Veidlapa Nr. M-3 (8)
Study Course Description
Educational Psychology
Course Code
VPUPK_416
Branch of Science
Pedagogical Psychology; Psychology
ECTS
3.00
Target Audience
Psychology
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Guna Svence
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
Provide students with an understanding of basic theories of educational psychology and evidence-based solutions in order to be able to analyse typical learning situations (motivation, self-regulation, classroom management, socio-emotional learning, learning difficulties), reasonably justify options for action and critically evaluate research-based information by demonstrating it in knowledge tests, situation analyses and final essay.
Preliminary Knowledge
General Psychology (introduction to Science), developmental Psychology, cognitive and personality Psychology
Learning Outcomes
Knowledge
1.SR1 defines and explains basic concepts of educational psychology and key theoretical approaches (learning, motivation, development, class management, SEM). SR2. describes the most common problem situations in the educational environment (learning difficulties, behavioural regulation, mobbing, parent-school cooperation) and explains their psychological mechanisms.
Individual work and tests
Essay 1 and essay 2 • Knowledge test 1; knowledge test 2 • Exam – an essay (written) of situational analysis.
Skills
1.SR3. analyses the learning situation by identifying the main psychological factors and formulating the problem. SR4. offers at least 2 evidence-based solutions and justifies their suitability for the particular situation. SR5. critically evaluate sources of information (quality of studies, strength of evidence) and correctly refer.
Individual work and tests
Exam – an essay (written) of situational analysis. • Knowledge test 1; knowledge test 2 • Working in groups, case analyses and reserarch
Competences
1.THE SSR6 discussion and written work shall respect the basic principles of professional ethics in the educational environment (confidentiality, borders, security, inclusive approach). SR7. Student is able to plan and self-regulate his or her learning based on educational psychology reports, analysing learning progress and critically reflecting on mistakes and their prevention capabilities, performing self-reflection at the end of each topic on sites created in E studies behind each topic.
Individual work and tests
Working in groups, case analyses and reserarch • Exam – an essay (written) of situational analysis.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Essay 1 and essay 2 |
20.00% from total grade
|
10 points
|
|
Students describe their understanding of topic 1 (essay 1) and topic 7 (essay 2) independently in essay format, justifying the key keywords, basic concepts of educational psychology in modern science, as well as conducting a meta-analytical overstatement expressing their position as the author of the Ka essay on the freely chosen articles in the field of educational psychology published over the past decade. The problem of the essay is formulated by the student himself or herself, the purpose of the essay - to focus on a specific problem, select articles and summarize the main conclusions - theses, research methodology, design, etc. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Knowledge test 1; knowledge test 2 |
10.00% from total grade
|
10 points
|
|
Each test consists of 20-25 questions (closed and partially open questions) covering the main themes of the study course in the following proportions: 1) psychology of learning and motivation – ~ 25%; 2) self-regulation and self-guided learning - ~ 20%; 3) psychological aspects of class management – ~ 20%; 4) socio-emotional learning - ~ 20%; 6) learning difficulties and support approaches - ~ 15%. The test is considered passed if the student reaches at least 60 per cent of the maximum possible score. |
||
|
2.
Working in groups, case analyses and reserarch |
20.00% from total grade
|
10 points
|
|
Students create presentations, discussions on topics 2, 3, 4, 5, 6, 8. The format of the discussion shall be performed, involving the lecture theatre, promoting both the educational function of the lecture theatre and its skills to present information and demonstrating skills analiizet situations. Each group’s presentation is based on an analysis of a specific situation. Criteria: 1. Theoretical accuracy in problem 2. Analysis logic 3. Evidence-based theses 4. Solutions and reasoning 5. Quality of sources 6. Academic style |
||
|
3.
