why study educational psychology essay

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Why I Study Psychology (10 Essays)

Why I Study Psychology  is a collection of short essays. Each student explains their motivation for choosing psychology.

Psychology students are often motivated by personal experiences and a wish for healthier, happier communities. The essays demonstrate the value from having a vision for your career – whether it’s detailed or “big picture” – before you start a psychology degree. Having a long-term goal in mind offers a reliable source of study motivation.

Why I Chose Psychology Essays

As part of a national essay competition, current and future psychology students were asked to explain their study motivation. Each student describes in 250 words or less (a) why I chose psychology as a major and (b) how I’m motivated to succeed at psychology studies. The best, most inspiring essays are published here.

1. Motivation

We all know that there will almost always be something to do that sounds much more appealing than our studies, so why do we study if there is something better? Motivation, that’s why. Everyone has their own motivating factor that keeps them in line with studying. Mine is pretty general and that is my future.

I have dreams of becoming a psychologist and helping people throughout my life. I also have a huge passion for American Sign Language. I plan to merge these two goals into one for my future career. I don’t want to be just any psychologist, I want to be a psychologist that is open to Deaf people and hearing people alike.  I want Deaf people to feel comfortable coming to me without the need of a third person interpreter who is usually a stranger . Many Deaf people feel uncomfortable visiting a psychologist because of the need for a third person. I plan to make a step towards breaking that barrier by being able to sign or speak with any patient who comes to me.

With all these huge goals I know that I have to be very on top of studies and make sure I continue to stay on track and do my best. All of these reasons put together make up my ideal future and therefore my motivation to study.

~ Hannah Reis, Palomar College

Related: Human Psychology: Study of Mind and Behavior

2. My Dream

We live in a world filled with hurt and suffering, and a place that is not equal for all. My dream is to leverage my unique set of skills, abilities, privileges, resources, and knowledge in a way that increases equality and privilege for all (not just people with white skin). I am pursuing a degree in Industrial and Organizational Psychology which combines psychology and business.

I feel most alive when I am volunteering with my family at The Christian Children’s Home of Ohio (CCHO) which is a non-profit orphanage for children. I love working with the children there, and it hurts my heart when I see them being forced to leave once they are eighteen without any further aid or support. Consequently, after gaining work experience in applying psychology principles to the business world, I intend to establish a non-profit organization . This entity will support young adults from foster care or orphanages, providing them with essential skills and emotional support as they transition to adulthood. Once they have turned eighteen the government will no longer provide very much aid to them; I want to supply them with the additional skills and services that they need to make it in the real world, and give them the emotional support that they may not have.

One of the main services I want to provide them is taking them to do mission work because the best way to grow as a person and gain perspective is through service and travel. When college gets hard, I hold on tight to this dream because I know my studies will help me achieve this dream.

~ Alyssa Powers, The University of Akron

Related: Different Fields of Psychology Study

3. A Catalyst for Change

The incredible transformation I have experienced through the power of therapeutic relationships motivates me to immerse myself in my studies and move closer towards my goal of becoming a psychologist. Recognizing how the quality of my own life has been profoundly enhanced by self-reflection, the invaluable lesson of how to learn from suffering, and coming to a deeper understanding of who I am, encourages me to try and be a catalyst for this kind of change in other’s lives. I’m motivated to empower people to feel confident enough in who they are that they don’t feel the need to bring others down.

When life as a student feels exceptionally challenging, I remind myself of the impact that the work I wish to practice has on people’s lives and those around them. I strongly believe large scale change happens on the individual level first, and if we want to see a world where we value the earth and all the people living on it, we have to do the work with ourselves first.  I want to help people in their transformation towards becoming more unconditionally loving, tolerant, and compassionate people . I think when people are more comfortable with, and accepting of, who they are, they are consequently kinder and more loving towards those around them. Encouraging this kind of growth first on an individual level, and ultimately on a global level, motivates me to not only get through, but thrive within my program.

~ Hannah Freund, California Institute of Integral Studies

Related: What Does a Psychologist Do?

4. Reshaping Mental Health

People who are given psychiatric diagnoses experience some of the worst prejudice and discrimination. They are more likely to be the victims of violence, have a harder time securing jobs and housing, and constantly come face-to-face with the harmful stereotypes that state that these individuals are violent and unpredictable. As such, much research needs to be done to understand the cause of such distress, as well as to develop effective interventions and achieve healthy minds.

Our current mental health paradigm, which views distress as primarily biological and best treated medically, has unfortunately increased stigma and disability rates related to mental health. I was one of the fortunate few who was able to pursue a college degree despite being given a severe diagnosis and a hopeless prognosis. However, I know that much of my success has been due to luck and privilege, and  the opportunities that I have been afforded are an exception, not a rule. I am striving to change that.

It is my hope that, through increased research and advocacy, society can come to understand that extreme distress is often a message about something that is wrong in a person’s world, and as such, is profoundly meaningful and can be understood. Furthermore, by understanding the psychosocial origins of distress – trauma, poverty, inequality, etc. – we can refocus upstream and create policies that protect against these stressors in the first place.

~ name withheld, Mount Holyoke College

Related: Is Psychology a STEM Major? Science vs Social Science

5. C’s Get Degrees

It is said that “C’s get degrees”, but that isn’t enough for me. C’s show an average amount of work, an average amount of time, an average amount of effort. “Average” is not something that I want to be known as. I want to be known as the girl who kept moving forward, went above and beyond, and never looked back. My driving force is making my family proud and reaching my ultimate goal—becoming a school psychologist.

I am the very first in my family to attend college. Every time the topic of school or my future is mentioned, I can see on their faces that they are overwhelmed with pride. When I received my Associate’s degree, seeing my grandpa cry made me realize how special my academic journey is to them. They have given up so much and have supported me in every way, making them proud is the very least I could do in return.

Becoming a school psychologist has been my dream career since I was in middle school.  The thought of being able to connect and help a child grow both academically and socially is the greatest reward I could ever receive . Every time I am procrastinating typing a paper, not studying when I know I should have, or wanting to give up on a difficult problem, I think about my end goal. Making a difference to even just one child will make all of school worth it.

~ Haleigh Cordeiro, California Polytechnic State University

Related: How Long Does It Take to Get a Psychology Degree?

6. Find Your Unconscious

Psychologists have discovered reasons, stages, and correlations among our biopsychosocial make-up. Over the centuries, they have managed to explain why humans experience what occurs in everyday life. They provide answers when we have questions about ourselves; it is for this reason that I strive to major in psychology.

I believe that I can make people in my environment, as well as myself, healthier by providing some sense of clarity whenever life situations become foggy. My dream is to someday become a successful industrial-psychologist. Why not a clinical psychologist, you might ask? While working one-on-one with individuals who are struggling would definitely be rewarding, I believe I can have a greater impact by helping larger groups . This dream of mine to become an industrial-psychologist would allow me to make the environment of common day people the most comfortable and enjoyable one.

Through the study of psychology, I will be able to know what qualities are the most necessary to enrich the daily lives of people and ensure that I apply them to my work. What drives me? The fact that I have seen psychologists help my family make sense of one of the most difficult things that we have gone through. Psychologists helped my sister facing anorexia nervosa deal with her disorder and helped my family become a strong support system to aid my sister’s recuperation. I want to know that I can help other people, psychology will open the doors to this dream of mine.

~ Iridian, Cal State University of Long Beach

Related: Clinical Psychologist

7. My Dream

Over 22 million children in the United States do not live with their biological mother and father and reside with their grandparents. This means that 3 percent of children living in America face the same situation as me. My father and mother were teenagers when they had me, so raising a baby girl was a difficult task for them. Neither of my parents went to college either, so having me took a toll on their lives. For the both of them, college was an opportunity to better their education and be successful, but with me, that would have been harder for them. Living with my grandparents was the best option for me.

I am currently experiencing teenage life and I can understand why raising a child, when you are only a child yourself, is a daunting responsibility. I commend my parents for choosing to provide a better life for me, actively shielding me from adversity and their own struggles.  When I enter college, my goal is not just to pass my classes, it is to make something of myself . I know my parents would want that for me.

My dream is to work up to my doctorate and become a psychiatrist, fulfilling every opportunity and experience that comes my way. Psychiatrist Carl Gustav Jung once said “I am not what happened to me, I am what I choose to become”, and through my hardship, I choose to overcome and prepare for my destiny.

~ Nina Grizzle

Related: How to Become a Psychologist

8. Art Therapy

My love for psychology began my junior year when I took the AP course. What was supposed to be a schedule-filling elective credit accidentally grew into a genuine fascination.  I found myself going above and beyond the curriculum purely out of curiosity . My interest in what we were discussing in class every day would often send me down long, thought-provoking paths that motivated me to hunt down explanations to the answers of questions I didn’t know I had. But once I had the answers, they seemed to be demanding further explanation, and I was always more than happy to oblige.

With my future education in this field, I aim to innovate art therapy techniques that directly aid individuals with mental disorders and cognitive declines. I feel that experimenting with the effects that art has on people’s brain chemistry will open up a new type of therapy that can be clinically prescribed. According to the National Alliance on Mental Illness, approximately 52.9 million adults in the United States suffer from mental illnesses. This new form of therapy could possibly improve the mental state of the millions of people impacted while inspiring the creation of art.

