Educational Psychology Course Research Articles

Unpacking the Dynamics of Online Motivation: A Study of Short-Term Changes in Task Value and Cost Utilizing Multiple Change Analyses

Motivation is critical to student success in learning environments. However, changes in situation-specific motivation over time are rarely explored among online learners. Drawing from the Situated Expectancy Theory (SEVT), in the current study, I examined changes in situational task-specific task value and cost over the short term and tested the impact of these changes on achievement. I collected task value and cost over four time points from 68 students in an upper-division online Educational Psychology course. Grades on two discussion posts and one exam represented academic performance. I used multiple analytic techniques, scarcely used in the literature, to measure change across time, including task value-cost switching and group and individual-level task value-cost intensity. Group-level intensity analyses revealed task value and cost stability across most time point comparisons. However, individual-level analysis demonstrated variability in task value and cost across comparisons. There was no evidence of task value or cost switching. One significant increase in cost across tasks predicted academic performance in the subsequent assessment. The study highlights the importance of using various techniques to explore motivational changes among online learners and demonstrates the applicability of SEVT in online learning environments.

Exploration of the Curriculum Reform Path in the Period of High-Quality Development of University Educational Psychology

The theoretical and applied characteristics of educational psychology courses in colleges and universities are prominent, and actively promoting curriculum reform is more conducive to promoting the implementation of talent training goals, which is in line with the practical needs of social development for high-quality talents. However, curriculum reform is a systematic project, which involves the innovation of curriculum content systems, teaching methods, teaching evaluations, and so on. This paper mainly expounds on the curriculum reform path in the period of high-quality development of educational psychology in colleges and universities, hoping to play a reference role in improving the level of education management.

Flipped classroom in higher education. Analysis of a research methods course in Educational Psychology

La necesidad de innovación educativa se fortaleció debido al confinamiento generado por la pandemia. Desde entonces algunas metodologías de enseñanza y aprendizaje existentes mejoraron, como es el caso del Aula Invertida, la cual, a diferencia de un enfoque “tradicional”, permite una participación activa por parte de las/los estudiantes y puede ser aplicada en ambientes presenciales, en línea o híbridos. El objetivo de este trabajo es analizar una experiencia de aplicación del Aula Invertida en un curso de métodos de investigación en psicología educativa. Además de la aplicación de este enfoque, esta experiencia incluye la percepción de las/los estudiantes por medio de un cuestionario cuantitativo y entrevistas a través de grupos de enfoque. Participaron 39 estudiantes de licenciatura en Psicología Educativa. Los resultados de la aplicación del aula invertida indican, por parte de las/los estudiantes, que hay mayor participación, se favorece la autorregulación, tienen una percepción positiva del aula invertida considerando tanto ventajas como desventajas de su aplicación. En cuanto a la enseñanza, se consigue la innovación educativa ya que se utilizaron metodologías activas, apoyadas con las nuevas tecnologías y se obtuvieron sugerencias para posterior uso de este enfoque en educación superior.

Effectiveness of case study method in teacher preparation in Kazakhstan

Relevance. The research is relevant as it evaluates the effectiveness of the case study method in developing professional competencies of future teachers in Kazakhstan, where this approach is underutilized. It addresses a gap in the current teacher training system by comparing the case study method with traditional teaching approaches and providing evidence for its potential benefits. Purpose. The purpose of this article is to evaluate the efficacy of the case study method in nurturing the professional competencies of prospective teachers enrolled in the �Foreign Language: Two Foreign Languages� educational program. Additionally, the study seeks to compare the effectiveness of the case study method with conventional teaching methods and put the developed cases to the test. Methodology. The research relied on empirical methods to assess the participants� initial and final levels of professional competence. Results. In the course of the pedagogical experiment, the case study method was employed to introduce the revised �Educational Psychology� course content. The aim of the course is the theoretical and practical mastery of knowledge about the psychology of educational activity, the relationship between learning processes, teaching, training, and education, as well as the formation of scientific psychological thinking, professional knowledge, and skills of future specialists in the field of educational psychology. Conclusions. Using the case study method in teacher training enhances professional competencies and increases motivation for learning. Research shows significant improvement in competencies among those taught using this method compared to traditional education. Keywords: higher education; future teachers; professional competencies; interactive technology; practice-oriented focus

THE EFFECTIVENESS OF PEDATI LEARNING DESIGN IN LEARNING EDUCATIONAL PSYCHOLOGY FOR PROSPECTIVE TEACHERS OF ISLAMIC RELIGIOUS EDUCATION

