Why Study Educational Psychology?

Citation: Huitt, W. (2019). Why study educational psychology? Educational Psychology Interactive . Valdosta, GA: Valdosta State University. Retrieved from http:// www.edpsycinteractive.org/topics /intro/whyedpsy.html

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There is some discussion among practicing educators about the importance of studying educational psychology.  One way to think about this issue is to define some terms.

Education The process of: (1) developing the capacities and potential of the individual so as to prepare that individual to be successful in a specific society or culture. From this perspective, education is serving primarily an individual development function. (2) the process by which society transmits to new members the values, beliefs, knowledge, and symbolic expressions to make communication possible within society. In this sense, education is serving a social and cultural function. Psychology the scientific study of the mind and behavior (or behavior and mental processes), especially as it relates to individual human beings .  

The definition of education becomes a little more complicated when one recognizes the three categories of education: informal, non-informal, and formal ( Fordham, 1993 ; LaBelle, 1982).  Informal education begins at birth and continues throughout life.  It is provided by parents, siblings, friends, and so forth; it is constant and ongoing.  Non-formal education involves somewhat structured guidance of learning, but is done without a lot of formal structure.  Attending Sunday school or Boy or Girl Scout meetings would involve this category of education.

Formal education , or schooling , generally begins somewhere between 4 and 6 when children are gathered together for the purposes of specific guidance related to skills and competencies that society deems important.  In the USA, it generally continues through grade 12 for at least 75% of adolescents and then sporadically throughout adulthood.  For most of the twentieth century, once the formal primary or secondary schooling was completed, a person's activity in a formal teaching/learning process was over (Wagner, 2008).  However, in today's rapidly changing environment ( Huitt, 2017 ), adults are quite often learning in formal settings throughout their working lives and even into retirement.

Educational Psychology , then, is a combination or overlapping of two separate fields of study.  The first is psychology.  Note that it is the scientific study of mind or mental processes (covert or internal) as well as behavior (overt or external).  People who study psychological phenomena are not necessarily limited to the study of human beings (a large body of research relating to animals has been developed) nor are they limited to only studying individuals.  However, when studying groups of individuals, the focus is generally on how individuals perform within the group rather than the study of the group as a whole.  Scientists who study animals and people in terms of group- and institutional-behavior generally align themselves with sociology while individuals who focus on human culture and belief systems generally align themselves with anthropology .

The second field of study with which educational psychology aligns itself is education or more specifically schooling, as defined above.  That is, the primary focus of this subdiscipline of psychology is the scientific study of mind and behavior (or mental processes and behavior) in the context of formally socializing and developing the potential of individual human beings.

Educational psychology is therefore a distinct scientific discipline within psychology that includes both methods of study and a resulting knowledge base.  While it is concerned primarily with understanding the processes of teaching and learning that take place within formal environments, it is also concerned with affiliated operations and procedures such as curriculum development, assessment, and evaluation.  Educational psychologists are interested in a wide variety of topics such as learning theories; teaching methods; motivation; cognitive, emotional, and moral development; and parent/child relationships. 

There are a variety of frameworks and models that depict how various factors impact measures of learning completed outside of the classroom (McIlrath & Huitt, 1995).  The following is a simple example of how some of these variables might interact (see Figure 1). Context variables such as the size and region of the community impact teacher and student characteristics while the context variables associated with the family impact student characteristics. Of course, there are other important context variables that could also be considered such as the movement from an industrial to a digital and information-based economy. Additional context variables associated with school and state policies, such as mandated standardized testing, combine with teacher and student characteristics to impact teacher behavior. Teacher behavior along with student characteristics influence student behavior, especially those variables associated with Academic Learning Time or the time learners actually spend on important content. Student classroom behavior then influences teacher classroom behavior in an interactive pattern. Student classroom behavior, therefore, is the most direct influence on student achievement as measured by instruments influenced by state policies.  Student achievement at the end of one school year then becomes a student characteristic at the beginning of the next. Additional outcome variables that are important for success in the information age, such as emotional development, social development, or self-regulation can be considered in the same manner.

