Veidlapa Nr. M-3 (8)

Course Description Status: Approved

Course Description Version: 26/27.R.2.00

Description Period: 2026./27 academic year rudens semestris

Study Course Accepted: -

Study Course Description

Educational Psychology for Teachers

Main Study Course Information

Course Code
VPUPK_406
Branch of Science
Health sciences
ECTS
6.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time

Study Course Implementer

Course Supervisor
Žermēna Vazne
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Psychology
Contacts

Riga, 16 Dzirciema Street, vppk@rsu.lv, +37167061587

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.

2.Explains the importance of learning motivation, personality and individual differences in the learning process.

Individual work and tests

Development of a piece 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

Critical analysis of scientific research and professional self-reflection on the relationship between educator and pupil • 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 scientific research and professional self-reflection on the relationship between educator and pupil • Analysis of research results of a psychological scientific study (part 2) • Critical analysis of scientific research and professional self-reflection.

2.Develop solutions to pedagogical activity using educational psychology theories and evidence-based approaches.

Individual work and tests

Development of a piece 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 scientific research and professional self-reflection on the relationship between educator and pupil • Analysis of research results of a psychological scientific study (part 2) • Solution to analytical work and problem of socio-psychological problem (part 2)

Competences

1.Assess students’ individual development and learning needs by planning psychologically justified pedagogical activity.

Individual work and tests

Development of a piece 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

Solution to analytical work and problem of socio-psychological problem (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

Solution to analytical work and problem of socio-psychological problem (part 2)

Assessment

Individual work

Title
% from total grade
Grade
1.

Critical analysis of scientific research and professional self-reflection.
-
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 a piece 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.

Evaluation:

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 task requirements, motivation techniques are not based on theory, presentation is incomplete or job not submitted
3.

Critical analysis of scientific research and professional self-reflection on the relationship between educator and pupil
-
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 (28-30%) – study choice is convincingly 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 reasonably

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.

Solution to analytical work and problem of socio-psychological problem (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.

Final test (part 1 of the course)
-
Test

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.

Accounting (first part, aggregated assessment)

  • critical analysis of the scientific study and professional self-reflection. - 40%
  • development of a motivational hour fragment and a “motivational technique set” - 60%
2.

Final exam (part 2 of the course)
-
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 positive score threshold: 70% (70 points out of 100)

examination (second part, aggregated assessment)

  • 1 most recent psychological scientific analysis of research results and presentation on the relationship between teachers and pupils and the motivation of pupils’ learning. Submit and present to 17 classes - 30%
  • 1 most recent psychological scientific analysis of research results and presentation on the impact of the school environment on pupils’ wellbeing and academic achievement. Submit and present for 20 classes - 30%
  • preparation and presentation of an analytical work and solution to one socio-psychological problem. Submit and present 23, 24 lessons - 40%

Study Course Theme Plan

FULL-TIME
Part 1

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Introduction to problems of educational psychology.
Description

In the introduction to the lecture, the requirements of the study course will be explained and the most important basic problems of educational psychology will be updated.

Questions covered:

  • What is education psychology exploring?
  • How did educational psychology as a science evolve?
  • How did educational psychology paradigms change?
  • What are the most pressing underlying problems of 21st-century educational psychology?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Introduction to problems of educational psychology.
Description

In the introduction to the lecture, the requirements of the study course will be explained and the most important basic problems of educational psychology will be updated.

Questions covered:

  • What is education psychology exploring?
  • How did educational psychology as a science evolve?
  • How did educational psychology paradigms change?
  • What are the most pressing underlying problems of 21st-century educational psychology?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality intraplane: the evolution of cognitive processes.
Description

Students’ cognitive statement processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed.

Issues discussed:

  • How can the development of cognitive statement processes in the context of ageing be characterised and justified?
  • How is the evolution of cognitive processes at different stages of age and what factors are affecting it?
  • What are the examples of developing cognitive statement processes?
  • How can a teacher practically support and promote the development of students’ cognitive skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality intraplane: the evolution of cognitive processes.
Description

Students’ cognitive statement processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed.

