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Annual Review of Psychology 1967
Review
Topics: Humans; Learning; Psychology, Educational
PubMed: 5333420
DOI: 10.1146/annurev.ps.18.020167.001021 -
The British Journal of Educational... Mar 2016
Topics: Humans; Motivation; Psychology, Educational; Research
PubMed: 26856403
DOI: 10.1111/bjep.12106 -
Psicothema Nov 2023Educational psychology ranks second, after clinical psychology, in terms of professional activity profiles but in recent decades, the role of the educational...
BACKGROUND
Educational psychology ranks second, after clinical psychology, in terms of professional activity profiles but in recent decades, the role of the educational psychologist has blurred.
METHOD
The specialized literature was reviewed, and previous works by the author on the subject were updated.
RESULTS
This article emphasizes the relevance of educational psychology for the prevention and promotion of child and adolescent mental health. For this purpose, we must delimit the functions of the psychologist in educational contexts, differentiating it from other professional roles. To this end: (1) the main functions of the educational psychologist with students, their families, and teachers are proposed; (2) the postgraduate training necessary to perform these functions is described; and (3) the relevant role that educational centers can play in the promotion of child and adolescent mental health is shown, using, as an example, two problems: Bullying-cyberbullying and depression in childhood and adolescence.
CONCLUSIONS
Schools should incorporate educational psychologists to develop assessment, prevention, and intervention activities, and schools must be contexts where emotional well-being is promoted and psychological and mental health problems are prevented. The work makes a proposal for intervention from educational psychology.
Topics: Humans; Adolescent; Psychology, Educational; Mental Health; Students; Educational Status; Schools
PubMed: 37882418
DOI: 10.7334/psicothema2023.1 -
The British Journal of Educational... Aug 2023The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based...
BACKGROUND AND AIMS
The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretical perspectives both within, and beyond, educational psychology.
RESULTS
This Editorial presents a brief historical overview of key developments in CLT and seven key themes that are pertinent to research on CLT. These themes are as follows: Level of Expertise, Cognitive Load Measurement, Embodied Cognition, Self-Regulated Learning, Emotion Induction, Replenishment of Working Memory, and Two Subprocessors of Working Memory. Summaries of the nine empirical contributions to the special issue are presented and discussed in relation to how they provide insight into one or more of these themes.
CONCLUSIONS
Understanding the variables that impact student learning and instruction has always represented the core aim of CLT. The growing multidisciplinary features of CLT should provide researchers and practitioners with more holistic perspectives of the factors that predict student learning and, in turn, guide instructional design.
Topics: Humans; Cognition; Learning; Memory, Short-Term; Psychology, Educational
PubMed: 37208145
DOI: 10.1111/bjep.12612 -
Annual Review of Psychology 1958
Topics: Education; Humans; Psychology; Psychology, Educational
PubMed: 13509601
DOI: 10.1146/annurev.ps.09.020158.001201 -
Annual Review of Psychology 1954
Topics: Education; Humans; Psychology; Psychology, Educational
PubMed: 13149141
DOI: 10.1146/annurev.ps.05.020154.002041 -
Annual Review of Psychology 1950
Topics: Child; Child Psychiatry; Education; Humans; Learning; Occupations; Psychology; Psychology, Educational
PubMed: 14771876
DOI: 10.1146/annurev.ps.01.020150.001315 -
Annual Review of Psychology 1962
Topics: Education; Humans; Psychology; Psychology, Educational
PubMed: 14004910
DOI: 10.1146/annurev.ps.13.020162.002103 -
Annual Review of Psychology 1956
Topics: Education; Humans; Psychology, Educational
PubMed: 13275924
DOI: 10.1146/annurev.ps.07.020156.001435 -
Annual Review of Psychology 1957
Topics: Child; Humans; Psychology; Psychology, Child; Psychology, Educational
PubMed: 13403610
DOI: 10.1146/annurev.ps.08.020157.001115