NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Educational Psychologist23
Audience
Researchers1
Location
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 23 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Florence; Borup, Jered – Educational Psychologist, 2022
Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this…
Descriptors: Electronic Learning, Learner Engagement, Educational Technology, Educational Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Hoadley, Christopher; Campos, Fabio C. – Educational Psychologist, 2022
The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can…
Descriptors: Online Courses, Educational Psychology, Epistemology, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Jones, Stephanie M.; McGarrah, Michael W.; Kahn, Jennifer – Educational Psychologist, 2019
Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive…
Descriptors: Social Development, Emotional Development, Individual Development, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Brackett, Marc A.; Bailey, Craig S.; Hoffmann, Jessica D.; Simmons, Dena N. – Educational Psychologist, 2019
Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other's emotions and behavior, make…
Descriptors: Social Development, Emotional Development, Teaching Methods, Theories
Peer reviewed Peer reviewed
Direct linkDirect link
Schonert-Reichl, Kimberly A. – Educational Psychologist, 2019
Around the globe, dialogs about educational reform and the integration of social and emotional learning (SEL) into policy and curriculum are proliferating. SEL is now a worldwide phenomenon and not just a passing fad, with SEL approaches and programs being implemented in countries throughout the world. Articles included in this special issue are…
Descriptors: Social Development, Emotional Development, Success, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D. – Educational Psychologist, 2019
The purpose of this article is to highlight the important role that gender plays in organizing and affecting the quality of the classroom climate. We review research showing how students' peer relationships tend to be segregated by gender and discuss the consequences of children spending much of their time almost exclusively with same-gender…
Descriptors: Educational Quality, Educational Environment, Gender Differences, Peer Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Juvonen, Jaana; Lessard, Leah M.; Rastogi, Ritika; Schacter, Hannah L.; Smith, Danielle Sayre – Educational Psychologist, 2019
The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical…
Descriptors: Educational Environment, Barriers, Social Environment, Inclusion
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Christia Spears – Educational Psychologist, 2019
Although three articles in this special issue address three very different social groupings--gender, ethnicity, and academic needs--they all highlight why inclusion is important for students' healthy development. The authors make specific suggestions for how schools might promote a more inclusive and welcoming climate for their students.…
Descriptors: Educational Environment, Inclusion, Peer Relationship, Social Integration
Peer reviewed Peer reviewed
Direct linkDirect link
Gray, DeLeon L.; Hope, Elan C.; Matthews, Jamaal S. – Educational Psychologist, 2018
This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents' opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the…
Descriptors: African American Students, Racial Factors, Adolescents, Student School Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Hand, Victoria; Gresalfi, Melissa – Educational Psychologist, 2015
Identity has become a central concept in the analysis of learning from social perspectives. In this article, we draw on a situative perspective to conceptualize identity as a "joint accomplishment" between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts.…
Descriptors: Identification (Psychology), Interaction, Social Influences, Cultural Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Schwan, Stephan; Grajal, Alejandro; Lewalter, Doris – Educational Psychologist, 2014
Science museums, science centers, zoos, and aquariums (MCZAs) constitute major settings of science learning with unique characteristics of informal science education. Emphasis will be given to the analysis of four specific characteristics of MCZAs that seem relevant for educational research and practice, namely, conditions of mixed motives and…
Descriptors: Science Education, Museums, Recreational Facilities, Informal Education
Peer reviewed Peer reviewed
Direct linkDirect link
Yeager, David Scott; Dweck, Carol S. – Educational Psychologist, 2012
Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students' mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be…
Descriptors: Academic Achievement, Personality Traits, Resilience (Psychology), Individual Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Azevedo, Roger; Moos, Daniel C.; Johnson, Amy M.; Chauncey, Amber D. – Educational Psychologist, 2010
Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and…
Descriptors: Protocol Analysis, Hypermedia, Metacognition, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Magnifico, Alecia Marie – Educational Psychologist, 2010
When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition about writing? Their motivation to write? In this article, I review literature on cognitive and social processes of writing, conceptualizations of audience, writing across distinct learning environments, and writers' motivations. I…
Descriptors: Authors, Writing (Composition), Cognitive Processes, Social Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Jihyun; Shute, Valerie J. – Educational Psychologist, 2010
Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K-12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and…
Descriptors: Elementary Secondary Education, Academic Achievement, Learning Strategies, Cognitive Psychology
Previous Page | Next Page ยป
Pages: 1  |  2