Issues discussed:

  • How can the development of cognitive statement processes in the context of ageing be characterised and justified?
  • How is the evolution of cognitive processes at different stages of age and what factors are affecting it?
  • What are the examples of developing cognitive statement processes?
  • How can a teacher practically support and promote the development of students’ cognitive skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

The intraparty of student personality: developing emotional processes.
Description

In the lecture, we will address the characterisation and development of pupils’ emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at.

Questions covered:

  • What are feelings, emotions and emotional processes?
  • Why is emotional process development important in a teacher’s job?
  • How can a teacher practically support and promote the development of students’ emotional skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

The intraparty of student personality: developing emotional processes.
Description

In the lecture, we will address the characterisation and development of pupils’ emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at.

Questions covered:

  • What are feelings, emotions and emotional processes?
  • Why is emotional process development important in a teacher’s job?
  • How can a teacher practically support and promote the development of students’ emotional skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality and individually typological differences.
Description

The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement.

Issues covered:

  • How do I identify strengths/weaknesses related to personality/temperament?
  • How do I balance group work in a heterogeneous classroom?
  • How to teach respect for difference?
  • Adaptation of learning methods to different types – specific examples of national protection lessons.

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality and individually typological differences.
Description

The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement.

Issues covered:

  • How do I identify strengths/weaknesses related to personality/temperament?
  • How do I balance group work in a heterogeneous classroom?
  • How to teach respect for difference?
  • Adaptation of learning methods to different types – specific examples of national protection lessons.

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pupils’ motivation to learn and promoting it.
Description

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”.

Issues covered:

  • What are internal and external motivations and how do they differ?
  • Which theories explain the motivation behind learning in education?
  • How do you stay motivated long-term and prevent burnout?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pupils’ motivation to learn and promoting it.
Description

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”.

Issues covered:

  • What are internal and external motivations and how do they differ?
  • Which theories explain the motivation behind learning in education?
  • How do you stay motivated long-term and prevent burnout?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of a piece of motivational hour and a “set of motivational techniques.”

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of a piece of motivational hour and a “set of motivational techniques.”
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Test (Semester)
Part 2

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pedagogical contact.
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 pupils’ motivation and learning achievements has been analysed.

Issues covered:

- What is pedagogical interaction and how is it different from everyday communication?

- What are the characteristics of verbal and non-verbal communication in pedagogical work?

- How does the teacher’s communication style affect pupils’ motivation and behaviour?

- What factors hinder effective interaction in the classroom?

- How do I develop the teacher’s communication skills?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pedagogical contact.
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 pupils’ motivation and learning achievements has been analysed.

Issues covered:

- What is pedagogical interaction and how is it different from everyday communication?

- What are the characteristics of verbal and non-verbal communication in pedagogical work?

- How does the teacher’s communication style affect pupils’ motivation and behaviour?

- What factors hinder effective interaction in the classroom?

- How do I develop the teacher’s communication skills?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

System of interrelations in the context of educational psychology.
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.

Issues covered:

- How do I describe the system of interpersonal relationships in a classroom?

- What factors determine the development of positive and negative relationships among students?

- How can a teacher influence the social climate and wellbeing of a classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

System of interrelations in the context of educational psychology.
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.

Issues covered:

- How do I describe the system of interpersonal relationships in a classroom?

- What factors determine the development of positive and negative relationships among students?

- How can a teacher influence the social climate and wellbeing of a classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Social perceptions and conflicts in the context of educational psychology.
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.

Issues covered:

- What are the most common causes of conflict in the educational environment?

- What is social perception and how does it affect a teacher’s professional activities?

- What typical perception errors affect the teacher’s decisions?

- What strategies help with conflicts in the classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Social perceptions and conflicts in the context of educational psychology.
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.

Issues covered:

- What are the most common causes of conflict in the educational environment?

- What is social perception and how does it affect a teacher’s professional activities?

- What typical perception errors affect the teacher’s decisions?