This research is motivated by the fact that studying educational psychology is very important. By understanding educational psychology, prospective Islamic religious education teachers can form Islamic personalities in students through understanding behavior and stages of development. Educational psychology is also a bridge in realizing good social interaction between teachers and students, between teachers, or between students and other parties. This research aims to determine the effectiveness of the PEDATI learning design in educational psychology learning for prospective Islamic religious education teachers. The approach in this research is a mixed method with a survey method. The respondents in this study were students taking Educational Psychology courses. The research results show that the PEDATI learning design implemented is in the medium category, and respondents perceive its effectiveness as good. Student perspective Islamic religious education teachers become better prepared for learning, and discussions in learning become more lively, especially in analyzing student growth and development, student environment, differences in student character, and student potential.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

Identification of student difficulties in learning educational digital psychology using the Projectbased learning model

Digital psychology or also known as cyperpsychology is a relatively new branch of science in applied psychology. Digital psychology studies the interaction between individuals using technology, the impact of technology on individual habits, the attempt to develop technology according to the need, and how technology can impact individual psychology. Technology that has now become part of learning can certainly impact students' habits and psychology. Universitas Jambi biology education study program students who are trained to become future teachers must be prepared to deal with this. Therefore, students are also trained in educational digital psychology courses. In order to ensure an optimal learning experience for students, lecturers must identify the learning difficulties they encounter. This study aims to identify learning difficulties encountered by students in educational digital psychology courses using a project-based learning model. This research is a descriptive study conducted from May to June 2024. The study population was all students of the Biology Education study program who enrolled in educational digital psychology course totaling 111 people, while the research sample amounted to 72 people. The results showed that 54.2% of students encountered difficulties in learning educational digital psychology using the project-based learning model, with the following causes: not finding appropriate learning resources (58.3%), not being able to find appropriate learning resources (48.6%), time constraints (47.2%), not understanding the learning resources found (43.1), and not being interested in the project-based learning model (23.6%). It is concluded that most students experience difficulties in learning educational digital psychology using the project-based learning model with the highest percentage of not finding appropriate resources, followed by not being able to find appropriate learning resources, time constraints, not being able to understand the learning resources found, and not being interested in the project-based learning model.

The optimization effect of the art course of educational psychology on the anxiety of college students

BackgroundAnxiety is a common mental health problem, especially among college students. Anxiety disorders seriously affect college students’ learning and quality of life and may lead to other mental health problems.Subjects and MethodsEducational psychology is integrated into the music appreciation course of public art education in colleges and universities, and an effective psychological intervention method is sought to optimize the psychological condition of students with anxiety disorders. In the experiment, 50 college students with anxiety disorders were studied, and 25 were treated for three months with art and music appreciation courses integrated with educational psychology. The other 25, as a control group, were treated for three months with a traditional art and music appreciation course.ResultsThe anxiety item of the Stanford Acute Stress Response Questionnaire (SASRQ) was used to evaluate the mental health status of the two groups of college students. The higher the score, the more serious the anxiety. The experimental results showed that the pressure of college students in the experimental group was significantly reduced, and their emotions tended to be stable, with a comprehensive score of 11. Some students in the control group still had anxious and impatient behavior, and the total score was 19 points.ConclusionsThe music course of public art education integrated with educational psychology can promote the mental health of college students and relieve anxiety. At the same time, this study provides a new perspective and reference for academic research and practice in educational psychology in universities.

Integrating curriculum ideology and politics into physical education on students’ bipolar depression

BackgroundBipolar depression is an important part of college students’ mental health problems. As an important part of the school curriculum system, the improvement of its teaching methods and contents has an important impact on students’ mental health. From the perspective of educational psychology, the integration of curriculum ideology and politics with college physical education is expected to play an important role in the relief of bipolar depression.Subjects and Methods The experiment selected 50 college students in a physical education course as the research object, half of them as the experimental group, received the physical education course treatment under the mode of educational psychology for half a year, and the other half as the control group, received the physical education course treatment with the ideological and political integration of educational psychology course for half a year. After the course, the Stanford Acute Stress Response Questionnaire (SASRQ) was used for feedback. The higher the score, the more serious the bipolar depression was.ResultsThe students in the experimental group had a more positive attitude, and their physical exercise was also strengthened, with a low feedback score of about 8. In the control group, the remission effect of bipolar depression was not obvious, the learning enthusiasm was not high, and the feedback score was 15 points.ConclusionsThe integration of educational psychology curriculum thinking and politics in college physical education teaching has a positive effect on the alleviation of students’ depression and also provides an important reference for the improvement of college physical education teaching.AcknowledgementThe research is supported by: 2023 Zhongshan Vocational and Technical College Scientific Research Project, Design and Development of a Physical Health Management System for College Students (No. KYB2319).