Exam – an essay (written) of situational analysis. |
50.00% from total grade
|
10 points
|
|
Students in face-to-face form pull out a ticket bearing a description of situation X or Y with a question. The student shall describe in e format the analysis of the situation (problem in the context of educational psychology participating and possible characterisation of participants from the psychological aspect - age stage, behavioural characteristics, type of communication, relationship with.. (group) etc.), possible solution and justification of the solution in one of the theoretical concepts, theses acquired in Educational Psychology. Evaluation criteria: 1. Understanding the situation and wording of the problem 2. Application of theory concepts 3. Quality and reasoning of the solution 4. Quality of discussion 5. Ethical aspects of decision making |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Test
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
|
3. Self-regulated/self-guided (SRL) learning
Description
SRL concept, theoretical model (objectives → plan → execution → reflection); development of autonomy and motivation; procuration; change of environmental and teacher role; digital environment. Ability to plan, track progress and reflect in learning |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
-
Test
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
|
3. Self-regulated/self-guided (SRL) learning
Description
SRL concept, theoretical model (objectives → plan → execution → reflection); development of autonomy and motivation; procuration; change of environmental and teacher role; digital environment. Ability to plan, track progress and reflect in learning |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
3. Self-regulated/self-guided (SRL) learning
Description
SRL concept, theoretical model (objectives → plan → execution → reflection); development of autonomy and motivation; procuration; change of environmental and teacher role; digital environment. Ability to plan, track progress and reflect in learning |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Test
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
5. Learning disabilities and Neuroscience knowledge
Description
Disgraphy, dyslexia, disalculia; brain plasticity, myelinization of neural networks, role of neurotransmitters, hourly planning for different age groups. Ability to critically evaluate research-based information by linking to the learning process |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
5. Learning disabilities and Neuroscience knowledge
Description
Disgraphy, dyslexia, disalculia; brain plasticity, myelinization of neural networks, role of neurotransmitters, hourly planning for different age groups. Ability to critically evaluate research-based information by linking to the learning process |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
5. Learning disabilities and Neuroscience knowledge
Description
Disgraphy, dyslexia, disalculia; brain plasticity, myelinization of neural networks, role of neurotransmitters, hourly planning for different age groups. Ability to critically evaluate research-based information by linking to the learning process |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
6. Pedagogical communication approaches for parents and educators
Description
Historical Review, authoritarianism, authoritativism/democracy, liberalism/hypercare, devaluation of values; techniques in parenting. Ability to analyse the impact of pedagogical communication on the learning environment |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
6. Pedagogical communication approaches for parents and educators
Description
Historical Review, authoritarianism, authoritativism/democracy, liberalism/hypercare, devaluation of values; techniques in parenting. Ability to analyse the impact of pedagogical communication on the learning environment |
-
Test
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
6. Pedagogical communication approaches for parents and educators
Description
Historical Review, authoritarianism, authoritativism/democracy, liberalism/hypercare, devaluation of values; techniques in parenting. Ability to analyse the impact of pedagogical communication on the learning environment |
|
8. Social character and class management of educational psychology
Description
Pedagogical contact, small group leadership, mobbing, conflict, behavioural difficulties, prevention in modern school. Ability to critically assess social factors and offer psychologically sound solutions |
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
8. Social character and class management of educational psychology
Description
Pedagogical contact, small group leadership, mobbing, conflict, behavioural difficulties, prevention in modern school. Ability to critically assess social factors and offer psychologically sound solutions |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
8. Social character and class management of educational psychology
Description
Pedagogical contact, small group leadership, mobbing, conflict, behavioural difficulties, prevention in modern school. Ability to critically assess social factors and offer psychologically sound solutions |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