- What strategies help with conflicts in the classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Stress, overcoming it and health in the context of educational psychology.
Description

Stress will be analysed as a psychological and physiological process, its impact on teacher and pupil learning activity, emotional wellbeing and health. Adaptive and non-adaptive stress management mechanisms are considered as well as recent research on stress management strategies in the educational environment.

Issues covered:

- How do I define stress and describe its impact on the learning process?

- What strategies help manage stress in an educational environment?

- How can a teacher contribute to the psychological wellbeing of students?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Stress, overcoming it and health in the context of educational psychology.
Description

Stress will be analysed as a psychological and physiological process, its impact on teacher and pupil learning activity, emotional wellbeing and health. Adaptive and non-adaptive stress management mechanisms are considered as well as recent research on stress management strategies in the educational environment.

Issues covered:

- How do I define stress and describe its impact on the learning process?

- What strategies help manage stress in an educational environment?

- How can a teacher contribute to the psychological wellbeing of students?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Preparation of analytical work on socio-psychological problems.
Description

The top 10 psychological challenges affecting the learning process, pupil wellbeing and teacher’s work will be looked at. Recent studies on the prevalence of these problems and strategies for addressing them in the educational environment have been analysed.

Issues covered:

- What psychological problems are most common among pupils?

- How do these problems affect the learning process and social climate in the classroom?

- What role does a teacher play in early recognition and support of problems?

- What strategies and cooperation mechanisms help address these problems?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Preparation of analytical work on socio-psychological problems.
Description

The top 10 psychological challenges affecting the learning process, pupil wellbeing and teacher’s work will be looked at. Recent studies on the prevalence of these problems and strategies for addressing them in the educational environment have been analysed.

Issues covered:

- What psychological problems are most common among pupils?

- How do these problems affect the learning process and social climate in the classroom?

- What role does a teacher play in early recognition and support of problems?

- What strategies and cooperation mechanisms help address these problems?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of research and analysis work on socio-psychological problems.
Description

There will be a presentation of pre-prepared works.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of research and analysis work on socio-psychological problems.
Description

There will be a presentation of pre-prepared works.
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Introduction to problems of educational psychology.
Description

In the introduction to the lecture, the requirements of the study course will be explained and the most important basic problems of educational psychology will be updated.

Questions covered:

  • What is education psychology exploring?
  • How did educational psychology as a science evolve?
  • How did educational psychology paradigms change?
  • What are the most pressing underlying problems of 21st-century educational psychology?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Introduction to problems of educational psychology.
Description

In the introduction to the lecture, the requirements of the study course will be explained and the most important basic problems of educational psychology will be updated.

Questions covered:

  • What is education psychology exploring?
  • How did educational psychology as a science evolve?
  • How did educational psychology paradigms change?
  • What are the most pressing underlying problems of 21st-century educational psychology?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality intraplane: the evolution of cognitive processes.
Description

Students’ cognitive statement processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed.

Issues discussed:

  • How can the development of cognitive statement processes in the context of ageing be characterised and justified?
  • How is the evolution of cognitive processes at different stages of age and what factors are affecting it?
  • What are the examples of developing cognitive statement processes?
  • How can a teacher practically support and promote the development of students’ cognitive skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality intraplane: the evolution of cognitive processes.
Description

Students’ cognitive statement processes (sensations, perceptions, thinking, memory, imagination, attention) and their evolution in the context of age stages will be analysed.

Issues discussed:

  • How can the development of cognitive statement processes in the context of ageing be characterised and justified?
  • How is the evolution of cognitive processes at different stages of age and what factors are affecting it?
  • What are the examples of developing cognitive statement processes?
  • How can a teacher practically support and promote the development of students’ cognitive skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

The intraparty of student personality: developing emotional processes.
Description

In the lecture, we will address the characterisation and development of pupils’ emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at.

Questions covered:

  • What are feelings, emotions and emotional processes?
  • Why is emotional process development important in a teacher’s job?
  • How can a teacher practically support and promote the development of students’ emotional skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

The intraparty of student personality: developing emotional processes.
Description

In the lecture, we will address the characterisation and development of pupils’ emotional processes in the context of old age. Typical emotional reactions at different ages will be looked at.

