychology 20, no. 2 (1993): 105–7. http://dx.doi.org/10.1207/s15328023top2002_9.

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This article describes a research paradigm for use in undergraduate laboratory experiments on social influence. The method is adapted from White (1975), who compared the responses of control subjects on a survey question to those of experimental subjects who were first exposed to the contrived responses of others to the same question. I review how students in an undergraduate social psychology laboratory use this method, demonstrate the reliability of the influence effect obtained, and discuss the educational value of this research paradigm.

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Field, David. "Book Review: The social psychology of aging." International Journal of Behavioral Development 14, no. 2 (1991): 243. http://dx.doi.org/10.1177/016502549101400212.

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Bohan, Janis S. "Teaching on the Edge: The Psychology of Sexual Orientation." Teaching of Psychology 24, no. 1 (1997): 27–32. http://dx.doi.org/10.1177/009862839702400107.

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The American Psychological Association has charged its members with taking an active role in reducing the stigma attached to lesbian, gay, and bisexual identity in our society. One means of fulfilling this charge is for psychologists to undertake educational activities that present lesbian, gay, and bisexual experience in a thoughtful, scholarly, and informative manner. This article describes the development and conduct of a course titled The Psychology of Sexual Orientation, whose intent is to provide just such a substantive look at the psychological experiences of lesbian, gay, and bisexual

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Platonova, Raisa I., Vitaly F. Vasyukov, Vladimir V. Vorozhikhin, Roza Sh Akhmadieva, Lyudmila A. Donskova, and Lidia Zdanovskaya. "Metaphorical cards as innovative educational technology for students’ social intelligence developing." Cypriot Journal of Educational Sciences 16, no. 4 (2021): 1926–35. http://dx.doi.org/10.18844/cjes.v16i4.6059.

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This article aims to identify the features of using metaphorical cards for the development of students’ social skills studying in university. The methods of research included testing and observation methods that allow to identify the levels of formation of students’ social intelligence structural components effectively; to determine the features of changes in the perception and control of their own and others' emotional and behavioral reactions, as well as the level of development of understanding of emotional expression. The study shows that the technology of using metaphorical cards is one o

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