~ Taylor Himes, University of Texas San Antonio

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9. If You Put Your Mind To It

For as long as I can remember, I knew that I wanted to make a difference in the world. I knew that the first step was to attend an accredited university, and that university happens to be Michigan State. I went into college with the dream of becoming a doctor, however, I had a change of heart.

At the beginning of my freshmen year, the unthinkable happened. My dad committed suicide. My world came crashing down. It was a complete shock. My dad always kept all his feelings masked. I never knew what he was going through, and everyday I regret not paying closer attention. Not a day goes by where I don’t think about him. If only I had known. I could’ve done something. That experience then motivated me to change my major to psychology.

I’ve always wanted to make a difference, and now I know exactly how to achieve that dream. I aim to support those enduring what my dad went through.  I want to be there for them, to help them overcome their inner demons. I want to let them know that their lives are worth living.  Losing a family member to suicide is one of the most detrimental events that anyone can ever endure, and if I can one day prevent someone from experiencing that, then I would have accomplished my goal; I will make a difference.

~ Kayla Harper, Michigan State University

Related: Is Psychology a Hard Major?

10. Motivated by God to Help Others

I’ve heard from so many different people how difficult college can be. Late nights, big tests, difficult and early classes, that doesn’t even sound like fun. The only thing that keeps me moving towards college is the idea of being able to help other people when I graduate.

In December of 2016 I travelled halfway around the world to the Philippines. While I was there I met 15 wonderful children with horrible backgrounds. The love these children missed out on for so many years is heartbreaking. My future goal is to study Psychology and Religion at Liberty University.

The dream that keeps me motivated to go back to school is the chance to help many , not just children, but anyone who needs a listening ear and a voice to discuss their problems. People need more people to care and who want to listen. If people would feel the love that God made for them this world would be a much better place.

~ Trinity Rake, Liberty University

Related: Difference Between Counselling and Psychology

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Educational Psychology Promotes Teaching and Learning

Understanding Educational Psychology

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

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

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

Educational Psychology Applied

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

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

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

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

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Home   >   blogs   >   Unlocking Educational Psychology’s Role

Unlocking Educational Psychology’s Role

February 5,2024

Educational Psychology's Role  

The cornerstone of learning and development .

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

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

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

Nurturing Inclusive Educational Environments 

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

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

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

Advancing Through Research 

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

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

Enhancing Teacher Effectiveness through Educational Psychology 

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

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

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

Fostering Resilience and Mental Well-being in Students 

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

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

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

Navigating the Future of Education 

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

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

Cultivating a Culture of Lifelong Learning 

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

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

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

Embracing Diversity and Equity in Education 

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

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

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

Leveraging Technology for Enhanced Learning 

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

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

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

Envisioning the Future of Educational Psychology 

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

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

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

Empowering Change Through Educational Psychology 

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

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

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

Conclusion: Unlocking the Full Potential of Education 

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

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

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

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

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Educational Psychology in Learning and Teaching Essay

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Course Summary

Knowledge of research methodologies and data-driven decision-making, description of theories learned from this course experience, questions still lingering on the subjects and topics in this course, reference list.

A course in educational psychology has helped me as a teacher in learning how to completely comprehend and tackle daily challenges in a typical class setting. Fundamentally, this course focuses on tenets of learning and teaching in a classroom. From my experience in this course, I have realized that education psychology entails more than just the use of psychological techniques in learning and teaching.

As such, it is a course that immensely impacts on both learning of instructors and students. Contrary to the olden perspectives, the study book Learning Theories: An Educational Perspective by Dale H. Schunk points out that both teachers and learners should fittingly be seen as thinkers.

Prior to this course, my knowledge of research methodologies and data-driven decision-making was not satisfactory, especially in dealing with modern classroom characterized by students from multiracial and multicultural backgrounds.

Thus, this course has significantly helped me as a teacher in studying and applying modern research methodologies and suppositions, practices and plans which emphasize on the use of both quantitative and qualitative methods in improving learning outcomes.

As a student, I have developed knowledge of a number of procedures necessary for conducting study in teaching and analyzing the resultant data. Besides improving the efficiency of instructional methods, this knowledge will also help me in promoting cohesion among students and staff.

My understanding of data-driven decision making from this course has also been of considerable help. The topic on data-driven decision making has aided me in planning and implementing student-centered instructional techniques, tracking supplies, identifying viable instructional techniques, and improving interaction among parties entailed in the learning procedure.

Thus, a course in educational psychology has provided me with a chance of collecting and analyzing data that are linked to learning challenges in various settings.

The course has instilled in me appreciable knowledge of children’s various levels of development, including, language, cognitive, moral, and psychosocial developments as postulated by theorists such as Jean Piaget and Rudolf Steiner. Throughout the course, I have learned how individuals’ learning process can be explained by four major learning theories.

These include constructivism, cognitivism, behaviorism, and social cognitive theory. As shown by Schunk (2012), constructivism postulates that a learner creates learning. This theory has three important concepts: dialectical, endogenous, and exogenous. Dialectical concept indicates that students learn by interacting with individuals in their surrounding.

Endogenous concept, on the other hand, holds that learning is influenced by experience and not by individuals’ surrounding. This is contrary to exogenous concept which argues that learning is fully influenced by one’s surrounding.

However as shown by Schunk (2004) “learning in a constructivist setting is not allowing students to do whatever they want. Rather, constructivist environments should create rich experiences that encourage students to learn” (p. 316).

Cognitivism holds that the structure of memory determines the manner in which an individual perceives, processes, stores, retrieves, and forgets information. Thus, according to this theory, students actively participate in the learning process. Also, learning is not largely unaffected by environmental factors. Further, this theory emphasizes that storage of information occurs inform of short-term or long-term memories.

Other theories include behaviorism and social cognitive theory. Experiments by Skinner, Thondike, Watson, and Pavlov indicate how learning is influenced by recognizable behavior as postulated by behaviorism. This theory explains how stimulus and response influence learning process.

Social cognitive theory, on the other hand, posits that effective learning occurs when individuals are in a group, since humans are social beings hence like copying from each other (Schunk, 2012).

The Choice of Social Cognitive Theory

Of the four learning theories, I tend to concur mainly with social cognitive theory. This theory proves that learning occur best when students are working in teams since understanding is both a cultural and social process. This will help me identify social environments that can facilitate learning in a multicultural classroom.

Educational psychology is a very informative course, however, some questions still linger. For instance, as a teacher, I have realized that the course does not cater for means transferring psychological knowledge to real life situation.

Also, in this modern day, besides the theories, the educational psychologists should consider the understanding and ideas of soon-to-be tutors. Without finding a redress to these challenges, educational psychology course will not sufficiently cater for the needs of modern teaching staff and students in a multicultural environments.

Schunk, D.H. (2012). Learning Theories: An Educational Perspective (6 th Ed.). Boston, MA: Allyn & Bacon.

Schunk, D.H. (2004). Learning theories: An educational perspective (4th Ed.). Englewood Cliffs, NJ: Prentice-Hall.

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What Is Educational Psychology? 6 Examples and Theories

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

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

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

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

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This Article Contains:

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

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

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

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

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

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

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

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

He also proposed five formal steps of learning:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Behaviorism

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

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

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

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

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

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

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

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

2. Cognitivism

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

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

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

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

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

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

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

3. Constructivism

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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The importance of Educational Psychology

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

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

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

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

Multiple intelligence types

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

1) Visual-Spatial

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

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

2) Linguistic-Verbal

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

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

3) Logical–Mathematical

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

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

4) Interpersonal

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

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

5) Intrapersonal

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

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

6) Bodily Kinaesthetic

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

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

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

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

8) Naturalistic

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

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

9) One for the road: Existential

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

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

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John Dewey on Education: Impact & Theory

Charlotte Nickerson

Research Assistant at Harvard University

Undergraduate at Harvard University

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On This Page:

Key Takeaways

• John Dewey (1859—1952) was a psychologist, philosopher, and educator who made contributions to numerous topics in philosophy and psychology. His work continues to inform modern philosophy and educational practice today.
• Dewey was an influential pragmatist, a movement that rejected most philosophy at the time in favor of the belief that things that work in a practical situation are true, while those that do not are false. This view would go on to influence his educational philosophy.
• Dewey was also a functionalist. Inspired by the ideas of Charles Darwin, he believed that humans develop behaviors as an adaptation to their environment.
• Dewey’s influential education is marked by an emphasis on the belief that people learn and grow as a result of their experiences and interactions with the world. He aimed to shape educational environments so that they would promote active inquiry but did not do away with traditional instruction altogether.
• Outside of education and philosophy, Dewey also devised a theory of emotions in response to Darwin’s ideas. In this theory, he argued that the behaviors that arise from emotions were, at some point, beneficial to the survival of organisms.

John Dewey was an American psychologist, philosopher, educator, social critic, and political activist. He made contributions to numerous fields and topics in philosophy and psychology.