Questions covered:

  • What are feelings, emotions and emotional processes?
  • Why is emotional process development important in a teacher’s job?
  • How can a teacher practically support and promote the development of students’ emotional skills in the classroom (with which practical tasks) during national protection lessons?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality and individually typological differences.
Description

The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement.

Issues covered:

  • How do I identify strengths/weaknesses related to personality/temperament?
  • How do I balance group work in a heterogeneous classroom?
  • How to teach respect for difference?
  • Adaptation of learning methods to different types – specific examples of national protection lessons.

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Student personality and individually typological differences.
Description

The lecture will talk about the features of the Big five, temperament, cognitive styles and connection to learning achievement.

Issues covered:

  • How do I identify strengths/weaknesses related to personality/temperament?
  • How do I balance group work in a heterogeneous classroom?
  • How to teach respect for difference?
  • Adaptation of learning methods to different types – specific examples of national protection lessons.

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pupils’ motivation to learn and promoting it.
Description

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”.

Issues covered:

  • What are internal and external motivations and how do they differ?
  • Which theories explain the motivation behind learning in education?
  • How do you stay motivated long-term and prevent burnout?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pupils’ motivation to learn and promoting it.
Description

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”.

Issues covered:

  • What are internal and external motivations and how do they differ?
  • Which theories explain the motivation behind learning in education?
  • How do you stay motivated long-term and prevent burnout?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of a piece of motivational hour and a “set of motivational techniques.”

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of a piece of motivational hour and a “set of motivational techniques.”
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Test (Semester)
Part 2

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pedagogical contact.
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 pupils’ motivation and learning achievements has been analysed.

Issues covered:

- What is pedagogical interaction and how is it different from everyday communication?

- What are the characteristics of verbal and non-verbal communication in pedagogical work?

- How does the teacher’s communication style affect pupils’ motivation and behaviour?

- What factors hinder effective interaction in the classroom?

- How do I develop the teacher’s communication skills?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Pedagogical contact.
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 pupils’ motivation and learning achievements has been analysed.

Issues covered:

- What is pedagogical interaction and how is it different from everyday communication?

- What are the characteristics of verbal and non-verbal communication in pedagogical work?

- How does the teacher’s communication style affect pupils’ motivation and behaviour?

- What factors hinder effective interaction in the classroom?

- How do I develop the teacher’s communication skills?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

System of interrelations in the context of educational psychology.
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.

Issues covered:

- How do I describe the system of interpersonal relationships in a classroom?

- What factors determine the development of positive and negative relationships among students?

- How can a teacher influence the social climate and wellbeing of a classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

System of interrelations in the context of educational psychology.
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.

Issues covered:

- How do I describe the system of interpersonal relationships in a classroom?

- What factors determine the development of positive and negative relationships among students?

- How can a teacher influence the social climate and wellbeing of a classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Social perceptions and conflicts in the context of educational psychology.
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.

Issues covered:

- What are the most common causes of conflict in the educational environment?

- What is social perception and how does it affect a teacher’s professional activities?

- What typical perception errors affect the teacher’s decisions?

- What strategies help with conflicts in the classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Social perceptions and conflicts in the context of educational psychology.
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.

Issues covered:

- What are the most common causes of conflict in the educational environment?

- What is social perception and how does it affect a teacher’s professional activities?

- What typical perception errors affect the teacher’s decisions?

- What strategies help with conflicts in the classroom?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Stress, overcoming it and health in the context of educational psychology.
Description

Stress will be analysed as a psychological and physiological process, its impact on teacher and pupil learning activity, emotional wellbeing and health. Adaptive and non-adaptive stress management mechanisms are considered as well as recent research on stress management strategies in the educational environment.

Issues covered:

- How do I define stress and describe its impact on the learning process?

- What strategies help manage stress in an educational environment?

- How can a teacher contribute to the psychological wellbeing of students?