Figure 1. A Model of the Teaching-Learning Process

The actual schooling process is generally described through steps in the curriculum development process. Stephani (2004-05) highlighted the major components of a schooling system in her model of curriculum development (see Figure 2).

Figure 2. A Logical Model of Curriculum Development

Notice that the statement of desired outcomes is at the center of the process and influences all other components.  In today’s global, digital age with change occurring at an exponential rate ( Huitt, 2017 ), stating these goals, especially if they are to be relevant for both local and global contexts, is not easy, let alone organizing the other components of the school system so that excellence is attained at all levels ( Fullan, 2013 ; Wagner, 2008).

One aspect of stating desired outcomes for a school system is to identify what is not likely to change as well as what is most likely to change.  Educational psychology can be helpful in identifying the former as knowledge of human development is one component of the field.  An overview of the potentials for human development should therefore be a feature of establishing desired outcomes ( Huitt, 2018a ) and is generally the focus of an entire course in an educational psychology program.  The task of describing what is likely to change is more complicated.  While describing the current conditions for those adults in higher education or the workforce is an ongoing discussion (Diamandis, & Kotler, 2012, 2015), it becomes more difficult for those still in the PreK-12 (primary and secondary) system .  For example, learners presenting in high school will leave the system in one to 5 years.  Identifying the present circumstances and trends is much easier for this group than for those who are presently in the middle grades who will do so in five to ten years.  Likewise, the challenge becomes even more difficult for those presently in elementary or primary school who will enter the workforce and higher education in 10 to 15 years and practically impossible for those presently in PreK and kindergarten who will do so in 15 to 20 years.  Just reflect on all the changes that have occurred in the last 10 to 20 years and then imagine how double that amount of change will occur in the next several decades ( Kurzweil, 200 5).  Taking into account what will and will not change over the coming decades, some scholars believe schooling should focus on developing glocal citizens ( Huitt, 2018b ); that is, individuals who can live anywhere they choose, but are also prepared to participate in, and contribute, to their local communities.

The next component in Stefani’s (2004-05) model is to development means for assessing the desired outcomes.  Measurement and evaluation is another component of educational psychology that generally receives attention in a separate course ( Darling-Hammond, Wilhoit, & Pittenger, 2014 ).  As parents and educators become more aware of the importance of focusing on the development of the whole child, there is an increased interest in alternative means of assessment beyond those provided by standardized tests ( American Educational Research Association, 2000 ), such as the use of electronic portfolios (see http://www.edpsycinteractive.org/katie/ as an example).

A third component, how human beings learn, is another major component of educational psychology.  Learning can be defined as the relatively permanent change in an individual's behavior or behavior potential (or capability) as a result of experience or practice (i.e., an internal change inferred from overt behavior).  This can be compared with maturation (biological growth and development), the second primary process producing relatively permanent change.  Therefore, when a relatively permanent change occurs in ourselves or others, the primary cause was either maturation (biology) or learning (experience), or, as is often the case, some combination of both.

There are currently eight major theories of learning that are covered in most educational psychology textbooks: behavioral/operant conditioning, cognitive information processing, social learning theory, humanistic, cognitive constructivism, social constructivism, social cognitive theory, and connectionism ( Huitt, 2013 ).  Each of these has a primary focus of learning, a set of assumptions that guide the development of research questions, a view of the learner, and a database of basic principles of learning that are derived from research.  While most researchers advocate for their particular view of learning, educational practitioners can be more innovative and effective in applying the theories to meet the needs of their particular learners, especially as conditions change rapidly ( Darling-Hammond, & Sykes, 2003 ).

Another component of Stephani’s (2004-5) model is teaching or classroom practice.  As educators, there is nothing we can do to alter an individual's biology; the only influence open to us is to provide an opportunity for students to engage in experiences that will lead to relatively permanent change.   Teaching , then, can be thought of as the purposeful direction and management of the learning process .  Note that teaching is not giving knowledge or skills to students; rather, teaching is the process of providing guided opportunities for students to produce relatively permanent change through their engagement in experiences provided by the teacher.

