Perspective Of Educational Psychology Research Articles

The Innovative Integration of College Students’ Mental Health Education and the Path of Civic and Political Education in the Perspective of Educational Psychology

Abstract This work presents the automated assessment method of civic education using fusion psychology. The basis for it is the development of abilities in psychological and civic education. Five first-level evaluation indicators and seventeen second-level indicators have been filtered out. The computerized assessment model of Civic and Political Education of Integrated Psychology is constructed with timeliness by preprocessing the quantified index data with dynamic clustering and fusion using the fuzzy C-mean clustering algorithm, which is based on the evaluation indexes and training sample set. The research program on the relationship between mental health education and civics instruction is designed with the incorporation of mental health into the civics course as the starting point. Statistical analysis tools are used to analyze civics education examples that incorporate mental health education from the perspective of educational psychology. The model in this paper may successfully enhance the precision of the evaluation of the standard design of Civic and Political Education, which includes mental health education, as evidenced by its smaller RMSE and MAE of the evaluation results when compared with BP and RBF, which are 0.3151 and 0.1834, respectively. Cultural confidence appears to have a partly mediation effect between curricular citizenship and mental health since curricular civics positively impacts cultural confidence (p<0.001), and neither curricular civics nor cultural confidence is beneficial to mental health (p<0.001). The purpose of this study is to offer guidance for advancing the development and integration of political, ideological, and mental health education. College students’ overall growth in morality, intelligence, physical fitness, and aesthetics is greatly influenced by this.

Paradigma Mendidik dan Mengajarkan English For Specific Purpose dalam Meningkatkan Kompetensi Mahasiswa Akuntansi Ditinjau dari Perspektif Psikologi Pendidikan

In the field of education, the teaching paradigm means providing lessons about various sciences to individuals, which then will benefit the individual's thinking abilities. Educational Psychology is a branch of psychology that specializes in the understanding of learning and teaching processes in educational environments. Through the perspective of Educational Psychology, education can be viewed as a practical science that seeks to explain learning in accordance with scientifically established principles and facts surrounding human behavior. The research method used was descriptive qualitative with triangulation techniques, data collection through observation, interviews and questionnaires, as well as documentation studies. The results of this research are first, the presence of psychology in the world of education provides practical benefits in the teaching and learning process, especially in learning English For Specific Purposes (ESP) in Accounting courses, which helps students know English terms in making financial reports and journals. Second, it was found that the paradigm skills of teaching and educating ESP when viewed from educational psychology had a positive impact on college graduates and teaching staff. One of them is helping graduates have ESP competence in their field. It is hoped that the results of this research can contribute to the development of the ESP curriculum in Indonesia.

Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study.

Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective.

A Study on the Effect of Psychological Resilience on Career Decision-making Anxiety of Chinese Normal University Graduating Students: Mediating Effect of Coping Styles

Objectives As the number of college graduating students increases year by year, the problem of employment dif-ficulties of graduating students has become increasingly prominent, followed by psychological changes resulting in career decision-making anxiety. From the perspective of educational psychology, this study explores the influ-ence of normal university graduating students’ psychological resilience on career decision-making anxiety and the mediating effect of coping styles, and finds out the influencing factors of career decision-making anxiety, so as to put forward coping styles to alleviate normal university graduating students’ career decision-making anxiety.
 Methods The study used quantitative method to analyze the relationship between psychological resilience and career decision-making anxiety among 469 soon-to-be Chinese normal graduating students. SPSS 25.0 stat-istical software was used for descriptive statistics, one-way ANOVA and correlation analysis. By using AMOS 24.0 software, structural equation models are established to analyze path coefficients and mediating effects.
 Results The psychological resilience and the career decision-making anxiety of normal graduating students are generally at a moderate level, with significant differences in demographic variables such as gender, and student cadre experience. There are the significant negative correlation between psychological resilience and career deci-sion-making anxiety. The mediating effect test shows that the psychological resilience of college graduating stu-dents can indirectly affect career decision-making anxiety through (positive and negative) coping styles. Coping styles (positive and negative coping style) have a partial mediating effect between psychological resilience and ca-reer decision-making anxiety.
 Conclusions Psychological resilience and coping styles of normal university graduating students are closely re-lated to career decision-making anxiety. Psychological resilience can directly affect career decision-making anxi-ety, but also indirectly affect career decision-making anxiety through (positive and negative) coping styles.

Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms

Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies.

