Educational psychology is the branch of psychology that studies learning, teaching, and development in educational settings through systematic analysis of cognitive, motivational, behavioral, and social processes [1][2][3][4][5]. It concerns how learners acquire, retain, transfer, and apply knowledge; how factors such as attention, memory, prior knowledge, self-efficacy, and self-regulation influence learning; and how instructional conditions, feedback, and classroom context shape performance [1][2][3][4]. Educational psychology is defined by its use of theory-based empirical methods to explain learner differences and to identify principles for effective instruction and assessment across age groups and learning environments [2][3][4][5]. Conceptually, it is bounded by its psychological focus on mechanisms of learning and teaching, distinguishing it from curriculum studies, education policy, or general pedagogy unless those areas are examined through psychological constructs and evidence.
- educational psychology
- learning processes
- motivation
- self-regulated learning
- instructional design
- classroom behavior
Educational Methods and Psychological Studies • Education • Social Sciences • Social Sciences
References
- Schunk, D.H. (2020) Learning Theories: An Educational Perspective. 8th Edition, Pearson. https://www.scirp.org/reference/referencespapers?referenceid=4094711.
- Elizabeth M. Abrams; Karen W. Tao; Ruth E. Fassinger; Susan L. Morrow (1942–2018).. Am. Psychol. 2020, 75, 412-412, 10.1037/amp0000589.
- Barry J. Zimmerman. Attaining Self-Regulation; Elsevier: Amsterdam, NX, Netherlands, 2000; pp. 13-39. [CrossRef]
- John Sweller; Jeroen J. G. van Merriënboer; Fred Paas; Cognitive Architecture and Instructional Design: 20 Years Later. Educ. Psychol. Rev. 2019, 31, 261-292, 10.1007/s10648-019-09465-5.
- Edward L. Deci; Richard M. Ryan; The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychol. Inq. 2000, 11, 227-268, 10.1207/s15327965pli1104_01.