One way that educational psychology can provide benefit to practicing educators is the development of instructional models, strategies, and methods that are explicitly connected to learning theory.  For example, the traditional direct or explicit instruction is based on operant conditioning, cognitive information processing, and social learning theories ( Huitt, Monetti, & Hummel, 2009 ) while constructivism is based more on principles derived from humanism, cognitive and social constructivistic learning theories, as well as social cognitive theory (Tobias & Duffy, 2009). However, newer approaches such as the flipped classroom, when implemented correctly, can incorporate all of the learning theories described above ( Huitt & Vernon, 2015 ).  

Additionally, empirical research in educational psychology related to classroom practice can be beneficial.  For example, Hattie (as cited in Huitt, Huitt, Monetti, & Hummel, 2009 ) completed a meta-analysis of over 800 meta-analyses of factors related to student achievement.  He identified 138 variables that had an effect size larger than d = 0.39.  (Note: An effect size is approximately equal to a standard deviation; this provides an estimate of the strength of the relationship between variables).  In one example, Hattie discovered that learners’ self-report of grades was a better predictor of student achievement than the actual measures of prior achievement (d = 1.44 versus d = 0.67, respectively).  This supports the contention of social cognitive learning theorists that learners’ self-efficacy beliefs are an important component of school learning ( Bandura, 1994 ).  Likewise, Hattie found that learners in Piagetian programs that matched the instructional method to the learners’ Piagetian stage had significantly better student achievement than those who did not (d = 1.28), thereby validating the cognitive constructivistic learning theory ( Lutz & Huitt, 2004 ).

Hattie and Donoghue (2016)  continued this meta-analysis of meta-analyses and constructed a model of learning that shows how specific learning strategies impact learning at different stages in the processing of cognitive information issues of motivation, agency, and skill development.  Again, this research supports learning theories associated with each of these concepts in the model.  If educators truly want to develop human potential for adapting to an exponentially-changing world, there is no better instructional activity than to guide learners to take control of the learning process.

The final component in Stephani’s (2004-05) model is program evaluation and communication of results.  Again, this issue is a component of educational psychology, although it is a specialty field that generally is addressed in a specific course (Rossi, Lipsey, & Henry, 2019).

In summary, the primary purpose of schooling, which is only one of the institutional influences in a person's education, is to assist the individual to better develop his or her full potential as well as to develop the knowledge, attitudes, and skills to interact with the environment in a successful manner.  The family , religious organizations , and community also share primary responsibility in the educational process.  Educational psychology provides important background knowledge that preservice and inservice educators can use as the foundation for professional practice.  In combination with information on human growth and development and specific content knowledge, information on theories of learning and instructional practice provide the foundation for classroom and school methods and procedures (Shulman, 1986, 1987; Mishra & Koehler, 2006).  What you will study in educational psychology is applicable to a wide variety of content- and age-specific teaching activities.

