Veidlapa Nr. M-3 (8)
Study Course Description
Educational Psychology for Educators
Course Code
LSPA_166
Branch of Science
Health sciences
ECTS
5.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 5
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Žermēna Vazne
Structure Unit Manager
Diāna Laipniece
Structural Unit
Academy of Sports
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To provide students with knowledge of basic theories of educational psychology and contemporary knowledge by developing the skills to analyse the legalities of students’ cognitive, emotional and social development, to evaluate scientific research and to use the principles of educational psychology justifiably in pedagogical activities, creating a safe, inclusive and motivating learning environment
Preliminary Knowledge
Pedagogical guidelines, teaching and learning skills.
Learning Outcomes
Knowledge
1.. Describes the legal relationship between cognitive, emotional and social development of children and young people in the context of educational psychology.
Individual work and tests
Critical analysis of scientific research and professional self-reflection. (part 1) • Critical analysis of the scientific study and professional self-reflection on the relationship between educator and pupil. (part 2)
2.Explains the importance of learning motivation, personality and individual differences in the learning process.
Individual work and tests
Development of an excerpt of motivational hour and a “set of motivational techniques” (part 1)
3.Describes the psychological aspects of teacher-pupil interaction, class social climate, conflict and stress.
Individual work and tests
Analysis of research results of a psychological scientific study (part 2)
Skills
1.Analyse and critically evaluate the latest scientific research in education psychology by formulating reasoned conclusions.
Individual work and tests
Critical analysis of the scientific study and professional self-reflection on the relationship between educator and pupil. (part 2) • Critical analysis of scientific research and professional self-reflection. (part 1) • Analysis of research results of a psychological scientific study (part 2)
2.Develop solutions to pedagogical activity using educational psychology theories and evidence-based approaches.
Individual work and tests
Development of an excerpt of motivational hour and a “set of motivational techniques” (part 1)
3.Analyse psychological situations in the educational environment and offer reasoned solutions.
Individual work and tests
Critical analysis of the scientific study and professional self-reflection on the relationship between educator and pupil. (part 2) • Analysis of research results of a psychological scientific study (part 2) • Preparation of an analytical work and solution to the problem of socio-psychological problems (part 2)
Competences
1.Assess students’ individual development and learning needs by planning psychologically justified pedagogical activity.
Individual work and tests
Development of an excerpt of motivational hour and a “set of motivational techniques” (part 1)
2.Take professionally reasoned decisions on promoting motivation, building a positive learning environment and options for solving psychological problems in an educational environment.
Individual work and tests
Preparation of an analytical work and solution to the problem of socio-psychological problems (part 2)
3.Reasoned professional decisions using scientific evidence and theoretical knowledge of educational psychology, creating a safe, inclusive and motivating learning environment and making professionally reasoned pedagogical decisions.
Individual work and tests
Preparation of an analytical work and solution to the problem of socio-psychological problems (part 2)
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Critical analysis of scientific research and professional self-reflection. (part 1) |
-
|
10 points
|
|
1 analysis of the results of the latest psychological scientific study on the development of cognitive and emotional processes and the association with student learning achievement in primary or secondary school (1,000 to 1,500 words). For 6 lessons. Rating: excellent (37-40%) - study choice is overwhelmingly justified. Professional self-reflection is deep, critical and reasoned, clearly linking the research findings with the student’s professional development and future teaching practice. Qualitative scientific analysis has been carried out, independent conclusions have been formulated, psychology terminology has been applied correctly and the requirements of the APA have been complied with. OK (33% to 36%) – study choice is justified. Professional self-reflection is reasoned, but certain aspects have been analysed in insufficient depth. The scientific analysis is correct, the conclusions are correct, minor inaccuracies have been made. Enough (29-32%) – the rationale for choosing a study and self-reflection is general. The analysis is dominated by descriptive content, the conclusions are partly reasoned, the use of scientific literature and the reasoning is limited inadequately (0-28%) – the choice of study is unfounded, professional self-reflection is not provided or superficial. The analysis does not match the task, no conclusions are warranted or no work has been submitted. |
||
|
2.