Besides being a primary originator of both functionalism and behaviorism psychology , Dewey was a major inspiration for several movements that shaped 20th-century thought, including empiricism, humanism, naturalism, contextualism, and process philosophy (Simpson, 2006).

Dewey was born in Burlington, Vermont, in 1859 and began his career at the University of Michigan before becoming the chairman of the department of philosophy, psychology, and pedagogy at the University of Chicago.

In 1899, Dewey was elected president of the American Psychological Association and became president of the American Philosophical Association five years later.

Dewey traveled as a philosopher, social and political theorist, and educational consultant and remained outspoken on education, domestic and international politics, and numerous social movements.

Dewey’s views and writings on educational theory and practice were widely read and accepted. He held that philosophy, pedagogy, and psychology were closely interrelated.

Dewey also believed in an “instrumentalist” theory of knowledge, in which ideas are seen to exist mainly as instruments for creating solutions to problems encountered in the environment (Simpson, 2006).

Contributions to Philosophy and Psychology

Dewey is one of the central figures and founders of pragmatism in America despite not identifying himself as a pragmatist.

Pragmatism teaches that things that are useful — meaning that they work in a practical situation — are true, and what does not work is false (Hildebrand, 2018).

This rejected the threads of epistemology and metaphysics that ran through modern philosophy in favor of a naturalistic approach that viewed knowledge as an active adaptation of humans to their environment (Hildebrand, 2018).

Dewey held that value was not a function of purely social construction but a quality inherent to events. Dewey also believed that experimentation was a reliable enough way to determine the truth of a concept.

Functionalism

Dewey is considered a founder of the Chicago School of Functional Psychology, inspired by Charles Darwin’s theory of evolution, as well as the ideas of William James and Dewey’s own instrumental philosophy.

As chair of philosophy, psychology, and education at the University of Chicago from 1894-1904, Dewey was highly influential in establishing the functional orientation amongst psychology faculty like Angell and Addison Moore.

Scholars widely consider Dewey’s 1896 paper, The Reflex Arc Concept in Psychology , to be the first major work in the functionalist school.

In this work, Dewey attacked the methods of psychologists such as Wilhelm Wundt and Edward Titchener, who used stimulus-response analysis as the basis of psychological theories.

Psychologists such as Wund and Titchener believed that all human behaviors could be broken down into a series of fundamental laws and that all human behavior originates as a learned adaptation to the presence of certain stimuli in one’s environment (Backe, 2001).

Dewey considered Wundt and Titchener’s approach to be flawed because it ignored both the continuity of human behavior and the role that adaptation plays in creating it.

In contrast, Dewey’s functionalism sought to consider organisms in total as they functioned in their environment. Rather than being passive receivers of stimuli, Dewey perceived organisms as active perceivers (Backe, 2001).

Chicago School

The Chicago school refers to the functionalist approach to psychology that emerged at the University of Chicago in the late 19th century. Key tenets of functional psychology included:

• Studying the adaptive functions of consciousness and how mental processes help organisms adjust to their environment
• Explaining psychological phenomena in terms of their biological utility
• Focusing on the practical operations of the mind rather than contents of consciousness

Educational Philosophy

John Dewey was a notable educational reformer and established the path for decades of subsequent research in the field of educational psychology.

Influenced by his philosophical and psychological theories, Dewey’s concept of instrumentalism in education stressed learning by doing, which was opposed to authoritarian teaching methods and rote learning.

These ideas have remained central to educational philosophy in the United States. At the University of Chicago, Dewey founded an experimental school to develop and study new educational methods.

He experimented with educational curricula and methods and advocated for parental participation in the educational process (Dewey, 1974).

Dewey’s educational philosophy highlights “pragmatism,” and he saw the purpose of education as the cultivation of thoughtful, critically reflective, and socially engaged individuals rather than passive recipients of established knowledge.

Dewey rejected the rote-learning approach driven by a predetermined curriculum, the standard teaching method at the time (Dewey, 1974).

Dewey also rejected so-called child-centered approaches to education that followed children’s interests and impulses uncritically. Dewey did not propose an entirely hands-off approach to learning.

Dewey believed that traditional subjects were important but should be integrated with the strengths and interests of the learner.

In response, Dewey developed a concept of inquiry, which was prompted by a sense of need and was followed by intellectual work such as defining problems, testing hypotheses, and finding satisfactory solutions.

Dewey believed that learning was an organic cycle of doubt, inquiry, reflection, and the reestablishment of one’s sense of understanding.

In contrast, the reflexive arc model of learning popular in his time thought of learning as a mechanical process that could be measured by standardized tests without reference to the role of emotion or experience in learning.

Rejecting the assumption that all of the big questions and ideas in education are already answered, Dewey believed that all concepts and meanings could be open to reinvention and improvement and that all disciplines could be expanded with new knowledge, concepts, and understandings (Dewey, 1974).

Philosophy of Education

Dewey believed that people learn and grow as a result of their experiences and interactions with the world. These compel people to continually develop new concepts, ideas, practices, and understandings.

These, in turn, are refined through and continue to mediate the learner’s life experiences and social interactions. Dewey believed that (Hargraves, 2021):

Empirical Validity and Criticism

Despite its wide application in modern theories of education, many scholars have noted the lack of empirical evidence in favor of Dewey’s theories of education directly.

Nonetheless, Dewey’s theory of how students learn aligns with empirical studies that examine the positive impact of interactions with peers and adults on learning (Göncü & Rogoff, 1998).

Researchers have also found a link between heightened engagement and learning outcomes.

This has resulted in the development of educational strategies such as making meaningful connections to students” home lives and encouraging student ownership of their learning (Turner, 2014).

Theory of Emotions

Dewey vs. darwin.

Another influential piece of philosophy that Dewey created was his theory of emotion (Cunningham, 1995).

Dewey reconstructed Darwin’s theory of emotions, which he believed was flawed for assuming that the expression of emotion is separate from and subsequent to the emotion itself.

Darwin also argued that behavior that expresses emotion serves the individual in some way when the individual is in a particular state of mind. These can also cause behaviors that are not useful.

Dewey, however, claimed that the function of emotional behaviors is not to express emotion but to be acts that value someone’s survival. Dewey believed that emotion is separate from other behaviors because it involves an attitude toward an object. The intention of the emotion informs the behaviors that result (Cunningham, 1995).

Dewey also rejected Darwin’s principle that some expressions of emotions can be explained as cases where one emotion can be expressed by actions that are the exact opposite of another.

Dewey again believed that even these opposite behaviors have purposes in themselves (Cunningham, 1995).

Dewey vs. James

Dewey argued against James’s serial theory of emotions, seeing emotion and stimuli as one simultaneous coordinated act.

William James proposed a serial theory of emotion , in which an emotional experience progresses through several sequential stages:

• An object or idea functions as a stimulus
• This stimulus leads to a behavioral response
• The response is then followed by an emotional excitation or affect

An example would be seeing a bear (stimulus), running away (response), and then feeling afraid (emotion).

Dewey, however, argued that emotion and stimulus form a unified, simultaneous act that cannot be separated in this way.

He uses the example of a frightened reaction to a bear to illustrate his point:

• The “bear” itself is constituted by the coordinated sensory excitations of the eyes, touch, etc.
• The feeling of “terror” is constituted by disturbances across glandular, muscular systems.
• Rather than stimulus → response → emotion, these are partial activities within the one act of perceiving the frightening bear and running away in fear.
• The bear object and the fear emotion are two aspects of the total coordinated activity, happening at once.

So, where James treated stimulus, response, and emotion as sequential stages in an emotional episode, Dewey saw them as “minor acts” coming together in a unified conscious experience.

He maintained James was artificially separating elements that occur as part of one ongoing activity of coordination.

The key difference is that Dewey did not believe it was possible to isolate stimulus, response, and affect as self-sufficient events. They exist meaningfully only within the total act – hence why he emphasizes their simultaneity.

Backe, A. (2001). John Dewey and early Chicago functionalism. History of Psychology, 4 (4), 323.

Cunningham, S. (1995). Dewey on emotions: recent experimental evidence. Transactions of the Charles S. Peirce Society, 31(4), 865-874.

Dewey, J. (1974). John Dewey on education: Selected writings .

Göncü, A., & Rogoff, B. (1998). Children’s categorization with varying adult support. American Educational Research Journal, 35 (2), 333-349.

Hargraves, V. (2021). Dewey’s educational philosophy .

Hildebrand, D. (2018). John Dewey.

Simpson, D. J. (2006). John Dewey (Vol. 10). Peter Lang.

Turner, J. C. (2014). Theory-based interventions with middle-school teachers to support student motivation and engagement. In Motivational interventions . Emerald Group Publishing Limited.

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What Is Educational Psychology and Why Is It Important

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

Why is Educational Psychology Important?

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

Educational Psychology Explores How Students Learn

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

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

It Offers Introspection or Self-Observation Methods

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

Clinical Psychology Aspect

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

New Development Methods and Observations

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

Experimental Methods

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

Accessibility Issues

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

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

Emotional Commitment and Sense of Belonging

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

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Why is Educational Psychology Important for the Teacher?

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

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

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

Educational Psychology 

The most important areas of educational psychology, the importance of educational psychology for the teacher, نموذج الاتصال.