  • American Educational Research Association. (2000). AERA position statement concerning high-stakes testing in PreK-12 education .  https://epaa.asu.edu/ojs/article/viewFile/261/387
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health.  Academic Press, 1998).  http://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf
  • Darling-Hammond, L., & Sykes, G. (2003, September 17). Wanted: A national teacher supply policy for education: The right way to meet the "Highly Qualified Teacher" challenge. Education Policy Analysis Archives, 11 (33).  https://doi.org/10.14507/epaa.v11n33.2003
  • Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22 (86).  http://dx.doi.org/10.14507/epaa.v22n86.2014
  • Diamandis, P., & Kotler, S. (2012). Abundance: The future is better than you think . Free Press.
  • Diamandis, P., & Kotler, S. (2015). Bold: How to go big, create wealth and impact the world . Simon & Schuster.
  • Fordham, P. (1993). Informal, non-formal and formal education programmes in YMCA. In P. Fordham, ICE301:  Lifelong learning, Unit 1 Approaching lifelong learning . George Williams College.  http://infed.org/mobi/informal-non-formal-and-formal-education-programmes/
  • Fullan, M. (2019, September 13). Great to excellent: Launching the next stage on Ontario's education agenda. Ontario Ministry of Education.  https://www.michaelfullan.ca/wp-content/uploads/2013/09/13_Fullan_Great-to-Excellent.pdf
  • Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. NPJ Science of Learning, 16013 .  https://www.nature.com/articles/npjscilearn201613  
  • Huitt, W. (2013, December). Summary of theories relating to learning and development. Educational Psychology Interactive . Valdosta State University.  http://www.edpsycinteractive.org/topics/summary/lrndev.html
  • Huitt, W. (2017, June). A phase change: Forces, trends, and themes in the human sociocultural milieu (revised). Educational Psychology Interactive . Valdosta State University.  http://www.edpsycinteractive.org/papers/2017-huitt-a-phase-change.pdf   
  • Huitt, W. (2018a). The Brilliant Star framework. In W. Huitt (Ed.), Becoming a Brilliant Star: Twelve core ideas supporting holistic education (pp. 5-23). IngramSpark.  http://www.edpsycinteractive.org/papers/2018-01-huitt-brilliant-star-framework.pdf
  • Huitt, W. (2018b). Developing curriculum for glocal citizenship. In W. Huitt (Ed.), Becoming a Brilliant Star: Twelve core ideas supporting holistic education (pp. 221-248). IngramSpark.  http://www.edpsycinteractive.org/papers/2018-12-huitt-brilliant-star-glocal-citiizenship.pdf
  • Huitt, W., Huitt, M., Monetti, D., & Hummel, J. (2009). A systems-based synthesis of research related to improving students' academic performance. Paper presented at the 3rd International City Break Conference sponsored by the Athens Institute for Education and Research (AITNER), Athens, Greece, October 16-19.  http://www.edpsycinteractive.org/papers/improving-school-achievement.pdf
  • Huitt, W., Monetti, D., & Hummel, J. (2009). Designing direct instruction. In  C. Reigeluth and A. Carr-Chellman, Instructional-Design Theories and Models: Volume III, Building a Common Knowledgebase . Lawrence Erlbaum Associates.  http://www.edpsycinteractive.org/papers/designing-direct-instruction.pdf
  • Huitt, W., & Vernon, K. (2015). The flipped classroom and project-based learning: Theory and practice . Presentation at the European Council for International Schools (ECIS), Barcelona, Spain, November 21.  http://edpsycinteractive.org/edpsyppt/Presentations/flipped-classroom-and-pbl.html
  • Kurzweil, R. (2005). The singularity is near: When humans transcend biology . Viking. See http://www.singularity.com/charts/page50.html
  • La Belle, T. (1982). Formal, nonformal and informal education: A holistic perspective on lifelong learning. International Review of Education, 28( 2), 159-175.  https://doi.org/10.1007/BF00598444
  • Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences,9 (1), 67-90. http://www.edpsycinteractive.org/papers/2018-03-lutz-huitt-brilliant-star-cognitive-development.pdf
  • McIlrath, D., & Huitt, W. (1995).  The teaching/learning process: A discussion of models . Valdosta State University. http://www.edpsycinteractive.org/papers/modeltch.html
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.  https://doi.org/10.1111%2Fj.1467-9620.2006.00684.x  
  • Rossi, P., Lipsey, M., & Henry, G. (2019). Evaluation: A systematic approach (8 th ed.). SAGE.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4–14.  https://doi.org/10.3102%2F0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1–22.  https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Stefani, L. (2004-05). Assessment of student learning: Promoting a scholarly approach. Learning and Teaching in Higher Education, 1 , 51-66.  http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/articles/stefani.pdf
  • Tobias, S. and T. M. Duffy, T. M. (2009). Constructivist theory applied to instruction: Success or failure?  Routledge.
  • Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need—and what we can do about it . Basic Books.

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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

College student writing a psychology essay

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 signor 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

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. Due to this fact, I have decided that after I get several years of work experience applying psychology principles to the business world,  I want to start my own non-profit organization that aids young adults who grew up in foster care or orphanages . 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

3. A Catalyst for Change

The incredible transformation I have experienced in my own life from the power of the therapeutic relationship 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

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 positions mental distress as biological in origin and best treated with medical interventions. However this paradigm has conversely led to an increase in stigma and an increase in the number of people on disability for mental health related reasons. 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

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 with make all of school worth it.

