Veidlapa Nr. M-3 (8)

Course Description Status: Approved

Course Description Version: 25/26.R.5.00

Description Period: 2025./26 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 Health Psychology and Paedagogy
Contacts

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

About Study Course

Objective

To learn the main theoretical issues of Educational Psychology by smashing theoretical knowledge with sports, health and public protection training in the operational skills of a teacher in an educational institution.

Preliminary Knowledge

Study courses have been acquired in the context of socio-emotional learning and teaching and learning in the context of diversity.

Learning Outcomes

Knowledge

1.Analyses, formulates, explains, recognises, describes, depicts, compares the specific characteristics of cognitive development of children, adolescents, young people and their relationship in view of classical findings.

2.Categorise the motives in the context of a child’s psychosocial development.

3.Understand the formal and informal system of interrelations between small groups.

Skills

1.Compares and critically evaluates the findings of classical theories with modern studies in developmental psychology.

2.Demonstrates the skills to analyse the learning process and professional and personal aspects of the teacher’s personality.

3.Is able to use instrumentaria that diagnoses conflict situations and methodologies for resolving them.

Competences

1.Analyses events, describes student or group behaviour.

2.Assess the individual development and learning needs of learners, their cognitive, social and emotional competences and their possible interactions in the pedagogical process.

3.Assess the learning and contact difficulties of children in the context of biheivioral, cognitive and socio-cognitive aspects and make proposals to address them.

Assessment

Individual work

Title
% from total grade
Grade
1.

Development and presentation of a piece of motivational hour and a “set of motivational techniques” (part 1 of the course)
-
10 points

Development and presentation of a piece of motivational hour and a “set of motivational techniques”. To classes 11-12.

Assessment criteria (assessment part of test: 50%):

With distinction (47-50%): the plan includes concrete, measurable and feasible steps; clear choice and justification of methods; presentation structured, logical, with reasoned conclusions.

OK (43%-46%) – a good plan with little lack of justification.

Sufficient (39-42%) — a general or partially feasible plan.

Insufficient (≤ 38%) — significant deficiencies or unsubmitted work.
2.

2 analysis of the results of recent psychological research (part 1 of the course)
-
10 points

2 analysis of the results of the most recent psychological scientific studies on the development of cognitive and emotional processes and the relationship with student learning achievement in primary or secondary school (1000-1500 words). To lesson 9.

Evaluation criteria (assessment part of test: 30 %):

with distinction (27-30%) – precise definition of concepts, complete and critical overview of theory, correct references (APA).

Good (24-26%) – good content with minor gaps.

Sufficient (21-23%) - superficial analysis.

Insufficient (≤ 20%) — significant deficiencies or unsubmitted work.
3.

Active engagement and meeting deadlines (part 1 of the course)
-
10 points

Evaluation criteria (assessment part of test: 20%):

with distinction (19-20%) — active participation in discussions/practices, all tasks submitted on time, responsibility for quality of work.

OK (17-18%) – sufficient engagement with minor delays.

Sufficient (15-16%) – irregular involvement.

Insufficient (≤ 14%) - minimal or no involvement.
4.

2 analysis and presentation of the results of recent psychological research (part 2 of the course)
30.00% from total grade
10 points

2 analysis of the results of recent psychological research and presentation on the relationship between teachers and pupils and the motivation of pupils’ learning (written work, 1500-2000 words). Submit and present to lesson 17.

Evaluation criteria:

with distinction (27-30%) – precise definition of concepts, complete and critical overview of theory, correct references (APA).

Good (24-26%) – good content with minor gaps.

Sufficient (21-23%) - superficial analysis.

Insufficient (≤ 20%) — significant deficiencies or unsubmitted work.
5.

2 analysis and presentation of the results of recent psychological research (part 2 of the course)
30.00% from total grade
10 points

2 analysis of the results of recent psychological scientific studies and presentation on the impact of the school environment on pupils’ wellbeing and academic achievement (written work, 1500-2000 words). Submit and present to lesson 20.

Evaluation criteria:

with distinction (27-30%) – precise definition of concepts, complete and critical overview of theory, correct references (APA).

Good (24-26%) – good content with minor gaps.

Sufficient (21-23%) - superficial analysis.

Insufficient (≤ 20%) — significant deficiencies or unsubmitted work.
6.

Preparation and presentation of an analytical work and solution to the problem of socio-psychological problems (part 2 of the course)
30.00% from total grade
10 points

Preparation and presentation of an analytical work and solution to a single socio-psychological problem. Submit and present in lesson 23-24.

Evaluation criteria:

With distinction (27-30%): the plan includes concrete, measurable and feasible steps; clear choice and justification of methods; presentation structured, logical, with reasoned conclusions.

Good (24-26 per cent) – a good plan with little lack of justification.

Sufficient (21-23%) – a general or partially feasible plan.

Insufficient (≤ 20%) — significant deficiencies or unsubmitted work.
7.

Active engagement and meeting deadlines (part 2 of the course)
10.00% from total grade
10 points

Evaluation criteria:

  • with distinction (9-10%): active participation in discussions/practices, all tasks submitted on time, responsibility for quality of work.
  • Good (7-8%) – sufficient involvement with minor delays.
  • Sufficient (5-6%) – irregular involvement.
  • Insufficient (≤ 4%) - minimal or no involvement.

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 test threshold: 75% (75 points out of 100).
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 exam assessment threshold: 60% (60 points out of 100).

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

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. Class/Seminar

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

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. Class/Seminar

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

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. Class/Seminar

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?
Total ECTS (Creditpoints):
3.00
Contact hours:
30 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

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

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. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Book review.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of the topic of educational psychology.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of the topic of educational psychology.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Book review.

  1. Class/Seminar

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. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Presentation of the topic of educational psychology.

  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. Class/Seminar

Modality
Location
Contact hours
On site
Study room
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
Study room
2

Topics

Book review.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Study room
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
Study room
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

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

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. Lecture

Modality
Location
Contact hours
On site
Study room
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. Lecture

Modality
Location
Contact hours
On site
Study room
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
Study room
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.
Total ECTS (Creditpoints):
3.00
Contact hours:
42 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1

  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

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. Class/Seminar

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

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. 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. 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. Class/Seminar

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. Class/Seminar

Modality
Location
Contact hours
On site
Study room
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. Class/Seminar

Modality
Location
Contact hours
On site
Study room
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
Study room
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?
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

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. 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

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

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. Class/Seminar

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

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. Class/Seminar

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. Class/Seminar

Modality
Location
Contact hours
On site
Auditorium
2

Topics

Book review.

  1. Class/Seminar

Modality
Location
Contact hours
On site
Study room
2

Topics

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

  1. Class/Seminar

Modality
Location
Contact hours
On site
Study room
2

Topics

Presentation of the topic of educational psychology.
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.

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

3.

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

4.

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

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.

Other Information Sources

1.

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