University of Dundee: MSc educational psychology course update

University of Dundee: MSc educational psychology course update

Analysis of the Needs Learning Problems During the Covid-19

The COVID-19 pandemic has brought dramatic changes in education, transforming traditional learning into e-learning around the world. The use of e-learning has been used by almost all universities in Indonesia, such as at Jakarta State University, in several faculties and study programs have used e-learning in the learning process. However, it is very unfortunate that the e-learning material used looks unspecific, unfocused, and piles all the teaching material into one teaching material. This makes students easily bored with the teaching materials used and makes students not understand the teaching material presented because the amount of material will be a burden for students. The term blended learning emerged after the development of information technology so that sources can be accessed by offline and online learners. With the development of blended learning, it can facilitate the learning process for students without having to interfere with activities. The obstacles above make researchers think that this New Orientation course in Educational Psychology has the potential toprovide appropriate solutions and interventions. The intervention that can be done is to developBlended Learning with a Case Base Learning approach in learning the New Orientation course in Educational Psychology. The benefits that researchers hope with the development of Blended Learning for the New Orientation course in Educational Psychology can make it easier for students to master the concepts in the New Orientation course in Educational Psychology and can overcome student learning difficulties during the COVID-19 pandemic

Pengembangan E-Modul Mata Kuliah Psikologi Pendidikan untuk Mahasiswa Jurusan Pendidikan Guru PAUD UNM

This community service activity is to develop E-Modules for Educational Psychology courses targeting students of the Early Childhood Education Teacher Education Department, Faculty of Education, Makassar State University as participants. There are 105 PGPAUD FIP UNM batch 2021 students who are divided into three classes as participants in the E-Module practical test activities. The purpose of this service activity is to develop innovative and creative teaching materials using case method and Project Based Learning models. This service is carried out by first making a module using the Canva application, then converting it into an E-Module using the flip book application. The preparation of E-Modules is carried out through several activities, such as compiling lecture materials, conducting Forum Group Discussions (FGDs) with lecturers and kindergarten teachers. After completion, the E-Module is socialized to students so that it can be accessed effectively on the website of the PGPAUD Department FIP UNM. Then an analysis was carried out regarding the practicality test of the E-Module for the educational psychology course for 105 PGPAUD FIP UNM students batch 2021. The results of this service are making students have teaching materials in the form of E-Modules that are innovative, interesting and very accessible.

Facilitating Students’ Reflections and Linkages Between Theory and Practice Through an Educational Psychology Course

Facilitating Students’ Reflections and Linkages Between Theory and Practice Through an Educational Psychology Course

REFRAMING CULTURAL COMPETENCE AND CIVIC ENGAGEMENT: A REPLICATION STUDY OF HIGH IMPACT PRACTICES IN UNDERGRADUATE PSYCHOLOGY COURSES

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0091/a.php" alt="Hit counter" /></p>

The Effectiveness of Online Learning on Psychology Education Courses of Children With Special Needs in Special Education Students

The role of educators is to develop teaching methods in the Psychology of Educational Children with Special Needs lectures so that students gain knowledge, learning experiences, and easy access through online discussion forums during the COVID-19 pandemic. This study aimed to determine the effectiveness of online learning on educational psychology courses for special education students. This research hypothesizes that the online teaching method using WhatsApp is effective for The Educational Psychology of Children with Special Needs course. The research method is a Quasi Experiment. The subjects of this study were students of special education study programs at the University of Lambung Mangkurat, Banjarmasin city. The data collection method used the test method, through pre-test and post-test. The data analysis technique is the t-test technique. The results of the research from pre-test and post-test data using a paired sample-t test showed that the activities of special education students in the educational psychology course for Children with Special Needs using online learning using WhatsApp turned out to be quite effective.