Why Is It Important to Study Psychology?

Psychology sheds light on human behavior and helps us understand why we act the way we do. The field offers insights into our human experiences, helps us connect with others, and can mean the difference between a life well-lived and a life of challenges.

A psychology degree can lead to a rewarding career in social science. Let's explore why psychology is an essential part of your studies and how you can transition to a career if you find out it's right for you.

What is psychology and why is psychology important?

Psychology is the study of human behavior. It has roots in healthcare and the scientific method, helping uncover the processes of the mind. Through research and observation, psychologists can help answer questions about the brain's mysteries and improve mental health standards for communities.

Psychology studies offer new perspectives on human development, and it's not all about the physical process. Students in the field explore:

• How the physical development of the body and brain work together.
• The role of environmental influences on human development and behavior.
• Causes and treatments of mental illness

The field is important because it offers answers to the question, “What makes humans tick?” Studying psychology can mean walking away with a greater understanding of how humans handle everyday life.

What are the fields of psychology?

Psychology studies fall into a few different subcategories:

• Counseling psychology: A focus on the developmental, interpersonal, and personal functions across the lifespan.
• Clinical psychology: Integration of psychology and medical treatment methods for mental health issues.
• Educational psychology: Integration of psychology and the learning process.
• Forensic psychology: Supports the judicial system and criminal recovery.
• Social psychology: The application of psychology to understand how humans perceive themselves within larger society.
• Developmental psychology: A focus on the development of human beings and human behavior across the lifespan.
• Quantitative psychology: The integration of psychology with quantitative research methods.
• Organizational psychology: The study of human behavior in the workplace, including critical thinking and decision making as an organization.

While not an exhaustive list, these subfields offer insight into different aspects of the psychology discipline. Students can align their unique interests with a particular specialization.

Why study psychology?

There is so much we don't know about human behavior and the brain that powers it. The more we understand human brains, the more we can unlock the inner lives of other animals and even plant life. 

Psychology is also helping in other fields as well—for instance, artificial intelligence and cognitive science . Learning about how brains process data, respond to stimuli, and take in information can help us build efficient machines with human-like characteristics. We may even crack the final barrier between humans and machines.

Some psychology specializations offer insight into human well-being in communities:

• Social work
• Workplace wellness
• Individual mental health

Many specializations help individual psychological health via medical interventions, counseling , and coaching . Other specializations involve engaging in psychological research to answer questions and find solutions to challenges.

Why do so many students study psychology?

People love to learn about themselves and the people around them. Many students are drawn to psychology because of the opportunity to learn about others while discovering more about their own lives. The field’s many subfields and specializations are also designed to match a student’s unique strengths and interests.

With the right education and training, whether that means an online certification or a graduate degree, students become equipped with the knowledge and skills to:

• Help themselves and others overcome challenges in mental processes.
• Aid in psychology research.
• Make a difference in everyday life.

Is psychology right for me?

Psychology may be a fascinating subject, but depending on your goals, many positions require graduate degrees, certifications, and even some time in residency:

• Clinical psychologists, for example, must complete a doctorate level degree or a medical degree to practice.
• A counseling psychologist may need a master's degree to find a suitable position.
• A researcher may need a bachelor’s degree to contribute to the field.

If higher education doesn't intimidate you, psychology may be a suitable career. In addition, a love of continuous learning helps because psychologists have professional development requirements to maintain certification. 

There are other options for students who don't want to complete graduate work to practice in psychology. Subject matter expertise or an undergraduate degree in psychology can help students:

• Develop communication and empathy skills needed in a variety of fields ranging from education to marketing.
• Engage in research, applying data science or computer programming principles to create data-driven research tools.

If you want to dip your toes and figure out whether you enjoy psychology, consider taking free online psychology courses .

Where can I learn psychology online?

Psychology is a common online major for undergraduate students. They may also have online options for graduate degrees in the field.

edX offers online psychology courses . Learners can explore different specializations in the field of psychology for free or take official credit. Courses take place online, and students can begin their studies for free or pay a fee to earn verified certificates. 

Other options include XSeries pathways and a MicroMasters program in Organizational Psychology. These are designed and delivered in partnership with leaders in the field of psychology and education.

Explore careers in psychology with edX

Students can learn to be better communicators, understand human behavior , and build foundational knowledge of their own brains. The psychology field offers research opportunities and the chance to grow as knowledge improves. It's an opportunity to help others and contribute to critical research . There's no better way to start exploring psychology than with the edX platform.

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Educational Psychology: Learning and Instruction

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Educational psychology is a field that straddles two large domains: education and psychology. Reaching far back into antiquity, the field was borne from philosophies and theories that weaved back and forth between each domain all with the intent of understanding the way learners learn, teachers teach, and educational settings should be effectively designed. This chapter tells the story of educational psychology – its evolution, its characteristics, and the insights it provides for understanding it as a field of study, teaching it at the tertiary level of education, and leveraging its findings in the classroom. The chapter begins with a rationale for a curriculum of educational psychology, tracing its core teaching and learning objectives. It describes the topics that are core to the field, as well as the theory-based and evidence-based strategies and approaches for teaching it effectively. It discusses the basic principles of effective teaching, including problem-based learning, inquiry-based learning, and small-group and service-based learning, among others. Finally, it addresses technology in learning, open-university teaching and learning, and closes with a discussion of the best approaches – both theory-based and evidence-based – for assessing the core competencies of the field.

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Educational Psychology

The Psychology and Philosophy of Inquiry, Philosophical Psychology, and Psychological Philosophy

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Schwartz, N., Click, K., Bartel, A. (2022). Educational Psychology: Learning and Instruction. In: Zumbach, J., Bernstein, D., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-26248-8_67-1

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Why Choose Psychology as Your College Major

Choosing a psychology major can lead to many different pathways.

Pamela Reynolds

Psychology is one of the most popular college majors today. Here’s why it might be the right major for you.

If you’ve ever been curious why you—and those around you—act and think in seemingly inexplicable ways, you might consider majoring in psychology. 

Many people, it turns out, are doing just that. 

According to a Niche ranking , psychology was the third most popular major among college students in the classes of 2022 and 2023 . The share of college students majoring in psychology now hovers around 6 percent , up from 4 to 5 percent in the 1980s.

And it’s easy to understand what the attraction is. A psychology major offers students an opportunity to learn more about themselves and others on a very personal level. It can also lead to an array of interesting careers, sometimes in unexpected places. 

Let’s take a look at why students are choosing to study psychology, potential career paths for psychology majors, as well as what to expect if you choose this field as your major. You’re likely to be surprised by the choice that a degree in psychology can offer.

Why Should I Choose Psychology?

Psychology is the scientific study of the human mind and behavior. There are several reasons why so many college students opt to major in psychology:

• There is great potential for personal growth , as you learn more about the factors that influence human behavior and development. On a personal level, you will gain insight into yourself, but will also better understand your family, friends, classmates, and people you interact with in everyday life.For this reason alone, many students are drawn to this subject. A good grasp of psychology can be useful in a variety of situations, whether it be in resolving a conflict you are having with a friend, negotiating a raise at your job, or persuading your parents to help fund that new car you’ve been wanting. 
• It can open up the door to many different types of careers. More than some other majors you might choose, a psychology degree can lead to many diverse career paths in sectors you may have never considered. You might decide to focus on psychology in a theoretical setting, as a researcher at a university, for example, or you might turn to applied research in a clinical or corporate setting. Other options include counseling, social work, human resources, marketing, workforce development, or education.

Specific career options range from advertising agent to career counselor, case manager, human resources specialist, lab assistant, market researcher, rehabilitation specialist, or youth counselor. Even if you choose a line of work that seems quite distant from the psychology field, chances are you will be able to put to use many of the concepts you learned as a psychology student.   

• A bachelor’s degree in psychology can lay the groundwork for graduate level study in psychology, education, law, medicine, and business. If you opt to continue your education, your career path widens even more. It’s a major that can be applied to multiple  fields, so your career options are wide-ranging.

What Would I Study as a Psychology Major?

Psychology programs usually include introductory courses such as:

• General psychology
• Research methods in psychology
• Statistical methods in psychology
• A lab course like psychology as a natural science

Foundational courses might include cognitive neuroscience, social psychology, developmental psychology, psychopathology, and the neurobiology of behavior. These introductory courses usually delve into the core types of psychology, the history of this field of study, and the relationship between the brain, behavior, and experience. 

Psychology lab courses , on the other hand, give students experience conducting research, designing experiments, learning observation and measurement techniques, and analyzing behavioral data.

Once you’ve met the prerequisite requirements in the major, you’re free to take more specific courses. Examples of potential psychology elective courses include:

• Developmental psychology
• Learning and behavior
• Social psychology
• Theories of personality
• Drugs and behavior
• Affective neuroscience
• Child psychology
• Introduction to clinical psychology 

Most schools offer course credit for independent research projects, too, although they often will require a certain GPA and approval of a student’s topic through the psychology department. Many schools will also require psychology students to take courses in math, social science, and physical science.

Is Psychology a Hard Major?

If you research this question, you’ll find a range of opinions on both sides of the question. 