~ Haleigh Cordeiro, California Polytechnic State University

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? Working one-on-one with individuals who are struggling would definitely bring me pleasure. However,  I believe that I would have a greater impact within my society 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

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 because they choose to provide a better life for me. They wanted to prevent me from facing adversity, they shielded me from their 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

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 hope to further develop new methods of art therapy that will aid those suffering from different 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

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 always wanted to make a difference, and now I know just how I am going to be able to accomplish that dream. I want to help people who are going through what my dad endured.  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

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 idea that I could help so many people , not just children, but anyone who needs someone willing to listen and talk about 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

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What Is Educational Psychology? 6 Examples and Theories

What is Educational Psychology

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.

Educational Psychology

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.

Mamie Phipps Clark

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.

Educational College

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.

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.

Lev Vygotsky

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.

why study educational psychology essay

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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

5 famous people with online degrees

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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Educational Psychology in Learning and Teaching Essay

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.

Knowledge of Research Methodologies and Data-Driven Decision-Making Before and At the End of the Course

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.

Description of Theories Learned From This Course Experience

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.

Questions Still Lingering On the Subjects and Topics in This Course

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.

Reference List

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 and Why Is It Important

why study educational psychology essay

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 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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10 Things We Can All Learn From Psychology

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

why study educational psychology essay

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

why study educational psychology essay

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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

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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."

Why is it important to study psychology?

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?

What is psychology and why is it 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?

There are many 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?

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?

Who 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?

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?

Students can 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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What is educational psychology and its importance?

why study educational psychology essay

Each individual has different characteristics and no two persons are the same. That is why is it important to identify this fact and to work according to each personality. Each person has his own way of understanding and doing things. Adaptability is key when dealing with people in general. In this context, the ability and variation each individual has when it comes to learning and understanding, differs greatly and involves a whole new level of educational psychology.

What is educational psychology?

Educational psychology focuses on how people learn, which includes ordinary learners as well as gifted learners. It involves the learning process, teaching procedures, results of students, differences in individual learning procedures, individual learning disabilities and gifted learners. Psychologists working in this branch of psychology are keen on finding out how people grasp and retain new information. There are many psychology courses online that can help you to learn in detail about this branch of psychology

why study educational psychology essay

Educational psychology process involves early childhood and adolescent learning. However, it also includes emotional, social and cognitive processes that are involved in the learning process throughout life.

Choose from the many psychology course bundles online in UK to be qualified in this field and work as an education psychologist anywhere in the world.

Methods of educational psychology

Educational psychology involves several techniques of collecting data which is an important step in the entire process. These are as follows;

  • Introspection – This is the method of self-observation. In this method the individual observes and analyses his own feelings and thoughts.
  • Observation – This is one of the most popular methods used. In this method the individual is compared with another person other than himself.
  • Clinical method – This method, which is also known as the case method, is used to understand the reason for anxieties, fears, obsessions and worries etc. of individuals.
  • Development method – This method focuses on the development of behaviours of an individual, right from the beginning of it.
  • Experimental method – This method focuses on various methods of memorisation, imagination and level of attention etc. It analyses the effect an independent variable has on a dependent variable.

You can learn more about these methods by following a course in this subject area. A psychology course bundle will give you an in depth knowledge which you require in order to work in this field of psychology.

why study educational psychology essay

The importance of educational psychology

Educational psychology is a vital part of the learning process, especially in this era. It is important for both educators and students. Let’s look at some of the benefits educational psychology has on educators.

  • It helps the teacher to get to know his potential to teach and the abilities of the learners.
  • It assists the teacher in the identifying the learning process.
  • It helps the teacher to asses each student and to know where he stands and how he has grown.
  • It helps the teacher to adjust his method of learning to the demand of the learner.
  • It helps the teacher to solve the learning problems of each student.
  • It helps the teacher to motivate the student to learn and to increase his ability in memorising.
  • It helps to teacher to identify the differences each student has according to his or her own limits.
  • It helps the teacher to channel the students’ abilities in the right direction

These are just a few of the reasons why you should follow a psychology course bundle which can help you in your journey towards becoming a qualified and skilled educational psychologist.