Coping styles of college teachers for students with ADHD tendency from the perspective of educational psychology

BackgroundAttention Deficit Hyperactivity Disorder (ADHD) is a common childhood neurodevelopmental disorder, but it can also persist into adulthood. College teachers are faced with challenges in the face of students with ADHD tendency and need appropriate coping strategies to help these students improve their learning effect and adaptability.Research objects and Methods This study selected a certain number of university teachers as research objects, and collected data by means of questionnaire survey. The main content of the questionnaire was the teachers’ views on the cognition degree, teaching strategy and support measures of students with ADHD tendency. SPSS23.0 software was used to record and analyze the data.ResultsThe results show that most college teachers have relatively low cognition of students with ADHD tendency, and there are some confusions in coping with them. At the same time, however, some teachers have adopted positive strategies, such as providing additional tutoring and support, and establishing clear rules and time management methods. These teachers have achieved some success in helping students improve their learning effectiveness and adaptability.ConclusionsFrom the perspective of educational psychology, college teachers should improve their cognition of students with ADHD tendency and adopt appropriate coping strategies to help them. This includes providing additional tutoring and support, setting clear rules and time management methods, and encouraging students to engage in classroom interactions. These measures can help students reduce attention difficulties and hyperactive behaviors, and improve the learning effect and adaptability.

Traditional arts and crafts elements and modern art design teaching relieve student attention deficit

BackgroundIn modern society, the issue of student attention deficit is becoming increasingly common, posing challenges to education and teaching. From the perspective of educational psychology, the integration of traditional arts and crafts elements into modern art design teaching may have a positive impact on students’ attention deficit. This study aims to explore the impact of integrating traditional arts and crafts elements with modern art design teaching on students’ attention deficit, and provide corresponding teaching strategies.Subjects and Methods This study adopts a combination of quantitative and qualitative research methods, selecting 300 students from three different art colleges as the research subjects. These students were randomly divided into an experimental group and a control group, with 150 students in each group. The experimental group was taught the integration of traditional arts and crafts elements with modern art design, while the control group was taught conventional modern art design. During the process, the SNAP-IV-18 scale was used to evaluate the status of students before and after the intervention. Statistics on data were performed by using SPSS24.0 software.ResultsThe research results show that the experimental group of students showed significant improvements in attention concentration, sustained attention, and attention transfer. At the same time, they also scored high in creativity, critical thinking, and problem-solving abilities.ConclusionsResearch has shown that the integration of traditional arts and crafts elements with modern art design in teaching from the perspective of educational psychology can help alleviate students’ attention deficits, and improve their creativity and critical thinking abilities.

Optimizing the teaching system of geotechnical engineering majors on students’ psychological anxiety

BackgroundExcessive anxiety among students may lead to both psychological and physical symptoms, including significant emotional fluctuations, lack of concentration in memory, withdrawn personality, social difficulties, decreased sleep quality, decreased appetite, wild thoughts, numbness in limbs, restlessness in sitting and standing, etc.Subjects and MethodsTo study the impact of optimizing the teaching system of geotechnical engineering majors in vocational colleges on students’ psychological anxiety from the perspective of educational psychology, an experiment was conducted on 50 students majoring in geotechnical engineering with psychological anxiety. The students were randomly divided into two groups, with 25 in the control group and 25 in the experimental group. The control group students received routine psychological counseling treatment, while the experimental group students received education system optimization treatment on this basis, with a treatment period of 3 months. Before and after treatment, the Self-rating Anxiety Scale (SAS) was used for testing.ResultsThere was no significant difference in the SAS scores before treatment between the control group and the experimental group, indicating homogeneity between the two groups of students. After treatment, the SAS scores of the control group students decreased by 11 points, while the SAS scores of the experimental group students decreased by 20 points, significantly higher than the control group.ConclusionsThe anxiety relief effect of students with psychological anxiety varies under different treatment methods, while the effect of conventional treatment is relatively average. From the perspective of educational psychology, optimizing the teaching system of geotechnical engineering in vocational colleges can further reduce the psychological anxiety of students in this major.

The integration path of ideological and political education and mental health construction of college students with depression from the perspective of educational psychology

BackgroundIn the current social environment, school students are facing a very serious situation in terms of learning and employment. How to use education to help students alleviate pressure is the main direction of education. Especially in the online environment, a good political orientation can help college students cultivate correct fertilization concepts, thus laying a good ideological foundation for their future development.Subjects and Methods The study selected 50 college students with depression as the research subjects and divided them into two groups on average using random numbers. There are two groups, the experimental group and the control group. Both groups of patients received routine drug treatment, while the experimental group received teaching and treatment designed by the research institute to integrate ideological and political education with mental health construction. After 12 weeks of treatment, SAS and SDS scores were analyzed for both groups of patients.ResultsThe study selected SPSS23.0 statistical software for data analysis of the final results. The analysis results showed that there was no significant difference in various scores between the two groups of patients before intervention (P>0.05). After the intervention, the depression and anxiety scores of both groups of patients significantly decreased (P<0.05), with the experimental group scoring significantly lower than the control group (P<0.05).ConclusionsThe educational path of integrating emotional psychology with ideological and political education can effectively alleviate the life pressure of depressed college students and help them overcome difficulties.