Development of an excerpt of motivational hour and a “set of motivational techniques” (part 1) |
-
|
10 points
|
|
Development of an excerpt of motivational hour and a “set of motivational techniques”, submit in writing to 9 classes and present in 11-12 classes. Rating: Excellent (55-60%) – a pedagogically and psychologically substantiated hourly fragment has been developed, motivation techniques have been purposefully selected and argued with theories of educational psychology. An understanding of pupils’ age and individual characteristics has been demonstrated. The presentation is structured, professional and convincing and provides reasoned answers to questions. OK (49-54%) – The hourly snippet is logically designed and justified. Motivation techniques are appropriate, but the reasoning or theoretical justification for places is not sufficiently expansive. The presentation is clear and sequential. Enough (43-48%) – an hour fragment meets the task, but the psychological justification is incomplete or general. The choice of motivational techniques is partly reasoned. The presentation lacks confidence or structure. Insufficient (0-42%) – hourly fragment does not meet the requirements of the task, motivation techniques are not based on theory, presentation is incomplete or work is not submitted. |
||
|
3.
Critical analysis of the scientific study and professional self-reflection on the relationship between educator and pupil. (part 2) |
-
|
10 points
|
|
1 analysis of the results of the latest psychological scientific study and presentation on the relationship between teachers and students and the motivation of student learning. Submit and present for 16 classes. (written work, 1500-2000 words). Rating: excellent (28% to 30%) - study choice is reassuringly sound and profound. Professional self-reflection is deep, critical and reasoned, clearly linking the research findings with the student’s professional development and future teaching practice. Qualitative scientific analysis has been carried out, independent conclusions have been formulated, psychology terminology has been applied correctly and the requirements of the APA have been complied with. Good (25-27%) – performs correct analysis, justifies study choice and professional significance, but reflection is not fully expanded. Sufficient (22-24%) – analysis and reflection are descriptive, conclusions partly justified. Insufficient (0-21%) — significant deficiencies or unsubmitted work. |
||
|
4.
Analysis of research results of a psychological scientific study (part 2) |
-
|
10 points
|
|
1 analysis of research findings from the latest psychological Scientific study and presentation on the impact of the school environment on student wellbeing and academic achievement. Submit and present to 18 classes (written work, 1500-2000 words). Evaluation: excellent (28-30%) – analyses the study in depth, argues its choice, reflects on the role of acquired knowledge in professional activities and formulates independent conclusions. Good (25-27%) – performs correct analysis, justifies study choice and professional significance, but reflection is not fully expanded. Sufficient (22-24%) – analysis and reflection are descriptive, conclusions partially justified. Insufficient (0-20%) – job does not match task, reflection is not provided or insufficient. |
||
|
5.
Preparation of an analytical work and solution to the problem of socio-psychological problems (part 2) |
-
|
10 points
|
|
Preparation and presentation of an analytical work and solution to a single socio-psychological problem. Submit to 20 classes and present in 23, 24 classes. Evaluator: excellent (37-40%) – in-depth analysis of the problem, scientific evidence used, sound and practical solutions developed. The presentation is professional, structured and reasoned, demonstrating the ability to discuss the solutions chosen. Good (33-36%) – problem analysed correctly, appropriate solutions proposed. The reasoning is predominantly reasoned, the presentation clear and logical. Sufficient (29-32%) – the analysis is generic, the solutions partly justified, the reasoning insufficiently developed. The presentation lacks confidence or structure. Insufficient (0-28%) – problem analysed superficially or not analysed, solutions not justified or work not submitted |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
1. Examination. Assessment of book reviews – 30% of the final grade
2. Examination. Assessment of the presentation of the selected topic of pedagogical psychology – 30% of the grade
3. The final test is 40% of the final grade.
The total assessment is summative.
|
||
|
2.