  1. Lecture

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Stress, overcoming it and health in the context of educational psychology.
Description

Stress will be analysed as a psychological and physiological process, its impact on teacher and pupil learning activity, emotional wellbeing and health. Adaptive and non-adaptive stress management mechanisms are considered as well as recent research on stress management strategies in the educational environment.

Issues covered:

- How do I define stress and describe its impact on the learning process?

- What strategies help manage stress in an educational environment?

- How can a teacher contribute to the psychological wellbeing of students?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Preparation of analytical work on socio-psychological problems.
Description

The top 10 psychological challenges affecting the learning process, pupil wellbeing and teacher’s work will be looked at. Recent studies on the prevalence of these problems and strategies for addressing them in the educational environment have been analysed.

Issues covered:

- What psychological problems are most common among pupils?

- How do these problems affect the learning process and social climate in the classroom?

- What role does a teacher play in early recognition and support of problems?

- What strategies and cooperation mechanisms help address these problems?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Preparation of analytical work on socio-psychological problems.
Description

The top 10 psychological challenges affecting the learning process, pupil wellbeing and teacher’s work will be looked at. Recent studies on the prevalence of these problems and strategies for addressing them in the educational environment have been analysed.

Issues covered:

- What psychological problems are most common among pupils?

- How do these problems affect the learning process and social climate in the classroom?

- What role does a teacher play in early recognition and support of problems?

- What strategies and cooperation mechanisms help address these problems?

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of research and analysis work on socio-psychological problems.
Description

There will be a presentation of pre-prepared works.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of research and analysis work on socio-psychological problems.
Description

There will be a presentation of pre-prepared works.
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam

Bibliography

Required Reading

1.

Damberga, I. (2015). Izglītības psiholoģija. Psiholoģija (3). Apgāds Zvaigzne ABC, 82-108

2.

Sebre, S., Miltuze, A. (2022). Attīstības psiholoģija. Apgāds Zvaigzne ABC

Additional Reading

1.

Agyapong, B., Obuobi-Donkor, G., Burback, L., Wei, Y. (2022). Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. International Journal of Environmental Research and Public Health, 19(17)

2.

An, F., Yu, J., & Xi, L. (2022). Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation. Frontiers in Psychology, 13, 992464.

3.

Boer, I., Hornstra, L., Van de Pol, J., Bakx, A.(2025). Teacher expectacions: associations with need supportive teaching and students’ need satisfaction. European Journal of Psychology of Education.

4.

Čukurs, E., Hofmane, A. (2015). Psihiskie procesi. Psiholoģija (1). Apgāds Zvaigzne ABC, 127-170

5.

Garrote, A., Felder, F., Krahenmann, H., Schnepel, S., Dessemontet, R.S., Opitz, E. M.(2020). Social acceptance in inclusive classrooms: The role of teacher attitudes toward inclusion and classroom management. Frontiers in Education, 5

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.

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

8.

Mihailova, S. (2015). Emocijas. Psiholoģija (1). Apgāds Zvaigzne ABC, 171-196

9.

Peters, S. (2020). The Development of Executive Functions in Childhood and Adolescence and Their Relation to School Performance. In book: Educational Neuroscience.

10.

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

11.

Shi, Y., Qu, S. (2021). Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health. Frontiers in Psychology, Vol.12

12.

Wijbenga, L., van der Velde, J., Korevaar, E. L., Reijneveld, S. A., Hofstra, J., de Winter, A. F. (2024). Emotional problems and academic performance: The role of executive functioning skills in undergraduate students. Journal of Further and Higher Education, 48(2), 196–207.

13.

Ļevina, J., Šuskovnika, D., Enģele, I. (2015). Indivīds, grupa un sabiedrība. Psiholoģija (2). Apgāds Zvaigzne ABC, 77- 99

14.

Šuškovnika, D. (2015). Starppersonu attiecības. Psiholoģija (2). Apgāds Zvaigzne ABC, 108-170

Other Information Sources

1.

Datubāzes Pro Quest, EBSCO host, Scopus, Web of Science, Science Direct, SAGE journals, PubMed