On one hand, it might be considered “hard” because students are required, as with any subject, to do lots of reading and analysis. In particular, many students may have difficulty with subjects like advanced mathematics, statistics, and research methods . You will also be expected to conduct experiments.

On the other hand, a high level of interest in a subject can make it easier to focus on and learn. If a student is deeply interested in how humans relate both individually and in groups, the coursework, reading and experimentation may be easier to get through, even when it involves more difficult subjects in science or math. Psychology also easily allows you to contextualize concepts you learn to real-life, which may also help with learning material.

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What Jobs Are Available With a Bachelor’s Degree in Psychology?

If you pursue a bachelor’s degree in this field, you can qualify for jobs in the human or social services sector. Typical jobs for psychology majors include:

• Career counselor
• Childcare worker
• Psychiatric technician
• Lab assistant
• Rehabilitation specialist
• Case manager
• Human resources assistant
• Market researcher
• Substance abuse counselor
• Probation or parole officer
• Sales representative
• Social service specialist

Because many of these jobs are in social services, candidates will be required to evaluate the needs of clients, keep accurate records and express empathy and compassion. These roles can be challenging as they are not typically well paid, and it can be discouraging to work with people who have severe needs.

However, it should be noted that many people who graduate with a bachelor’s degree in psychology, never go on to apply their degree in the subject itself. 

Psychology majors develop a number of skills which can be applied to many other occupations, particularly because of the amount of writing and research required. This means that career paths for psychology majors are wide open.

About three quarters of students earning a bachelor’s degree in psychology never pursue a graduate degree in psychology. Only about a quarter of psychology undergraduates actually end up working in psychology or a related field. Even so, many find they can apply what they learned as an undergrad to their field of choice. 

Do You Need an Advanced Degree to Work in the Field of Psychology?

While you do not necessarily require an advanced psychology degree to find work, you will find your career options broaden, as well as the potential to earn more. 

With more education comes the opportunity to help people in more substantial ways than you might with only a bachelor’s degree. Not only can you help people overcome the effects of trauma or deal with a mental illness, but you can help make advances toward better treatments for diseases, disorders or illnesses that affect mental health or cognitive function.

Potential jobs with a master’s degree in the field include:

• Program managers
• School psychologists
• Adjunct faculty members
• Licensed clinical social workers
• Adjunct instructors
• Medical social workers
• Mental health professionals
• UX Designer
• Academic advisors

Those interested in becoming a psychologist or psychiatrist require more education. For example, a psychologist needs a PhD or PsyD , while a psychiatrist must earn a Doctor of Medicine (MD) degree.

The Final Word

If you’re psyched about choosing psychology as a major, you probably already know why. You want to help others. Choosing a psychology major can potentially give you the tools to do exactly that. 

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Pamela Reynolds is a Boston-area feature writer and editor whose work appears in numerous publications. She is the author of “Revamp: A Memoir of Travel and Obsessive Renovation.”

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10 Things We Can All Learn From Psychology

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Why should you study psychology? There are plenty of great reasons to learn about psychology, even if you are not a psychology major or do not plan to work in a psychology-related profession. Psychology is all around you and touches on every aspect of your life. Who you are now, how you will be in the future, how you interact with family, friends, and strangers; these are all things that psychology can help you better understand. Here are 10 reasons we we think everyone should learn at least a little bit about psychology.

Understand Yourself Better

As you learn about how development occurs, personality forms, and factors like society and culture impact behavior, you may find yourself gaining a deeper understanding of many influences that have impacted your own life.

Learn About Research Methods

Having a basic understanding of psychological research methods can help you better understand some of the many claims you’ll encounter in books, magazines, television shows, and movies. Becoming a better-informed consumer of psychology means that you will be equipped to sort out the truth from the fiction surrounding many pop psychology myths.

Improve Your Understanding of Others

The next time someone behaves in a certain way, you may be better able to understand the influences and motivations behind their actions.

Become a Better Communicator

Studying subjects such as emotion , language, and body language can help you fine-tune your interpersonal communication skills. By learning more about these things, you can gain a greater understanding of other people and what they are trying to say.

Develop Critical Thinking Skills

As you study psychology you will learn more about topics such as the scientific method, decision-making , and problem-solving, all of which can help your critical thinking skills for a variety of issues.

Help You in Your Future Career

Sure, there are plenty of exciting careers in psychology that you might want to explore, but studying the subject can help you in many other professions as well.   For example, if you want to become a business manager, understanding human behavior can improve your ability to manage and interact with your employees.

Learn About Human Development

Understanding how people change and grow throughout the lifespan can make it easier to understand the children in your life, as well as your aging parents. It can also shine a light on your own experiences as you encounter different challenges and opportunities as you age.

Complement Other Areas of Study

Because different areas of psychology encompass a range of topics including philosophy, biology, and physiology, studying the subject can help you gain a richer understanding of these related areas.

Develop Insight Into Mental Illness

While you might not be interested in becoming a psychotherapist, studying psychology can help you better understand how psychological conditions are diagnosed and treated.

You can also discover how mental wellness can be enhanced, how to reduce stress, how to boost memory , and how to live a happier, healthier life.

Can Be Fun and Fascinating

From intriguing optical illusions that reveal the inner workings of the brain to shocking experiments that expose how far people will go to obey an authority figure, there is always something amazing and even downright astonishing to learn about the human mind and behavior.

Schwarz N, Newman E, Leach W. Making the truth stick & the myths fade: Lessons from cognitive psychology . Behavioral Science & Policy . 2016;2(1):85-95. doi:10.1353/bsp.2016.0009

American Psychological Association. Preparing to use your bachelor's degree in psychology .

American Psychological Association. Science of Psychology .

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

How to Write a Great Psychology Essay

Categories Psychology Education

Writing a great psychology essay takes skill. You need good research skills to provide an adequate empirical background. You also need to put your analytical skills to work to evaluate the research and then build a coherent argument. If you are not used to writing psychology essays, it can be a little challenging at first (especially if you are also learning how to use APA format).

Remember, the skill of writing an exceptional psychology essay lies not only in presenting information, but also in synthesizing and explaining it effectively. If you need to write a psychology essay for a class, here are some tips to help you get started.

Table of Contents

Key Takeaways

• Craft a strong thesis statement highlighting the main points of your psychology essay.
• Incorporate research studies to support arguments and critically evaluate their validity and reliability.
• Structure the essay with a clear introduction, focused body paragraphs, and a compelling conclusion.
• Include critical analysis by evaluating research methodologies, strengths, weaknesses, and ethical considerations.

What to Include in an APA Format Essay

To craft a great psychology essay, it’s important to make sure you follow the right format. While your instructor may have specific instructions, the typical format for an essay includes the following sections:

• The title page
• The abstract
• The introduction
• The main body
• The reference section

Mastering the key components of a psychology essay is vital for crafting a compelling and academically sound piece of writing. To start, a good introduction sets the stage for your essay, providing a clear overview of what will be discussed.

Moving on to the main body, each paragraph should focus on a main theme, supported by evidence from research studies published in peer-reviewed journals. It’s pivotal to critically evaluate these studies, considering their validity, reliability, and limitations to strengthen your arguments.

Incorporating research studies not only adds credibility to your essay but also demonstrates a deep understanding of theoretical perspectives in psychology.

The Structure of a Psychology Essay

Each section of a psychology essay should also follow a specific format:

The Title Page

The title page is the first impression of your essay, and it should be formatted according to APA guidelines. It typically includes:

• The title of your essay : Make sure it’s concise, descriptive, and gives the reader an idea of its content.
• Your name : Place your full name below the title.
• Institutional affiliation : This usually refers to your university or college.
• Course number and name : Include the course for which the essay is being written.
• Instructor’s name : Write the name of your instructor.
• Due date : Indicate the date when the essay is due.

The Abstract

The abstract is a brief summary of your essay, typically around 150-250 words. It should provide a snapshot of the main points and findings. Key elements include:

• Research topic : Briefly describe what your essay is about.
• Research questions : Outline the main questions your essay addresses.
• Methodology : Summarize the methods used to gather information or conduct research.
• Results : Highlight the key findings.
• Conclusion : Provide a concise conclusion or the implications of your findings.

The Introduction

The introduction sets the stage for your essay, providing context and outlining the main points. It should include:

• Hook : Start with an interesting fact, quote, or anecdote to grab the reader’s attention.
• Background information : Provide necessary context or background information on your topic.
• Thesis statement : Clearly state the main argument or purpose of your essay.
• Overview of structure : Briefly outline the structure of your essay to give the reader a roadmap.

The Main Body

The main body is the core of your essay, where you present your arguments, evidence, and analysis. It should be well-organized and divided into sections with subheadings if necessary. Each section should include:

• Topic sentences : Start each paragraph with a clear topic sentence that introduces the main idea.
• Evidence : Provide evidence to support your arguments, such as data, quotes, or studies.
• Analysis : Analyze the evidence and explain how it supports your thesis.
• Transitions : Use transitions to ensure a smooth flow between paragraphs and sections.