Course requirements (part One) |
-
|
-
|
|
Constructive work in discussing lecture issues and two independent work, quality of development of independent work. Execution of all works is mandatory. Minimum set-off threshold: 70% (70 points out of 100). Counting (counted/not counted). Receipt of a test is a prerequisite for taking an examination in part two of the study course.
|
||
|
3.
Course requirements (part two) |
-
|
10 points
|
|
Constructive work in discussing lecture issues and three independent work, quality of development of independent work. Execution of all works is mandatory. Minimum threshold for examination assessment: 70% (70 points out of 100).
|
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Introduction to problems of educational psychology.
Description
The introduction to the lecture will explain the requirements in the study course and raise the basic problem of basic educational psychology questions ¹:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of memory and attention.
Description
Children’s cognitive cognitive cognitive processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of memory and attention.
Description
Children’s cognitive cognitive cognitive processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of memory and attention.
Description
Children’s cognitive cognitive cognitive processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of mental cognition processes.
Description
In the lecture, we will address the characterisation and development of children’s emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at. Lesson questions
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of mental cognition processes.
Description
In the lecture, we will address the characterisation and development of children’s emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at. Lesson questions
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Intraplan of child’s personality: development of mental cognition processes.
Description
In the lecture, we will address the characterisation and development of children’s emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at. Lesson questions
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Child’s personality and individual differences.
Description
The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Child’s personality and individual differences.
Description
The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Children’s motivation to learn and promoting it.
Description
A lecture on motivation theories, differences in internal and external motivation. A “brainstorm” of motivators/demotivators in education. Development of a piece of motivational hour, development of a “set of motivational techniques”. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Children’s motivation to learn and promoting it.
Description
A lecture on motivation theories, differences in internal and external motivation. A “brainstorm” of motivators/demotivators in education. Development of a piece of motivational hour, development of a “set of motivational techniques”. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Children’s motivation to learn and promoting it.
Description
A lecture on motivation theories, differences in internal and external motivation. A “brainstorm” of motivators/demotivators in education. Development of a piece of motivational hour, development of a “set of motivational techniques”. Lesson questions:
|
Total ECTS (Creditpoints):
2.00
Contact hours:
24 Academic Hours
Final Examination:
Test (Semester)
Part 2
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Systems of mutual relations.
Description
The dynamics of student-to-pupil relationships, the role of the group in the learning process, the role of the social support system and the impact of the teacher on the classroom climate will be analysed. The latest research into the impact of positive-negative relationships on academic outcomes and psychological wellbeing has been looked at. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical communication.
Description
The nature of the contact in the educational process, the characteristics of pedagogical communication, the role of verbal and non-verbal contact, as well as the development of the teacher’s communicative competence will be examined. Recent research on the relationship between teacher communication quality and children’s motivation and learning achievement has been analysed. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical communication.
Description
The nature of the contact in the educational process, the characteristics of pedagogical communication, the role of verbal and non-verbal contact, as well as the development of the teacher’s communicative competence will be examined. Recent research on the relationship between teacher communication quality and children’s motivation and learning achievement has been analysed. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical communication.
Description
The nature of the contact in the educational process, the characteristics of pedagogical communication, the role of verbal and non-verbal contact, as well as the development of the teacher’s communicative competence will be examined. Recent research on the relationship between teacher communication quality and children’s motivation and learning achievement has been analysed. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical communication.
Description
The nature of the contact in the educational process, the characteristics of pedagogical communication, the role of verbal and non-verbal contact, as well as the development of the teacher’s communicative competence will be examined. Recent research on the relationship between teacher communication quality and children’s motivation and learning achievement has been analysed. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical communication.