The alleviation of PTSD through collaborative education of ideological and political education under educational psychology

BackgroundThe complex social and family environment puts some college students under significant psychological pressure and stimulation and some students experience Post Traumatic Stress Disorder (PTSD). If not intervened in a timely manner, it will cause significant harm to students’ physical and mental health and even threaten the stability of the campus. From the perspective of educational psychology, collaborative education of ideological and political education for college students can improve the timeliness of ideological and political education, and is of great significance for timely intervention of students’ psychological issues. It can be applied to students PTSD intervention.Subjects and MethodsThe study conducted selection and grouping of 60 PTSD students, resulting in a control group (30) and an intervention group (30). The former adopts general ideological and political education, while the latter adopts a collaborative education strategy for college students’ ideological and political education, lasting for 3 months. PTSD was evaluated using indicators such as the Self-rating Scale for Post-traumatic Stress Disorder (PTSD-SS), and SPSS23.0 software was used to process data.ResultsAfter 3 months of teaching, the PTSD symptoms of the two groups were improved significantly. Unlike the control group, the intervention group had lower PTSD-SS scores (P<0.05).ConclusionsCombined with educational psychology, after the implementation of the collaborative education strategy for ideological and political education among college students, the symptoms of PTSD students have been alleviated to varying degrees, and the sleep quality of students has been greatly improved.

Teaching reform based on students’ learning phobia from the perspective of educational psychology

BackgroundLearning phobia is a special phobia and mental disorder, which is a long-term behavior caused by psychological emotions such as anxiety, depression, etc. The current education model is mainly biased towards the test, paying too much attention to the test results, but ignoring the learning process in the classroom. This also causes the classroom to be too boring, which seriously affects the students’ interest in learning. Therefore, the key to improving students’ fear of learning lies in the reform of teaching mode.Subjects and MethodsEducational psychology is a course of both theory and application, which helps to relieve students’ academic pressure and improve their overall quality. Therefore, based on educational psychology, this study makes an in-depth analysis of the influence of the reformed teaching mode on students’ learning phobia. Fifty students with learning phobia were randomly selected from a school. They were divided into general teaching group and teaching reform group, with 25 people in each group. SPSS 23.0 software was used to analyze the changes of students’ learning phobia.ResultsBefore the experiment, the baseline data of all students had no statistical significance (P>0.05). After intervention, the learning phobia of teaching reform group was significantly improved compared with that of general teaching group, and the difference was statistically significant (P<0.05).ConclusionsThe use of appropriate teaching mode can naturally improve students’ interest in learning, but also be more conducive to students’ physical and mental health growth.

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).

Alleviation effect of ideological and political education on psychological obstacles of college students

BackgroundThe increasing pressure of social competition has gradually increased the pressure on the college student community. The psychological problems of college students have become increasingly prominent, even becoming an important factor affecting campus stability in some universities. Although traditional treatment methods are effective in alleviating psychological disorders in college students, long-term treatment has developed drug resistance or reduced treatment effectiveness. Therefore, the study aims to alleviate the psychological barriers of college students by introducing ideological and political education from the perspective of educational psychology.Subjects and MethodsA total of 52 college students with psychological disorders were selected as the research subjects and randomly divided into H and I groups. Group H adopted traditional treatment methods, while Group I introduced ideological and political education on this basis. The experiment lasted for one year, and after the experiment, independent t-tests were conducted on the samples using SPSS 20.0 and data analysis was conducted on the samples.ResultsAfter the experiment, the somatization score of Group I was 1.30 ± 0.45 points, the interpersonal sensitivity score was 1.56 ± 0.51 points, the paranoid score was 1.44 ± 0.48 points, the mental parallelism score was 1.49 ± 0.61 points, and the terror score was 1.40 ± 0.35 points, all lower than those of Group H and before the experiment.ConclusionsFrom the perspective of educational psychology, ideological and political education can effectively alleviate psychological barriers for college students.

Macro-educational approach on employment psychological disorders among college students: an educational psychology perspective

BackgroundThe psychological barrier of college students in employment is increasingly serious in contemporary society, which has a serious impact on their mental health and employment prospects. Macro-education model is an education mode that pays full attention to the development of students. By providing more diversified and comprehensive educational resources, it is expected to alleviate the psychological barriers of college students in employment.Research subjects and MethodsThis study selected 50 college students from a certain university as the research subjects, and collected data through questionnaire surveys and on-site observations. The main data collected is information on the degree of employment psychological barriers among college students and the effectiveness of macro education models in alleviating their employment psychological barriers. In this study, SPSS software was used to process and analyze the collected data.ResultsThe results showed that the degree of psychological barriers in employment was relatively low among the college students who accepted the macro-education model. By providing abundant employment guidance and practical opportunities, the macro education model enhances college students’ confidence and readiness for employment.ConclusionsFrom the perspective of psychology, the macro education model has a certain easing effect on the psychological barriers of college students in employment. By providing more diversified and comprehensive educational resources, this mode of education helps college students to enhance their confidence and readiness for employment, and reduce anxiety and pressure.