The Reference Section

The reference section is crucial for giving credit to the sources you used and for allowing readers to locate the sources themselves. It should follow APA format and include:

• Alphabetical order : List all sources alphabetically by the author’s last name.
• Proper citation format : Follow APA guidelines for formatting each type of source (books, articles, websites, etc.).
• Hanging indent : Ensure that each reference entry has a hanging indent.

By following these guidelines, you can ensure that your psychology essay is well-structured, informative, and adheres to APA format.

Using Research in Your Psychology Essay

To strengthen the arguments in your psychology essay, it’s essential to incorporate relevant research studies that provide credibility and depth to your analysis. Utilizing research studies not only enhances the validity of your points but also demonstrates a deeper understanding of the topic at hand.

When integrating research into your essay, remember to include citations for each study referenced to give proper credit and allow readers to explore the sources further.

It is also important to evaluate the research studies you include to assess their validity, reliability, and any ethical considerations involved. This helps you determine the trustworthiness of the findings and whether they align with your argument.

Be sure to discuss any ethical concerns, such as participant deception or potential harm, and showcase a thoughtful approach to utilizing research in your essay.

Analyzing the Research Critically

When writing a psychology essay, using high-quality research sources and analyzing them critically is crucial. This not only strengthens your arguments but also ensures the credibility and reliability of your work. Here are some guidelines to help you critically analyze sources and use them appropriately:

Evaluating the Credibility of Sources

• Authorship : Check the credentials of the author. Are they an expert in the field? Do they have relevant qualifications or affiliations with reputable institutions?
• Publication Source : Determine where the research was published. Peer-reviewed journals, academic books, and respected organizations are considered reliable sources.
• Date of Publication : Ensure the research is current and up-to-date. In psychology, recent studies are often more relevant as they reflect the latest findings and theories.
• Citations and References : Look at how often the source is cited by other scholars. A frequently cited source is generally more credible.

Assessing the Quality of the Research

• Research Design and Methodology : Evaluate the research design. Is it appropriate for the study’s aims? Consider the sample size, controls, and methods used.
• Data Analysis : Check how the data was analyzed. Are the statistical methods sound and appropriate? Were the results interpreted correctly?
• Bias and Limitations : Identify any potential biases or limitations in the study. Authors should acknowledge these in their discussion.

Synthesizing Information from Multiple Sources

• Comparing Findings : Compare findings from different sources to identify patterns, trends, or discrepancies. This can help you understand the broader context and the range of perspectives on your topic.
• Integrating Evidence : Integrate evidence from various sources to build a comprehensive argument. Use multiple pieces of evidence to support each point or counterpoint in your essay.

Citing Sources Appropriately

• In-Text Citations : Follow APA guidelines for in-text citations. Include the author’s last name and the year of publication (e.g., Smith, 2020).
• Direct Quotes and Paraphrasing : When directly quoting, use quotation marks and provide a page number. For paraphrasing, ensure you rephrase the original text significantly and still provide an in-text citation.
• Reference List : Include a complete reference list at the end of your essay, formatted according to APA guidelines.

Using Sources to Support Your Argument

• Relevance : Ensure each source directly relates to your thesis or the specific point you are discussing. Irrelevant information can distract from your argument.
• Strength of Evidence : Use the strongest and most persuasive evidence available. Prioritize high-quality, peer-reviewed studies over less reliable sources.
• Balance : Present a balanced view by including evidence that supports and opposes your thesis. Acknowledging counterarguments demonstrates thorough research and critical thinking.

By critically analyzing research sources and using them appropriately, you can enhance the quality and credibility of your psychology essay. This approach ensures that your arguments are well-supported, your analysis is thorough, and your work adheres to academic standards.

Putting the Finishing Touches on Your Psychology Essay

Once you have a basic grasp of the topic and have written a rough draft of your psychology essay, the next step is to polish it up and ensure it is ready to turn in. To perfect your essay structure, consider the following:

• Make sure your topic is well-defined: Make sure your essay topic is specific and focused to provide a clear direction for your writing.
• Check that you are highlighting a main point in each paragraph: Commence each paragraph with a topic sentence that encapsulates the main idea you’ll discuss.
• Revise and refine your first draft: Take the time to review and refine your initial draft, guaranteeing that each section flows logically into the next and that your arguments are well-supported. ( Tip: Ask a friend of classmate to read through it to catch any typos or errors you might have missed. )
• Check your APA format : Use the APA publication manual to double-check that all your sources are cited and referenced correctly.

Creating an amazing psychology essay requires a compelling introduction, evidence-based arguments, a strong thesis statement, critical analysis, and a well-structured essay.

By incorporating research from peer-reviewed journals, evaluating studies for validity and reliability, and considering differing viewpoints and ethical considerations, you can craft a powerful and insightful piece that showcases your understanding of the topic.

With attention to detail and logical flow, your psychology essay will captivate and inform your readers effectively.

Psyched Out: Why I Chose Psychology

July 22, 2024, melissa ruiz.

It’s always been you. But  why ?

Throughout my years at Princeton and even before then, people have asked me why I chose psychology as my major. I wish I had a perfect response that would provide some clarity, but the only thing I can say is: it just felt  right .

I’d like to preface my journey to choosing a major by saying it was in no way conventional. When I was in high school, I racked my brain trying to figure out what I should major in. My dad wanted me to major in architecture, which I wasn’t totally opposed to. I was really leaning towards a major in English or Creative Writing. I always loved reading and writing but didn’t see myself making a career out of it because I wrote for fun and wanted it to stay that way. One day in biology class, someone mentioned they were going to major in psychology and I don’t know how, but it felt right for me too.

One thing to know about me is that once I decide on something, I stick to it. So I took a deep dive into the field of psychology, not really knowing what I was looking for, but I loved how I could do anything with it. Psychology is one of those majors that can be applied to most fields. I could go to medical school, work in advertising, or even continue with a life filled with research. I loved what seemed like endless possibilities, and while I was deciding on one thing now, I knew I would have multiple options to choose from later on.

Coming to Princeton, I wouldn’t say I was close-minded to other majors, but the more I learned about psychology, the more I fell in love. My first psychology course was Cognitive Psychology with Professor Tania Lombrozo . This course remains one of the best lecture courses I have taken at Princeton; it was so engaging and sparked my curiosity. I was one of two freshmen in this course, and while it was challenging, it solidified that I had made the right choice.

I can’t say I didn’t explore my options. I thought I might be interested in philosophy, so I took an Ancient Philosophy course. Unfortunately, there wasn’t a meeting of the minds when I read the ideas of Aristotle and Socrates. Then, I thought anthropology could be something interesting, so I took “Empire of Debts,” an amazing course taught by Prof. Julia Elyachar . While I loved the course, I had a strong preference for the discussions over the dense readings. Even though some psychology courses can have dense readings, I find myself enjoying them. A few honorable mentions are “Zen Buddhism” (a religion course), “African American Studies and the Philosophy of Race” (an African American Studies course), and “American Television” (an English course). Most people find general education requirement courses annoying but I loved all of the ones I took, even if they weren’t going to be what I chose to study.

So, when sophomore spring came and I had to choose my major, it was an easy choice. Every step was both exciting and nerve-wracking. Finding my junior paper advisor, joining a lab, submitting my junior paper abroad – all of these things weren’t easy, but I was happy doing them. Even now, my last summer at Princeton, it was an easy choice to work on my thesis research. I had the support of my advisor, the support from the Office of Undergraduate Research ( OUR ), and my own volition to create something special. Now, I’m working on a longitudinal project that I created with my lab titled “First Year Narratives,” where we recruit First-Generation Low-Income (FGLI) students across different institutions in NJ. In the midst of creating flyers, sending emails and preparing survey items, I find myself so happy with the choice I made.

This blog honestly could’ve been pages long with all the reasons I chose psychology, from fMRI studies to the amazing courses I have taken. When choosing your major, there are so many ways you can come to a decision. But I hope at the end of the day, you  love it.

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'un verano chévere' in medellín, colombia, studying my special interest: my journey to declaring african american studies, under construction.

David Labaree on Schooling, History, and Writing: Peter Gray: The Toxic Consequences of Attending a High-Achieving School

• Student Achievement

This post is a recent essay by Peter  Gray  published on his Substack,  Play Makes Us Human .  Here’s a  link  to the original.  He is a research professor of psychology at Boston College, who has written a number of books about the importance of free play for children. 

Like me, Gray is concerned that we over over-schooling kids, by trying in every way possible to constrain their behavior and hyper-manage their daily lives.  How much truly free time do kids have these days?  They often don’t even walk to school by themselves anymore.  In my morning outings in Palo Alto, I kept seeing parents walking or biking with their kids to the local elementary school — that is when they weren’t dropping them off in a car and then picking them up again in the afternoon.  It’s not exactly a high-crime zone.

Kids don’t seem to have time to just goof around with their friends, play pickup games, or hang out somewhere other than with a cell phone or computer.  It’s a lonely and overregulated life, with your choices made by the adults in your life (parents, teachers, coaches, etc.) rather than on your own or with your peers.  You’re missing out on a lot of autonomous learning this way.

