Educational Psychology - APS100088
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The course is concerned with how people learn and with exploring the whole set of psychological laws of education and training, taking into account the age and individual peculiarities of the person. Educational psychology examines the cognitive, metacognitive, behavioral, motivational, emotional, and social influences on the learning process. The course draws on the theoretical and methodological insights of other psychological (general, developmental, and social) as well as educational, sociological, biological, and other disciplines.
The aim of the course is to introduce educational psychology as one of the possible starting points for professional work in educational and school counselling and in all areas where the psychologist needs a comprehensive clarification of the previous development of children, adolescents and adults for effective diagnosis and intervention. To provide a theoretical-applicational basis for psychological explanations of educational processes and relationships and their effects on the development of the individual. To demonstrate that it is educational psychology that offers a relevant basis for understanding and supporting the conditions of individual development. Acquired knowledge: the student is able to define the basic areas of educational psychology, knows the place of educational psychology in the taxonomy of psychological disciplines and in disciplines devoted to the education of the individual, the contribution of the discipline to the practice of education, education and the development of the individual; knows the important concepts of personality, learning and their contribution to the development of educational psychology; knows and explains the basic subject categories of educational psychology (esp. Learning and maturation, abilities, competences, socialisation in the school environment, education and training); knows and understands the basic categories of problems addressed by educational psychology; understands the principles of psychological diagnostics used in educational psychology; can use and interpret various diagnostic tools used in educational psychology (diagnostics of learning, motivation, personality, relationships); knows the basic principles of describing and understanding the development and education of an individual; can list the basic principles of the scientific approach in educational practice; understands the differences in scientific and non-scientific approaches to education. Acquired skills: the student can apply the approaches of educational psychology and distinguish it from the approaches of sociology, special education, pedagogy, medicine; can compare the different approaches, can highlight their fundamental contributions; can critically assess the psychological grounding and methodological adequacy of common procedures for solving everyday problems of educational practice. Last update: Dragomirecká Eva, PhDr., Ph.D. (06.11.2023)
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Knowledge of the lecture material and basic literature.Submission of the portfolio of assignments at the end of the semester. Test and Oral examination. Last update: Kubíková Kateřina, Mgr., Ph.D. (23.09.2025)
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Ormrod, J.E., Andermann, E.M., & Andermann, L. H. (2019). Educational psychology: developing learners. Pearson. Alexander, P. A., Winne, P. H. (Eds.) (2006) Handbook of Educational Psychology (2nd ed.). Routledge. ISBN 978-0805859713 Harris, K. R., Graham, S, Urdan, T. (Eds.) (2012). APA Educational Psychology Handbook. Volumes 1 & 2. APA. ISBN 978-1-4338-0996-5 Sternberg, R. J., Williams, W. M. (2002). Educational psychology. Boston: Allyn and Bacon. ISBN 0-321-01184-8. Selected chapters in Schunk, D. H., Greene, J. A. (Eds.) (2018). Handbook of Self-Regulation of Learning and Performance (2nd edition). Routledge. ISBN 9781138903197 Last update: Dragomirecká Eva, PhDr., Ph.D. (13.10.2023)
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