Description
The nature of the contact in the educational process, the characteristics of pedagogical communication, the role of verbal and non-verbal contact, as well as the development of the teacher’s communicative competence will be examined. Recent research on the relationship between teacher communication quality and children’s motivation and learning achievement has been analysed. Lesson questions:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Social perception and conflicts.
Description
The role of social perception in the teacher’s work, the perception of the most typical error (stereotypes, halo effect, attribute errors) and the mechanisms for creating conflicts in the classroom will be analysed. A look at strategies for how a teacher can mitigate the impact of mistaken perception and use constructive conflict resolution models. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Social perception and conflicts.
Description
The role of social perception in the teacher’s work, the perception of the most typical error (stereotypes, halo effect, attribute errors) and the mechanisms for creating conflicts in the classroom will be analysed. A look at strategies for how a teacher can mitigate the impact of mistaken perception and use constructive conflict resolution models. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Social perception and conflicts.
Description
The role of social perception in the teacher’s work, the perception of the most typical error (stereotypes, halo effect, attribute errors) and the mechanisms for creating conflicts in the classroom will be analysed. A look at strategies for how a teacher can mitigate the impact of mistaken perception and use constructive conflict resolution models. Lesson questions:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Social perception and conflicts.
Description
The role of social perception in the teacher’s work, the perception of the most typical error (stereotypes, halo effect, attribute errors) and the mechanisms for creating conflicts in the classroom will be analysed. A look at strategies for how a teacher can mitigate the impact of mistaken perception and use constructive conflict resolution models. Lesson questions:
|
Total ECTS (Creditpoints):
3.00
Contact hours:
30 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Sebre, S., Miltuze, A. (2022). Attīstības psiholoģija. Apgāds Zvaigzne ABC
2.
Damberga, I. (2015). Izglītības psiholoģija. Psiholoģija (3). Apgāds Zvaigzne ABC, 82-108
Additional Reading
1.
Cline, T., Gulliford, A., & Birch, S. (Eds.). (2024). Educational Psychology (3rd ed.). Routledge.
2.
Schutz, P. A., & Muis, K. R. (Eds.). (2024). Handbook of Educational Psychology (4th ed.). Routledge
3.
Ļevina, J., Šuskovnika, D., Enģele, I. (2015). Indivīds, grupa un sabiedrība. Psiholoģija (2). Apgāds Zvaigzne ABC, 77- 99
4.
Šuškovnika, D. (2015). Starppersonu attiecības. Psiholoģija (2). Apgāds Zvaigzne ABC, 108-170
5.
Čakurs, E., Hofmane, A. (2015). Psihiskie procesi. Psiholoģija (1). Apgāds Zvaigzne ABC, 127-170
6.
Lemos, G. C., Guisande, M.A., Almeida, L. S. (2025). Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence. Journal of Intelligence, 13(2):21,
7.
Peters, S. (2020). The Development of Executive Functions in Childhood and Adolescence and Their Relation to School Performance. In book: Educational Neuroscience,
8.
Mihailova, S. (2015). Emocijas. Psiholoģija (1). Apgāds Zvaigzne ABC, 171-196
9.
Sanchis-Sanchis, A., Grau, M.D., Moliner, A.R., Morales-Murillo, C.P. (2020). Effects of Age and Gender in Emotion Regulation of Children and Adolescents. Frontiers in Psychology, Vol.11,
10.
Shi, Y., Qu, S. (2021). Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health. Frontiers in Psychology, Vol.12,
11.
Lo, K.W.K., Ngai, G., Chan, S.C.F., Kwan, K. (2022). How Students’ Motivation and Learning Experience Affect Their Service-Learning Outcomes: A Structural Equation Modeling Analysis. Frontiers in Psychology
Other Information Sources
1.
British Journal of Educational Psychology. Published by The British Psychological Society
2.
Educational Psychology. An International Journal of Experimental Educational Psychology. Carfax Publishing.
3.
Journal of Educational Psychology. Published by the APA.
4.
Contemporary Educational Psychology. Elsevier.