Apart from the importance educational psychology has on teachers, there are also many benefits it has on education itself. Let’s take a look at some of these advantages.

  • As a learner, it enables him to get to know about himself and identify his behaviour.
  • It facilitates the learning process by determining factors of the classroom environment and how discipline should be maintained.
  • It helps curriculum generators to identify what needs to be added to the curriculum to support the teachers and students with the learning process to transfer to the next generation.
  • It helps to identify how to evaluate students in order to test to what extend the information and concepts taught have been transferred.

why study educational psychology essay

All of these benefits only tell you how important educational psychology is. This means that it is the right time for you to consider following one of the psychology courses online so that you get to master the above techniques.

Scope of educational psychology

Educational psychology focuses on two important aspects, which are education and psychology. Both of these aspects are equally crucial in building a society with great future prospects. The scope of educational psychology covers several aspect as below. They are;

  • Growth and development of a child.
  • The study of human behaviour.
  • How learning can take place in the most efficient manner.
  • The nature of an individual’s personality.
  • The differences of every individual.
  • To what extent the environment contributes towards the development and growth of a person.

This scope shows how greatly educational psychology can impact society. It should be noted that following an adequate psychology course bundle is crucial in getting the proper knowledge and skills in this subject.

why study educational psychology essay

Psychology Course Bundle

There are so many psychology course bundles online in UK that can help you gain the knowledge and skills you require. Our psychology course features Mastering Psychology and Educational Psychology which are two excellent courses to follow to those who aspire to follow this career path. Key features of our courses are the personalized learning experience, accredited UK qualification, access to study materials, up to a year’s access to the course material and support over the phone, chat and email.

Learners of the psychology course bundle should be above 16 years of age with a basic understanding and skills in English and ICT. The course is recommended for psychology students, aspiring psychologists, counsellors, social workers and anyone who is interested in studying humans and their behaviours. Upon successful completion of the psychology course bundle and the online test, learners will be awarded the Certificates for Mastering Psychology and Educational Psychology. Log into our website to find out more information on the courses that are available.

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Home — Application Essay — National Universities — Why I Chose Psychology

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Why I Chose Psychology

  • University: Stanford University

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Words: 664 |

Published: Feb 15, 2024

Words: 664 | Pages: 1 | 4 min read

Psychology has always intrigued me. It is a field that delves deep into the complexities of the human mind and behavior, providing insights into why people think, feel, and act the way they do. The multifaceted nature of psychology and its ability to make a positive impact on individuals and society as a whole are what led me to choose it as my major.

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From a young age, I found myself captivated by the intricate workings of the mind. I was fascinated by how different people perceived the world in unique ways, how their thoughts shaped their emotions, and how their behaviors could be influenced by various factors. As I grew older, this fascination only intensified, and I realized that psychology offered the perfect avenue to explore and understand these dynamics.

One of the aspects that drew me to psychology was its interdisciplinary nature. Psychology is not limited to a single perspective or approach; rather, it embraces a wide range of theories and methodologies. It incorporates elements from various fields such as biology, sociology, and philosophy, allowing for a comprehensive understanding of human behavior. This multidimensional approach excited me, as it meant that I could explore different facets of human nature and gain a broader perspective on the complexities of the human mind.

Moreover, psychology has significant real-world applications. By understanding the underlying causes and mechanisms of human behavior, psychologists can help individuals overcome challenges and improve their overall well-being. Whether it is working with individuals struggling with mental health issues, conducting research to develop effective therapies, or contributing to organizational development, psychology offers numerous opportunities to make a tangible difference in people’s lives.

Another reason why I chose psychology is its emphasis on critical thinking and research. Psychology encourages individuals to question existing assumptions and theories, to think critically about the evidence, and to develop research skills to investigate phenomena scientifically. This analytical and evidence-based approach appealed to my inquisitive nature and my desire to contribute to the advancement of knowledge in the field.

Furthermore, psychology opens doors to various career paths. It equips individuals with a diverse set of skills that are applicable in numerous professions. Whether it is counseling, research, human resources, or even marketing, the knowledge and skills gained through studying psychology can be transferred to a wide range of fields. This versatility of psychology ensures that my career options remain flexible and adaptable to changing circumstances.