The positive impact of ideological and political concepts in curriculum on anxiety disorder among college students

BackgroundAnxiety neurosis is a common type of neurosis characterized by anxiety. Genetic, biological, and psychological factors can all lead to the occurrence of anxiety disorder. In order to improve the treatment effect of anxiety disorder, the study integrates the educational concept of curriculum ideological and political education into the classroom education of college students, analyzes the positive impact of curriculum ideological and political education on the group of college anxiety disorder patients, and provides more treatment interventions for the treatment of anxiety disorder.Subjects and Methods160 college students with anxiety disorders were selected as experimental research subjects. The experimental group received psychological education on ideological and political concepts in the curriculum, while the control group received psychological education on traditional teaching concepts. The Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD), Symptom Checklist 90 (SCL90), and Self-Acceptance Questionnaire (SAQ) were used for evaluation.ResultsThe teaching integration of ideological and political courses has a positive impact on alleviating the anxiety and depression of college students (P<0.05), and can effectively improve the patient’s self-acceptance level (P<0.05). Compared with the control group, the effect on anxiety is more significant (P<0.05).ConclusionsFrom the perspective of educational psychology, the integration of teaching and curriculum ideological and political education has a positive impact on the intervention of anxiety disorder in college students, and all scales have higher scores than the control group.

A Study of Early Childhood Teachers' Professional Development and Teaching Effectiveness Enhancement from the Perspective of Educational Psychology

Early childhood teachers are the backbone of preschool education, and they play a crucial role in young children's learning and development. However, faced with increasingly complex educational environments and the diverse learning needs of young children, early childhood teachers need to continuously update and develop their professional knowledge and skills to provide the best quality education. In this process, educational psychology provides guidance and support for early childhood teachers through the study of learning, development, and knowledge of psychological processes and environmental factors. Based on the perspective of educational psychology, the article synthesizes the research on professional development and teaching efficacy enhancement of early childhood teachers, to provide some useful references and insights for practitioners in related fields.

Membangun Karakter Positif Dalam Pendidikan: Tantangan Dan Strategi Dalam Perspektif Psikologi Pendidikan

The main goal of education is to build positive character in individuals. However, there are significant challenges in forming positive character. This article discusses the challenges and strategies in building positive character in education from the perspective of educational psychology. Strategies such as positive character education and cooperative learning models can help build positive student character. Support from the social environment, collaboration between educators and parents, as well as exploration of effective communication functions are also important in forming positive character. This article provides important information for educators on how to improve methodology and create a positive social learning environment.

Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria

Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils’ academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils’ academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils’ numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils’ performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils’ performance in numeracy. Gender and school type did not significantly affect pupils’ academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.

PENDEKATAN PEMBELAJARAN PAI DALAM PERSPEKTIF PSIKOLOGI PENDIDIKAN

The Islamic religion is required to produce good ethical behavior for students, and educators are also required to organize students cognitively and effectively to prevent the transfer of knowledge outside the corridors of students and religion. This is proposed as a research problem to be applied in learning activities. The purpose of this study was to find out the various approaches from the perspective of educational psychology, approaches that are generally carried out and applied by educators, to generalize effective approaches to the educational process which in this case boils down to Islamic religious education. Educators, of course, in this case, get a value that is worth worship to be accountable for it apart from horizontally, namely vertically to Allah SWT. So that the learning approach to religious education, especially the Islamic religion, is felt to be very effective and efficient, namely the religious approach, because educators need and must master religious teachings through religious corridors. Islam prioritizes freedom of thought to obtain the widest possible knowledge with Islamic principles themselves so that minor corrections are made in learning

Psikologi Pendidikan Dalam Kegiatan Belajar Mengajar

Educational psychology as a science that examines the problems of the soul and psychological activity of a person in relation to education as an interaction is a discipline that is quite important in examining the problems that interfere with or support the psyche of learners in the learning process, so that through understanding the mental state of students then the teacher can set and try to find a solution to the problem, so for this matter, it is fitting for a teacher to need to have comprehensive knowledge about the psychology of education so that learning can take place effectively and directed. With the existence of educational psychology, an educator will understand the differences in each student in learning activities and how an educator deals with student personality differences. Therefore, the role of educators in this case is very influential on the success of the learning process in schools. Competent educators in the perspective of educational psychology are educators who are able to carry out their profession in a responsible manner, so as to be able to apply psychological principles and all related to educational psychology.