Instead we jam kids into the machinery of schooling, where they often encounter a setting where stresses are high and satisfactions are low.  In this essay, Gray talks about the dysfunctional effects of “high-achieving schools.”  On the surface, they’re a great thing.  What parent doesn’t want to have a child who does well in school and ends up in a well-paying career.  But the intrinsic damage these high-powered schools are doing to kids may dramatically outweigh the extrinsic benefits that schooling can provide.  This is an issue that Deborah Malizia and I have written about:  see  here  and  here .

What do you think?

#43. THE TOXIC CONSEQUENCES OF ATTENDING A HIGH ACHIEVING SCHOOL

Achievement pressure promotes mental anguish at the so-called “best schools.”.

JUN 10, 2024

Dear friends,

Many parents strive mightily to get their children into high achieving high schools. A  high achieving school  (or HAS) is defined as one where students score high on standardized tests and a high percentage go on to selective colleges. Such striving occurs through various means. Some move to a wealthy suburban community and pay a premium on housing because the schools there are highly rated. Some pay high tuition to send their child to a high achieving private school. Some hire tutors to help their kids get test scores that will permit admission to an academically selective public school. All these cost money, so, to a considerable extent, the striving is concentrated among parents with higher-than-median wealth.

What these parents don’t know is that they may be setting their kids up for failure. Not academic failure but life failure. If parents knew the facts and behaved reasonably, they would deliberately  avoid  an HAS for their kids. They would move  out  of that high-achievement school district. They would use the money otherwise spent on tutoring or tuitions for more enjoyable family pursuits. Here I present some of those facts, as documented by many research studies, especially studies conducted over the past two decades by Suniya Luthar and her colleagues. [Sadly, Professor Luthar passed away in March 2023, at a too-young age.]

STUDENTS AT HIGH ACHIEVING SCHOOLS EXHIBIT MUCH HIGHER RATES OF ANXIETY, DEPRESSION, AND SUBSTANCE ABUSE THAN THOSE AT LOWER ACHIEVING SCHOOLS.

In the 1990s, Luthar was studying the effects of poverty on the mental health of teenagers. In research with inner-city youth from families well below the poverty level, she found high levels of anxiety, depression, and substance abuse. Then one of her graduate students challenged her by suggesting that these problems might not be limited to children in poverty, so she began conducting similar research with teens in wealthy suburban areas. Remarkably, she found that levels of anxiety, depression, and substance abuse (including alcohol and hard drugs) were even higher among these presumably “privileged” young people than they were among the teens from poverty (Luthar & Latendresse, 2005).

In subsequent research, Luthar and her colleagues found that the most significant variable in predicting such problems is not family wealth  per se , but attendance at a high achieving school (HAS). They found that the suffering among youth at HASs is not limited to those from wealthy families (Ebbert  et al ., 2019). Students from families of more modest means at such schools also suffer. What matters is the degree to which the young people feel their self-worth depends on high academic achievement and success at the extracurricular activities that are promoted and valued by the school.

In one study, encompassing nine high achieving schools, some private and some public, they found rates of clinically significant levels of anxiety and depression were  six to seven times  the national average for people in that age range (Luthar, Kumar & Zillmer, 2020). They also found that the cause of these problems, for students at HASs, was very different from that for students in poverty. While students in poverty struggle for physical safety and survival, HAS students suffer from intense, unrelenting pressure to achieve (Luthar, Kumar & Zillmer, 2020).

THE HARMFUL EFFECTS OF ATTENDING A HIGH-ACHIEVING SCHOOL ARE LONG-LASTING.

Longitudinal research has revealed that the harmful effects of attending a high achieving high school continue well beyond graduation. One study showed that rates of clinically significant alcohol and drug dependence, among graduates of HASs, were two to three times as high as the national average throughout college and for at least several years beyond (Luthar, Small, & Ciciolla, 2018).

One very long-term study, by another research team, begun in the 1960s, revealed that graduates of highly selective high schools were performing more poorly, at follow-ups 11 years  and 50 years  later, than were graduates of non-selective schools matched for socioeconomic background of their family of origin (Gölner  et al , 2018). Those who had gone to non-selective high schools were not only psychologically healthier but were making more money and were more likely to be in high-status jobs than were those who had gone to selective schools.

THE TOXIC ACHIEVEMENT PRESSURE FOR HAS STUDENTS COMES FROM PARENTS, TEACHERS, PEERS, AND ULTIMATELY FROM WITHIN THE STUDENT.

Surveys and interviews of students at HASs indicate that the fundamental source of their misery is unrelenting pressure to perform well. They are  expected  to perform very well, so anything less than what elsewhere would be considered excellent is considered here as failure. The adults and the peers in their life all tend to believe that excellent performance in the multiple realms of endeavor promoted by the school is essential to gain admission to a prestigious college, which in turn is essential for securing a well-paying, high-status job, and anything less would constitute life failure. I myself have heard from students who believe that a “B” on a report card would ruin their lives (for examples, see  here ). As I have shown elsewhere ( here  and  here ) the idea that attending a prestigious college gives one a boost in careers or any other aspect of life has been proven false in careful longitudinal research. When one controls for background factors, such as parents’ income and indices of ability, it makes no difference what college a person attends. But that research has been ignored and the belief persists.

In multivariate research, Luthar and her colleagues have examined the relative roles of parents, teachers, and peers in creating the toxic pressure that students experience (Ebbert  et al. , 2019; Luthar, Kumar, & Zillmer, 2020).

Concerning parents, the researchers have found that young people whose parents stress extrinsic values are more prone to suffering than those whose parents stress intrinsic values. Extrinsic values have to do with publicly observable rewards that are presumed to be marks of achievement, such as A’s, trophies, honors, money, and high-status careers. Intrinsic values have to do with such things as enjoyment and meaning in life, decency, helpfulness to others, and true friendships. The research also shows that young people who feel that their parents’ love or respect for them depends on their achievements are especially prone to suffering.

Concerning teachers, the researchers have found that those who feel pressured to elicit excellent test scores from their students, and who fail to value their students for who they are irrespective of academic performance, cause more harm than do teachers who see beyond the scores and care for their students as human beings.

Concerning peers, an atmosphere of competition, accompanied by scorn for those who perform worse and envy of those who perform better, can inhibit the development of true friendships and thereby inhibit the emotional support from peers that teens especially need. Such an atmosphere also promotes subtle and not-so-subtle bullying and a high level of cheating.

With time in such an environment, students at HASs tend to internalize the pressure. They become their own harshest critics. “If I’m not perfect, I’m worthless.” This is when they begin to cut themselves or to fantasize suicide or even attempt it. We as a society have gone berserk in our emphasis on the value of high academic performance, and nowhere is that more apparent than at high achieving high schools.

CONCLUDING THOUGHTS

In previous letters I have presented evidence that academic training in preschools and kindergarten produces long-term harmful effects ( Letter #40 ) and that increased school pressure accompanying Common Core has played a major role in the dramatic rise of anxiety, depression, and suicide in the years since Common Core took effect (Letters  D5  and  D8 ). Now, here we have one more line of evidence that our obsession with what we foolishly call “academic achievement” (what really is being achieved?) is a major cause of the mental health crisis among kids.

Everyone wants to blame social media; nobody wants to blame schools. But it’s time to be honest and point the finger where it needs to be pointed if we are going to solve this problem. It’s not  just  high-pressure schooling; it’s also our over-control and continuous surveillance of kids outside of school that must change. We won’t get anywhere in creating a healthy environment for our kids until we take our heads out of the sand and see what by now should be obvious to everyone. Kids need  much  more freedom to play, explore, get to know themselves, find and follow their own interests, develop courage, and experience the real word into which they are growing. This is what we have taken away from them and this is why they are suffering.

This blog post has been shared by permission from the author. Readers wishing to comment on the content are encouraged to do so via the link to the original post. Find the original post here:

The views expressed by the blogger are not necessarily those of NEPC.

David Labaree

Why Students Are Not Learning and What We Can Do About It

Social learning can help students overcome post-pandemic mental health problems..

Updated July 14, 2024 | Reviewed by Lybi Ma

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• Implementing elements of social learning in education can be an effective solution.

For more than two decades as a college professor, I had a reputation for academic rigor, and I took pride in it. My students received an education rich in knowledge and skills, worth far more than the tuition they paid. But everything changed when in-person classes resumed in 2022 after two years of Zoom learning at home.

From the outset, I was stunned. My once bustling classrooms were now a third to a half empty. Students frequently skipped classes, often claiming to be sick, sometimes without even bothering to email an excuse. Those who did attend were often glued to their cell phones. The tried-and-true methods I had relied on to gauge student performance—quizzes, exams, homework, independent projects—no longer seemed effective. Consequently, an unprecedented number of my students received low marks. My teaching ratings plummeted to the lowest point in my career . It was agonizing to read the students’ feedback. One student labeled me “rude” for requesting a doctor’s note for absences as if the school’s policies on academic honesty and integrity had become obsolete.

Something was wrong, very wrong I couldn’t blame my students because that wouldn’t solve the problem. Instead, I embarked on a soul-searching mission: How could I turn my own low grades in teaching back into an A? I spent the summer of 2023 consulting with fellow teachers and diving into newspapers, magazines, internet websites, and academic papers. What I found was surprising: Far from being an isolated issue, this pattern was global, affecting educators both at home and abroad.