INCREASING STUDENTS’ LEARNING INTEREST THROUGH BLENDED LEARNING IN THE EDUCATIONAL PSYCHOLOGY COURSE

Education is a development, reinforcement, and improvement attempt at people’s ability and potential through teaching, guidance, example, and so on needed by themselves, other people, and nation and state. In fact, there are many students who believe that learning is not fun so their interest in learning decreases. Therefore, innovative learning is needed to increase students’ interest in learning. One of the attempts is to apply the Blended Learning model. This paper aims to determine whether there is a significant effect of blended learning on students’ learning interest in educational psychology courses. This paper is quantitative research with a causal type, which involved 43 third-semester students of the Islamic Education study program of IDIA Prenduan. Based on the findings of the data analysis tested through simple linear regression, the value of the t-count of 0.847 is smaller than t-table 2.019 at a significant level of 5%. It can be concluded that blended learning has an insignificant effect on students’ learning interest in Educational Psychology courses of the Islamic Education study program of IDIA in the academic year 2021-2022.

Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy

AbstractBackgroundImplementing English medium instruction (EMI) has become a proliferating measure in higher education to embrace globalization. Nevertheless, university students reported various challenges in taking EMI courses.ObjectivesThis study investigated the effect of the computer‐mediated terminology pretraining on university students' EMI success, regarding their efficacy in taking EMI courses, self‐directed learning (SDL), and EMI performance.MethodsParticipants were 86 university students enrolled in two EMI educational psychology courses. Students in the experimental group were assigned computer‐mediated terminology pretraining tasks for 13 consecutive weeks, while those in the control group did not receive the pretraining assignment. Both groups were taught using the problem‐based learning (PBL) pedagogy with a computer‐mediated structured whiteboard.Results and ConclusionThe study findings showed that the computer‐mediated terminology pretraining enhanced learners' response efficacy. Both groups increased their SDL under the PBL pedagogy. Besides, multigroup comparison results demonstrated that efficacy in EMI positively predicted SDL, which was related to better EMI performance in the experimental group but not in the control group. Notably, students conducting computer‐mediated terminology pretraining remitted the influence of English ability on their EMI performance.Major Takeaways from the StudyImplications for instruction were made to use the combined strategy of the computer‐mediated terminology pretraining and PBL in EMI courses to facilitate university students' efficacy in taking EMI courses, self‐directed learning behaviours, and EMI performance.

Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs

The purpose of this study was to examine willpower beliefs as a predictor of a more expansive set of self-regulated learning (SRL) strategies, and to expand knowledge on relations between dispositional motivational beliefs and SRL. We examined these relations while accounting for more established SRL precursors: mindset and self-efficacy for self-regulated learning (SESRL). Our sample included 281 college students in an educational psychology course. Hierarchical linear regression analyses were conducted for several regulatory areas and supported previous findings related to mindset and SESRL. Our findings indicated that willpower beliefs were positively related to students’ self-reported engagement with cognitive, motivation, and contextual regulation strategies. This study has implications for willpower as a point of intervention for increasing students’ engagement in SRL.

Video Feedback and Instructor Social Presence in an Asynchronous Online Course

Understanding best practices in online learning environments has become an important area of research in recent years, both before and during the pandemic. Video feedback has been studied as a way to enhance instructor social presence and create classroom community, though more research is needed to understand these constructs in various contexts. The current study sought to understand the extent to which video feedback enhanced instructor social presence in an asynchronous online course. Participants included five sections of an advanced educational psychology course for pre-service teachers. A qualitative, descriptive design using both surveys (n = 63) and interviews (n = 10) was employed to explore student perceptions of video feedback. Findings demonstrate that video feedback enhanced instructor social presence and that weekly videos improved students’ overall experience in the course. The video-based feedback led students to develop a better relationship with the course instructor and improved their overall experience in the course. Implications for student outcomes and instructor planning in online courses are discussed.

Online Counseling Teaching Management during the COVID-19 Pandemic for Teacher Professional Students: Classroom Action Research

This class action research required to develop online counseling teaching. The objectives were 1) to develop a learning management plan for an online counseling unit that promotes the competency in the counseling service of teaching professional students and 2) to study the change in the competency in the counselling service after studying with the online counseling unit learning management plan. The target group was teacher professional students, faculty of education, Government University in Thailand, who enrolled in the course of educational psychology and teacher guidance, academic year 2021. The instruments used in this research were: 1) the counseling unit learning management plan 2) a model reflecting learning outcomes in the counseling unit, and 3) a knowledge test in the counseling unit. The researchers analyzed quantitative data with percentile analysis and qualitative data with content analysis. The results showed that most of the students had 70% or more of post-learning knowledge of counseling. It reflected that learning counseling is useful for future use in the teaching profession. Including observation from the practice of counseling, it was found that students were able to apply the learned skills to psychological counseling.