PSYCHOLOGY IN EDUCATION: THEORY, RESEARCH AND APPLICATIONS

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Recommended readings Books Elliot, A. J., & Dweck, C. S. (2017) (Eds). Handbook of competence and motivation. New York: The Guilford Press. Gonida, E. N., & Lemos, M. (Guest Eds.) (2019). Motivation in Education at a Time of Global Change: Theory, Research and implication for Practice. In S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series, Vol. 20. Bingley, UK: Emerald Publishing. Harpern, D. F. (2014). Thought and knowledge: An Introduction to Critical Thinking (5th ed.). New York: Psychology Press, Taylor and Francis Group. Lipman, M. (2003). Thinking in education (2nded.). Cambridge: Cambridge University Press. Articles Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193–211. DOI 10.1007/s11251-011-9167-4 Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231. Burns, Ε. C. (2020). Factors that support high school completion: A longitudinal examination of quality teacher-student relationships and intentions to graduate. Journal of Adolescence, 84, 180-189. Cleary, T. J., & Kitsantas, A. (2017). Motivation and Self-Regulated Learning Influences on Middle School mathematics Achievement, School Psychology Review, 46, 88-107, DOI: 10.1080/02796015.2017.12087607 Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning, 11(2), 215-235. De Boer, H., Donker, A. S., Kostons, D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. Cleary, T. J.& Zimmerman, B. J. (2004). Self-regulation Empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. DOI: 10.1002/pits.10177 Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264. Dignath, C., & Buttner, G. (2018).Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews.Metacognition and Learning, 13, 127-157. Dignath, C., Buettner, G., &Langfeldt, H-P. (2008). How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes.Educational Research Review, 3, 101-129. Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014).Academic tenacity: Mindsets and skills that promote long-term learning. Stanford University: Bill & Melinda Gates Foundation. Eccles, J. S. (2007). Families, schools, and developing of achievement-related motivations and engagement. In J. E. Grusec& P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 665–691). New York, NY: The Guilford Press. Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. EducationalPsychologist, 46, 6-25. Efklides, A. (2013). Cognition, motivation, and affect in the school context: Metacognitive experiences in the regulation of learning. In S. Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp.383-406). New York: Cambridge University Press. Efklides, A. & Metallidou, P. (2020). Applying Metacognition and Self-Regulated Learning in the Classroom. In Oxford Research Encyclopedia of Education. 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Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences,19, 53–60. Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120-130. Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99–123. doi:10.1007/s10648-005-3949-7 Hulleman, C. S., Barron, K. E., Kosovich, J. J., &Lazowski, R. A. (2015). Student motivation: current theories, constructs, and interventions within an expectancy-value framework. In A. Lipnevich, F., Preckel, & R. 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