1. Concept of educational psychology and current developments in the modern learning system
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual, class, school. Understanding basic theories and the Education Psychology industry Test (knowledge issues)
Description
Educational psychology as a branch of science; key concepts: learning, teaching, motivation, self-efficacy, wellbeing, belonging; levels: individual-Class-School. Understanding of basic theories and Education Psychology industry |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
2. Learning theories and metacognia
Description
Approaches to Biheviorism, cognitism and constructivism in lesson planning; the importance of individual conditions; the role of feedback in developing metacognitive skills; research designs. Ability to analyse and compare theories, assess the importance of metacognitive skills |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
3. Self-regulated/self-guided (SRL) learning
Description
SRL concept, theoretical model (objectives → plan → execution → reflection); development of autonomy and motivation; procuration; change of environmental and teacher role; digital environment. Ability to plan, track progress and reflect in learning |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
3. Self-regulated/self-guided (SRL) learning
Description
SRL concept, theoretical model (objectives → plan → execution → reflection); development of autonomy and motivation; procuration; change of environmental and teacher role; digital environment. Ability to plan, track progress and reflect in learning |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
4. Socio-emotional learning (SEM) at school
Description
Competence of the Sam (self-awareness, understanding of others, relationship skills, responsible decision making); methodology for the development of competences; formative vs summative evaluation; feedback quality, alarm. Ability to analyse and reasonably justify options for action in SEM situations |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
5. Learning disabilities and Neuroscience knowledge
Description
Disgraphy, dyslexia, disalculia; brain plasticity, myelinization of neural networks, role of neurotransmitters, hourly planning for different age groups. Ability to critically evaluate research-based information by linking to the learning process |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
5. Learning disabilities and Neuroscience knowledge
Description
Disgraphy, dyslexia, disalculia; brain plasticity, myelinization of neural networks, role of neurotransmitters, hourly planning for different age groups. Ability to critically evaluate research-based information by linking to the learning process |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
6. Pedagogical communication approaches for parents and educators
Description
Historical Review, authoritarianism, authoritativism/democracy, liberalism/hypercare, devaluation of values; techniques in parenting. Ability to analyse the impact of pedagogical communication on the learning environment |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
6. Pedagogical communication approaches for parents and educators
Description
Historical Review, authoritarianism, authoritativism/democracy, liberalism/hypercare, devaluation of values; techniques in parenting. Ability to analyse the impact of pedagogical communication on the learning environment |
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
7. Research designs in the field of educational psychology
Description
Experiments, longitudinal studies, cluster data, pedagogical interventions, examples of replication. Ability to interpret and apply research-based information |
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
8. Social character and class management of educational psychology
Description
Pedagogical contact, small group leadership, mobbing, conflict, behavioural difficulties, prevention in modern school. Ability to critically assess social factors and offer psychologically sound solutions |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
1
|
Topics
|
8. Social character and class management of educational psychology
Description
Pedagogical contact, small group leadership, mobbing, conflict, behavioural difficulties, prevention in modern school. Ability to critically assess social factors and offer psychologically sound solutions |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Guna Svence. (2020). Psiholoģija jaunajam skolotājam. Latvijas Universitātes Akadēmiskais apgāds.
2.
Alessia Agliati et al. (2017). Rokasgrāmata. Metodiskie paņēmieni skolēnu sociāli emocionālo prasmju novērtēšanai skolā.
3.
Anita Woolfolk (2021). Educational psychology. Pearson.
Additional Reading
1.
Šteinberga A. (2013). Pedagoģiskā psiholoģija. RaKa (akceptējams izdevums).
2.
Balsons M. (1995). Kā izprast klases uzvedību. Rīga: Lielvārds.
3.
Behavioural Neuroscience of Learning and Memory (2018). Ed. Robert E. Clark& Stephen Martin. Springer International Publishing.
Other Information Sources
1.
Journal of Educational Psychology. Editor: Karen R. Harris
2.
Sadarbības tīkls konsultatīvā atbalsta sniegšanai bērniem ar saskarsmes grūtībām un uzvedības traucējumiem.
3.
Oficiālās statistikas portāls (2024).
4.
Veselības ministrija (2021). Psihiskās veselības kampaņa “Viss ir Norm.a”.