Studying psychology at the college level will provide me with a solid foundation in the core principles of the field. I am excited about exploring different areas of psychology, such as cognitive psychology, social psychology, and abnormal psychology, among others. These courses will not only deepen my understanding of human behavior but also expose me to different research methodologies and theoretical frameworks.

In addition to the academic curriculum, I am eager to engage in hands-on experiences such as internships and research opportunities. These practical experiences will allow me to apply the knowledge I acquire in the classroom to real-life situations. Whether it is conducting experiments, assisting psychologists in clinical settings, or analyzing data, these experiences will enhance my understanding of psychology and further develop my research and analytical skills.

Ultimately, my goal is to contribute to the field of psychology by conducting research that sheds light on the complexities of human behavior and helps improve the lives of individuals. I aspire to pursue a graduate degree in psychology to specialize in a specific area and gain further expertise. This advanced education will enable me to delve deeper into the subject, conduct more comprehensive research, and contribute to the existing body of knowledge in the field.

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Choosing psychology as my major was a natural decision for me. It aligns with my passion for understanding human behavior, my desire to make a positive impact on individuals and society, and my love for critical thinking and research. I am excited about the knowledge and skills that I will gain through studying psychology and the countless opportunities that await me in this diverse and dynamic field.

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why study educational psychology essay

Character Lab

The "Why" of Education

Examining our expectations around sending children to school..

Posted August 24, 2021 | Reviewed by Ekua Hagan

  • Why Education Is Important
  • Find a Child Therapist
  • Martin Luther King, Jr. identified "the goal of true education" to be "intelligence plus character."
  • Schools that do well in terms of test scores don’t always excel at developing character in their students.
  • It's important to not simplify education and to get young people's perspective on its purpose.

Character Lab, used with permission

By Angela Duckworth, Ph.D.

What do we hope for when we send children to school?

This is the question Martin Luther King, Jr. posed in an essay entitled “The Purpose of Education ,” published in the Morehouse student newspaper around the time of his 18th birthday.

King’s answer: “ Intelligence plus character—that is the goal of true education.”

But what, then, is character?

This is the question child psychologist Diana Baumrind addressed, toward the end of an illustrious career , in an essay entitled “Reflections on Character and Competence.”

Character, Baumrind writes, “provides the structure of internal law that governs inner thoughts and volitions subject to the agent’s control under the jurisdiction of conscience .”

Baumrind then offers examples of character strengths recognized by diverse traditions across history and different cultures. Character is personal integrity, honesty, and social responsibility. But character is also persistence in the face of obstacles, self-discipline, and work ethic. The list of what constitutes admirable character goes on and on. In short, character is not one thing, but many.

In King’s prescient words: “The function of education, therefore, is to teach one to think intensively and to think critically. But education that stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” As Baumrind put it: “It takes virtuous character to will the good, and competence to do good well.”

New research by economist Kirabo Jackson and colleagues shows that some schools are especially good at raising standardized achievement test scores. Some excel at improving interpersonal skills, like helping other people. Some improve intrapersonal skills, like setting aside time to study.

Jackson also found that the schools that do a wonderful job on the test-score front don’t always excel at developing aspects of character—and vice versa. But many schools do both.

Don’t oversimplify education. A great classroom is one in which young people thrive in every sense of the word. Schools play an essential role in helping young people develop socially, emotionally, physically, and academically.

Do ask the young people in your life what they think about the purpose of education. Share a story, perhaps, of a lesson you learned as a young person that you can’t put on your resume but hope will be remembered in your eulogy . As with so many endeavors in life, "Why?" is a very good place to start.

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IMAGES

  1. Educational Psychology

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  2. (PDF) The importance of Educational Psychology 1985

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  3. Psychology Essay

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  4. Why Study Educational Psychology

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  5. Psychology Essay

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COMMENTS

  1. PDF Why Study Educational Psychology

    The Educational Psychology Interactive website is dedicated to organizing what is known in this field and contains hundreds of links to writings and videos related to dozens of topics that are relevant to educational psychology. Slide 20 Huitt, W. (2019). Why study educational psychology? Educational Psychology Interactive.

