PSYCHOLOGY IN EDUCATION: THEORY, RESEARCH AND APPLICATIONS

Course Information
TitlePSYCHOLOGY IN EDUCATION: THEORY, RESEARCH AND APPLICATIONS / PSYCHOLOGY IN EDUCATION: THEORY, RESEARCH AND APPLICATIONS
CodeERA-101
FacultyPhilosophy
SchoolPsychology
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600000005

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 7
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses7410

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600180324
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
None
Learning Outcomes
By the end of the course students are expected to (a) achieve an in-depth understanding of how contemporary psychological theories on cognition and motivation are associated with educational practice, (b) get acquainted with current research findings on self-regulated learning, achievement motivation, as well as on their implications for students, teachers and parents. (c) acquire knowledge and skills on specialized topics in Psychology in Education such as academic help seeking, self-handicapping, parental involvement in school learning, and critical thinking, in order to able to provide counselling and psychological services to students, teachers and parents.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course is divided into two parts: A. Psychology in Education: Introductory issues about the psychology of learning and instruction. Motivation in Education: contemporary motivational theories and their applications in educational settings (self-determination theory, implicit theories of intelligence, achievement goal orientations, interest, expectancy - value theory). Avoidance behaviors: avoidance of help-seeking and self-handicapping strategies. Parents’ involvement in children's school life. Β. Self-regulated learning: Theoretical models, research findings, and intervention programs in educational settings. Development of critical thinking skills in education: Argumentation skills, recognition of fallacies, scientific thinking skills, and critical reading skills.
Keywords
Self-regulated learning, Critical thinking skills, Achievement motivationn, Avoidance behaviors in school settings, Parental involvement
Educational Material Types
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Recommended Readings
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Moodle platform via elearning (https://elearning.auth.gr/course/view.php?id=7782&lang=en) Online teaching (zoom platform) Use of online audio-visual material PowerPoint presentations Communicion with the students (email)
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.5
Reading Assigment391.5
Written assigments1044
Exams783
Total26010
Student Assessment
Description
Students will be asked: -to study recommended literature which will be discussed in class -to present articles (in groups) in class. -to participate in class activities, -to write essays for each part of the course -to participate in oral exams
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • Performance / Staging (Formative, Summative)
  • Labortatory Assignment (Summative)
  • Participation in class activities (Formative)
Bibliography
Course Bibliography (Eudoxus)
Δεν διανέμεται σύγγραμμα μέσω του Εύδοξου
Additional bibliography for study
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. Li-fang Zhang (Ed.).NewYork: OxfordUniversityPress. doi:10.1093/acrefore/9780190264093.013.961 Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396. Gonida, E. N., & Metallidou,P. (2015). Beliefs about school learning during adolescence: Their contribution to motivational beliefs and school achievement. Journal of Educational and Developmental Psychology, 5, 63-76. Gonida, Ε., Kiosseoglou, G, &Leondari, A. (2006). Implicit theories of intelligence, perceived academic competence and school achievement: Developmental differences and educational implications. The American Journal of Psychology, 119, 223-238. Gonida, E. N., Voulala, K., &Kiosseoglou, G. (2009). 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. Roberts (Eds.), Psychosocial skills and school systems in the Twenty-first century: Theory, research, and applications.Springer. Karabenick, S., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 421-433, 2nd ed.). New York: Routledge. Kitsantas, A. (2013). Fostering college students’ self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235-252. Lazowski, R. A., &Hulleman, C. S. (2015). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, XX, 1 –39. Lee, M. & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294. Martin, L., & Halpern, D. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greater gains. Thinking Skills and Creativity, 6, 1-13. Mega C., Ronconi L., & De Beni R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology,106,121-131. Metallidou, P., &Vlachou, A. (2010). Children’s self-regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47, 776-788. Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34(3), 283-298. Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39. Murayama, K., & Elliot, A., (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070. Pino-Pasternak, D., Basilio, M., & Whitebread, D. (2014). Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms. PSYKHE, 23(2), 1-13. doi:10.7764/psykhe.23.2.739 Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51, 146-163. Ryan, A. M., Pintrich, P.R., &Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93–114. Schwinger, M., &Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping – The protective function of mastery goals. Learning and Individual Differences, 21, 699-709. Senko, C., Hulleman, C. S., &Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist. DOI: 10.1080/00461520.2011.538646 Stasinou, V., Hatzichristou, C., Lampropoulou, A., & Lianos, P. (2020). Adolescents’ perceptions of covitality and academic performance: The moderating role of school climate. Psychology, 25 (1), 55-71. Tzohar-Rosen, M., & Kramarski, B. (2014). Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1 (4), 76-95. Urdan, T., &Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524–551. doi:10.1016/S0361-476X(02)00060-7 Vauras, M., Salonen, P., Lehtinen, E., &Lepola, J. (2001). Long-term development of motivation and cognition in family and school contexts. In S. Volet& S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 295–315). Oxford, UK: Pergamon. Wigfield, A., & Eccles, J. S. (2000).Expectancy–value theory of achievement motivation.Contemporary Educational Psychology, 25, 68–81. Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations and interest: Definitions, development and relations to achievement outcomes. Developmental Review, 30, 1-35. Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. Yu, J., & McLellan, R. (2019). Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping. Learning and Individual Differences, 69, 33-44.
Last Update
02-06-2021