APPLICATIONS OF PSYCHOLOGY IN EDUCATION

Course Information
TitleΕΦΑΡΜΟΓΕΣ ΨΥΧΟΛΟΓΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ / APPLICATIONS OF PSYCHOLOGY IN EDUCATION
CodeΕΠΜ164
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorEirini Adamopoulou
CommonNo
StatusActive
Course ID600029007

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)

Registered students: 2
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2025 – 2026
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600287025
Course Type 2021
Specific Foundation
Mode of Delivery
  • Face to face
Digital Course Content
Learning Outcomes
Upon successful completion of the course, students are expected to: 1. Interpret key psychological theories and research findings related to learning, teaching, and the psychosocial development of children and adolescents, while recognizing their value and limitations within the educational context. 2. Apply strategies and practices grounded in evidence-based psychological knowledge to enhance the learning process, foster active student engagement, and promote psychosocial well-being of students in the classroom. 3. Critically analyze contemporary approaches and interventions, drawing on psychological research, to improve educational practice and enrich the learning experience.
General Competences
  • Apply knowledge in practice
  • Make decisions
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course examines the applications of psychological theories and research findings in the field of education. Specifically, students explore, based on evidence-based scientific data, how psychological mechanisms influence the learning process, teaching practices, behavior, and the psychosocial development of children and adolescents. The course integrates theoretical knowledge with practical applications, enhancing students’ ability to apply psychological insights in educational practice
Educational Material Types
  • Slide presentations
  • Video lectures
  • Podcast
  • Audio
  • Book
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
Use of PowerPoint, audiovisual media (video, webinars, and podcasts), and digital tools (e.g., Poll Everywhere, Socrative, Kahoot). Use of the e-learning platform to provide lecture notes (slides), bibliography, information, and general support for the course. Provision of electronic materials (e.g., course overview) using informational graphics (infographics). The learning process and communication with students are supported via the e-learning platform and email.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures90
Reading Assigment50
Exams10
Total150
Student Assessment
Description
The course will be assessed through a written final exam based on multiple-choice questions.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Churches, R., Dommett, E., & Devonshire, I. (2024). Νευροεπιστήμη για εκπαιδευτικούς: Εφαρμόζοντας ερευνητικά από την επιστήμη του εγκεφάλου (Επιμέλεια: Μ. Παπαδάτου-Παστού. Μετάφραση: Γ. Τσακονίτης). Gutenberg. O'Donnell, A. M., Reeve, J., & Smith, J. K. (2023). Εκπαιδευτική ψυχολογία: Aναστοχασμός για δράση (Επιμέλεια: Γ. Μανωλίτσης, Φ. Αντωνίου. Μετάφραση: Δ. Τομαράς). Gutenberg. Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2025). Εκπαιδευτική ψυχολογία (Επιμέλεια: Λ. Αναγνωστάκη, Β. Γιαννούλη, Τ. Γκάτσα, Φ. Παρασκευά, Α. Τουλουμάκου). Gutenberg.
Additional bibliography for study
Aldrup, K., Carstensen, B., & Klusmann, U. (2023). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89–110. https://doi.org/10.1080/00461520.2023.2282446 American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490–1505. https://doi.org/10.1037/edu0000444 Βλάχος, Φ. (2020). Tα οφέλη της γραφής με το χέρι στην ανάπτυξη της αναγνωστικής ικανότητας: Ανασκόπηση νευροαπεικονιστικών ευρημάτων. Ψυχολογία, 25(2), 1-12. https://doi.org/10.12681/psy_hps.25575 Burns, M. K., Petersen-Brown, S., Haegele, K., Rodriguez, M., Schmitt, B., Cooper, M., Clayton, K., Hutcheson, S., Conner, C. Hosp, J., & VanDerheyden, A. (2015). Meta-analysis of academic interventions derived from neuropsychological data. School Psychology Quarterly. Advance online publication. http://dx.doi.org/10.1037/spq0000117 Checa-Romero, M., & Gimenez-Lozano, J. M. (2025). Video games and metacognition in the classroom for the development of 21st century skills: A systematic review. Frontiers in Education, 9. ttps://doi.org/10.3389/feduc.2024.1485098 Crone, E. A., & Konijn, E. A. (2018). Media use and brain development during adolescence. Nature Communications, 9(1). https://doi.org/10.1038/s41467-018-03126-x Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131–147. https://doi.org/10.1080/00461520.2022.2090364 Davila, M., & Kornienko, O. (2022). Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks. School Psychology, 37(6), 455–466. https://doi.org/10.1037/spq0000481 García-Rodríguez, L., Iriarte Redín, C., & Reparaz Abaitua, C. (2023). Teacher-student attachment relationship, variables associated, and measurement: A systematic review. Educational Research Review, 38, 100488. https://doi.org/10.1016/j.edurev.2022.100488 Gu, Y., Zhu, Y., & Brown, K. W. (2021). Mindfulness and attention deficit hyperactivity Disorder. Journal of Nervous and Mental Disease, 209(11), 796–801. https://doi.org/10.1097/nmd.0000000000001388 Høstmælingen, A., Bjørnebekk, G., Olseth, A. R., & Sørlie, M.-A. (2025). Individual differences in students’ approach and avoidance sensitivity as predictors of academic progression during elementary school. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000947 Klimovich, M., & Richter, T. (2024). Metacognitive training can reduce mindless reading. Journal of Educational Psychology, 116(5), 836–852. https://doi.org/10.1037/edu0000884 Mason, L., Zagni, B., Bacchin, F., Frison, C., & Scrimin, S. (2022). Children's attentional processes in outdoor and indoor environments: The role of physiological self-regulation. International Journal of Environmental Research and Public Health, 19(20), 13141. https://doi.org/10.3390/ijerph192013141 Μαστροθανάσης, Κ., Ρούσσος, Π., & Κουλιανού, Μ. (2018). Κατασκευή και ψυχομετρικός έλεγχος της Κλίμακας Αξιολόγησης και Καταγραφής Στρατηγικών Παραγωγής Γραπτού Λόγου. Ψυχολογία, 32(1), 128-143. http://dx.doi.org/10.12681/psy_hps.23022Sandrock, J. W., & Roehring, A. D. (2025). Εκπαιδευτική ψυχολογία (Επιμέλεια: Α. Σ. Αντωνίου, Φ. Πολυχρόνη. Μετάφραση: Β. Παππά). Τζιόλα. Thomas, M. S. C., Mareschal, D., & Dumontheil, L. (Eds.) (2024). Εκπαιδευτική νευροεπιστήμη: Δια βίου ανάπτυξη (Επιμέλεια: Σ. Τσερμεντσέλη & Α. Ι. Χρήστου. Μετάφραση: Κ. Γούλα). Gutenberg. Winstone, N. E., & Nash, R. A. (2023). Toward a cohesive psychological science of effective feedback. Educational Psychologist, 58(3), 111–129. https://doi.org/10.1080/00461520.2023.2224444 Συναφή επιστημονικά περιοδικά Educational Psychologist Journal of Educational Psychology Educational Psychology Review Journal of Experimental Education Review of Educational Research
Last Update
11-09-2025