  2. Why Study Educational Psychology?

    The second field of study with which educational psychology aligns itself is education or more specifically schooling, as defined above. That is, the primary focus of this subdiscipline of psychology is the scientific study of mind and behavior (or mental processes and behavior) in the context of formally socializing and developing the ...

  3. PDF Educational Psychology As a Foundation in Teacher Education: Reforming

    educational psychology, but rather several interconnected questions and problems that might provoke our thinking and that of our colleagues as we begin to consider how educational psychology should be incorporated into revised teacher education programs. Each suggests inherent dilemmas for the learning and teaching of educational psychology ...

  4. Essay on Educational Psychology

    Snowman, Jack (1997) defined educational psychology as a branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.

  5. 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 ...

  6. What Is Educational Psychology? 6 Examples and Theories

    Educational psychology is one of the oldest branches in the field, with roots dating back at least to Plato. 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 ...

  7. Educational Psychology Promotes Teaching and Learning

    The psychology of teaching and learning helps us understand the social, emotional and cognitive processes that constitute learning throughout the lifespan. Date created: 2014. Psychologists study how people learn and retain knowledge, applying psychological science to improve the learning process and promote educational success for all.

  8. The importance of Educational Psychology

    PSYCHOLOGY & SOCIAL SCIENCES. The importance of Educational Psychology. 17. SHARE. 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.

  9. PDF Educational Psychology: A Tool for Effective Teaching

    Educational psychology is a vast landscape that will take us an entire book to describe. In this introduction, we will explore the field of educational psychology, examine the nature of teaching, consider what is involved in being an effective teacher, and discuss how teachers use educational psychology in their practice.

  10. Educational Psychology in Learning and Teaching Essay

    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 ...

  11. (PDF) Educational Psychology: Learning and Instruction

    Abstract and Figures. 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 ...

  12. 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 […]

  13. (PDF) The importance of Educational Psychology 1985

    Parents found it helpful to learn alternative ways to interpret behaviour from understanding professionals. PDF | On Jan 1, 1985, John White published The importance of Educational Psychology 1985 ...

  14. (PDF) Using Educational Psychology for Better Teaching ...

    Educational psychology is the applied knowledge gained from psychology uses in the classrooms. It is helpful in understanding the learners, learning process, instructional strategies and provides ...

  15. PDF Be honest

    tion in psychology undergraduate students. Stewart et al. (2005) carried out an in-depth study into student motivations for pursuing a degree in psychology. In a sample of American students, the researchers carried out three phases of research to identify and then map student reasons for studying psychology. Thematic analysis of the initial

  16. Why Choose Psychology as Your College Major

    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 ...

  17. 10 Things We Can All Learn From Psychology

    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.

  18. Why Is It Important to Study Psychology?

    Dec 16, 2021 7:28:03 PM. 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.

  19. Why is Educational Psychology Important for the Teacher?

    1. Developmental characteristics of the learner: Educational psychology focuses on the study of the stages of human growth and factors affecting growth, and the developmental characteristics of each stage in the various areas of cognitive, physical and emotional growth. If you want to use these developmental characteristics in the learning process you must take into account the individual ...

  20. What is educational psychology and its importance?

    The importance of educational psychology. Educational psychology is a vital part of the learning process, especially in this era. It is important for both educators and students. Let's look at some of the benefits educational psychology has on educators. It helps the teacher to get to know his potential to teach and the abilities of the learners.

  21. Why I Chose Psychology [Admission Essay Example]

    Another reason why I chose psychology is its emphasis on critical thinking and research. Psychology encourages individuals to question existing assumptions and theories, to think critically about the evidence, and to develop research skills to investigate phenomena scientifically. This analytical and evidence-based approach appealed to my ...

  22. The "Why" of Education

    Martin Luther King, Jr. identified "the goal of true education" to be "intelligence plus character." Schools that do well in terms of test scores don't always excel at developing character in ...

  23. The Why of Education

    This is the question Martin Luther King, Jr. posed in an essay entitled "The Purpose of Education," published in the Morehouse student newspaper around the time of his 18th birthday.