Many faculty members had experiences far worse than mine. Among the most notable was NYU professor Maitland Jones . Author of a leading textbook in organic chemistry, he taught his spring 2022 class of 350 students the same rigorous way he had since 2007, before the pandemic lockdown. But this time, many students failed or withdrew from the class. Eighty-two of them filed a petition, complaining that Dr. Jones’s class was too difficult and that they disliked his teaching style. Unyielding in his commitment to academic rigor, Dr. Jones was fired.

While this incident led to NYU (and other schools) being lambasted by critics for loosening academic standards and lowering the quality of education, I found that the students also had legitimate reasons based on recent studies on the ills of pandemic isolation.

For instance, researchers in Ohio surveyed children aged 6 to 17 and compared their anxiety levels before and after the pandemic lockdown and online learning environment. They found that anxiety levels had quadrupled due to social isolation , with younger children experiencing the worst impact ( 1 ). Other studies confirmed that disruptions to normal social life and loneliness from prolonged homestays led to considerable numbers of school children and adults suffering from a range of psychological and psychiatric disorders ( 2 ). Symptoms observed in many other countries that also experienced various forms and lengths of lockdown included anxiety, stress , mood swings, depression , and in rare cases, suicide . Anxiety alone was reported to affect 33 percent of children ( 3 ). The mental health problem was both real and widespread, a public health crisis unseen in our memories for most of us.

The mental health issues were even more acute and prevalent among international students, who were separated from their established social networks in their home countries. They faced a multitude of problems, including language barriers, cultural shocks, lack of social bonding , and overt or covert prejudice and discrimination . Some also experienced financial difficulties, unhelpful school policies, and unsympathetic professors ( 4 ). These issues are major roadblocks, preventing students from staying healthy, let alone developing their intellectual capacities.

The good news is that humans are resilient. We tend to bounce back after disasters. Here’s a case study from the University of Heidelberg in Germany regarding the impact of the COVID-19 pandemic over time: In an email survey of 2,318 university students, the percentage of students reporting unhappiness (measured by a standardized well-being index) dropped significantly, from 72.52 percent to 53.96 percent, nine months after the end of social restrictions ( 5 ). While the rate remained far higher than desirable, it demonstrated human resilience and provided hope for improvement.

The pressing issue Could we professors readapt our teaching to meet the needs of this generation of students in this new era? This challenge forced me to go back to ground zero of college education in search of a new path in pedagogy.

As my previous essay shows, mental health issues can often be alleviated with a supportive social environment. Learning is fundamentally a social process. Could it too be improved through enhanced social activities? Drawing on my knowledge of psychology, I reworked my courses to incorporate as many elements of social learning as possible: active class participation, team-based quizzes, collaborative exercises, competitive internet knowledge explorations, information finding and sharing, peer help sessions, and hands-on activities throughout my lectures and labs during the academic year of 2023-2024. The response from students was quick and positive: my classrooms were full again and often bursting with laughter .

What about the quality, you may ask? I tested it by using similar questions to those from before the pandemic in examinations. To my great relief and delight, students performed even better than in pre-pandemic years. The academic rigor was maintained and improved.

Although I was rewarded with unexpectedly high ratings for my teaching, I remain conscious that a couple of students still did not respond to my pedagogical overhaul. They continued to be absent regularly and performed poorly. I know I have not completely cracked the hard nut yet. I need to do more research and implement more changes.

While I recount my own experiences, I eagerly invite you to share your triumphs with me. Together, we can exorcize the lingering specter of the pandemic and dismantle every obstacle impeding the education of our younger generations.

1. Brannen DE, Wynn S, Shuster J, Howell M. (2023). Pandemic isolation and mental health among children. Disaster Med Public Health Prep. 17(e353): 1–7.

2. Murata S, Rezeppa T, Thoma B, et al. (2021) The psychiatric sequelae of the COVID-19 pandemic in adolescents, adults, and health care workers. Depress Anxiety. 38: 233–246.

3. Abawi O, Welling MS, van den Eynde E, et al. (2020). COVID-19 related anxiety in children and adolescents with severe obesity: a mixed-methods study. Clin Obes. 10: e12412.

4. Girmay, M. and Singh, GK, (2019). Social isolation, loneliness, and mental and emotional well-being among international students in the United States. International Journal of Translational Medical Research and Public Health, 3: 1-8.

5. Holm-Hadulla RM, Wendler H, Baracsi G, Storck T, Möltner A and Herpertz S. (2023). Depression and social isolation during the COVID-19 pandemic in a student population: the effects of establishing and relaxing social restrictions. Front. Psychiatry 14: 1200643.

Lixing Sun, Ph.D. , is a distinguished research professor in behavior and evolution at Central Washington University.

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• Prosopagnosia Lab Alumni

Hands-on learning is at the core of all our majors and minors. In Bethel’s psychological sciences programs , you’ll have numerous opportunities to apply what you’re learning, conduct research, and gain experience. It’s all part of how we equip you with skills that transfer to any career.

And you’ll be able to get involved right away. Bethel’s size and vibrant community present opportunities for you to get involved from your first day on campus. 

Here are some of the opportunities you’ll have at Bethel:

Study abroad

In the psychological sciences department, you’ll have the opportunity to study in an international setting through the Office of International and Off-Campus Programs and our partner organizations over a full semester, January session, or summer. For example, you can study the European pioneers of psychology while immersing yourself in the culture of the United Kingdom, Austria, Germany, and France.

You’ll apply what you’ve learned and gain valuable experience by participating in a required internship at a local counseling practice, hospital, ministry, or other setting related to your interests. Internships offer invaluable opportunities for you to bridge theoretical knowledge with practical application. You can connect classroom learning with real-world scenarios, gaining insights into career preferences and enhancing your understanding of professional dynamics. And internships often serve as pathways to employment.

Explore more about psychological sciences internships

Student organizations

Participate in Psych Club with your peers, incorporating classroom learning with relevant social and cultural experiences and activities.

Become a Bethel Student

Benefits of Studying Psychology: Why Should You Choose to Study Psychology?

Imagine unlocking the secrets of the human mind and behavior. Picture yourself gaining a profound understanding of what drives people’s actions, emotions, and thought processes. This is the captivating realm of psychology, which offers personal and professional benefits to those who study it. In this article, we’ll explore why diving into psychology can be a life-changing decision.

1. Sharpening Your Mind: Critical Thinking and Analytical Skills

Research has shown that psychology students excel in critical thinking compared to their peers in other disciplines. They can dissect arguments, evaluate sources, and make well-reasoned judgments. By honing these skills, you’ll be equipped to tackle challenges and make informed decisions in various aspects of your life.

2. Unraveling the Mysteries of Human Behavior

3. mastering the art of communication.

Effective communication is a superpower in today’s world, and studying psychology gives you the tools to wield it masterfully. Psychology education emphasizes the importance of articulating complex ideas, writing compelling research papers, and presenting findings clearly and confidently. You’ll learn to craft messages that resonate with your audience, whether communicating one-on-one or addressing a large group.

4. Unlocking the Power of Data

In an increasingly data-driven world, analyzing and interpreting information is a highly sought-after skill. As a psychology student, you’ll gain extensive hands-on experience in research methods, data collection, and statistical analysis. You’ll learn to design studies, gather relevant data, and draw meaningful conclusions from complex datasets.

These research and analytical skills are transferable to various fields, including marketing, human resources, and data science. Employers highly value individuals who can make data-driven decisions and provide evidence-based recommendations. By studying psychology, you’ll position yourself as a valuable asset in today’s competitive job market.

5. Embarking on a Journey of Personal Growth

6. opening doors to diverse career paths.

A psychology degree is a key that unlocks a world of diverse career opportunities. While some graduates pursue careers as psychologists or counselors, the versatile skill set gained through psychology education is highly valued in numerous other fields. From human resources and marketing to education and healthcare, psychology graduates succeed in various industries.

7. Making a Positive Impact on Society

Psychology offers a platform to create a lasting impact. From improving mental health and well-being to addressing social issues and promoting positive change, psychology provides a platform. By studying psychology, you’ll gain the knowledge and skills to become an agent of change, making a difference in your community and beyond.

Embracing the Journey of Lifelong Learning

Case study: alec’s journey from psychology to environmental advocacy.

Alec had always been fascinated by the complexities of human behavior and the mind’s inner workings. Driven by his passion, he decided to pursue a degree in psychology. Throughout his studies, Alec gained a deep understanding of human cognition, emotion, and motivation, which would later prove invaluable in his chosen career path.

After graduating, Alec found himself drawn to environmental advocacy. He realized that his knowledge of psychology could be applied to promote sustainable behaviors and inspire positive change. Alec joined a non-profit organization dedicated to raising awareness about environmental issues and encouraging individuals and communities to adopt eco-friendly practices.

Alec’s ability to think critically and analyze complex issues, a skill he acquired through his psychology studies, allowed him to navigate the intricacies of environmental policy and advocate for meaningful change. By combining his expertise in psychology with his passion for ecological sustainability, Alec found a fulfilling career path that allowed him to impact society and contribute to a greener future in a positive way.

Key Takeaways

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