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Educational Psychology

Module description

This module provides an introduction to applied psychology in educational settings.  Educational psychology is concerned with how children and young people learn and the factors that influence learning and school engagement (cognitive, behavioural, social-emotional, environmental, ecological). In this module, you will become familiar with the role of the educational psychologists in working with teachers, parents, learners and other stakeholders to understand, assess, and support additional learning needs in formal and informal educational contexts. This module is a key starting point for anyone considering a career in educational psychology, enabling them to understand the nature of the role and acquire foundational knowledge and skills.

Module aims - intentions of the module

The module aims to help you to:

• Develop a broad and critical understanding of theory, research, and practice in Educational Psychology.
• Engage with issues and debates in the assessment and diagnosis of learning and behaviour difficulties in educational settings.
• Understand the role of the educational psychologist, the systems they work in, and the skills involved in practice.
• Become familiar with topics of interest to educational psychologists and contemporary research on these topics.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Draw on theory, research and practice to discuss topics of interest to educational psychologists
• 2. Describe and evaluate approaches to diagnosis, assessment, and intervention for learners with additional needs
• 3. Demonstrate awareness of the factors that can influence learning and the role educational psychologists can play in supporting children and young people’s learning and development

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 4. Acquire factual and conceptual knowledge of the subject, and demonstrate understanding of this knowledge
• 5. Review and evaluate empirical research evidence and published literature in this field of study
• 6. Address well-defined problems systematically, think critically and creatively, and begin to appreciate the complexities of the issues

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 7. Take responsibility for your own learning, with appropriate support
• 8. Develop clear and logical arguments in your written work
• 9. Collect and manage appropriate information from a range of sources and undertake essential study tasks under guidance

Syllabus plan

Whilst the module’s precise content may vary over time, it is envisaged that the syllabus will consider a range of issues that relate to various important areas of educational psychology. The syllabus will consider theory and research in this area of psychological study. Indicative examples of what may be covered include:

• Learner differences and learning needs
• The diagnosis and assessment of learning difficulties
• Approaches to teaching, learning and intervention for learners with particular areas of need
• Academic motivation and student engagement in learning
• Behavioural, cognitive and constructivist views of learning
• School behaviour, achievement, and mental health
• Diversity and inclusion in educational settings
• Educational Psychology Practice

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Indicative learning resources - Basic reading

• Cline, T., Gulliford, A., & Birch, S. (2015).  Educational psychology (2^nd ed). Routledge.
• Frederickson, N. and Cline,T. (2015) Special educational needs, inclusion and diversity. 3 ^rd ed. Open University Press.
• Gilmore, L., & Campbell, M. (2019). ‘It’s a lot trickier than I expected’: Assessment Issues and Dilemmas for Intern Psychologists. The Educational and Developmental Psychologist, 36 (1), 3-7.
  • Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. 
  • Loftus-Rattan, S. M., Wrightington, M., Furey, J., & Case, J. (2023). Multi-tiered system of supports: An ecological approach to school psychology service delivery. Teaching of Psychology, 50(1), 77-85.
  • Lavrijsen, J., Vansteenkiste, M., Boncquet, M., & Verschueren, K. (2022). Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective. Journal of Educational Psychology, 114 (4), 772.
  • Rowley, J., Giles, P., Hammond, A., Hussein, A., Oakey, M., O'hara, S., ... & Wood, K. (2023). Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists. Educational Psychology in Practice, 39(1), 19-37.
  • Murphy, D., Leonard, S. J., Taylor, L. K., & Santos, F. H. (2022). Educational achievement and bullying: The mediating role of psychological difficulties.  British journal of educational psychology, 92(4), 1487-1501.
  • Schunk, D.H. (2013). Learning Theories. An Educational Perspective . Pearson-Merrill Prentice Hall.
  • Skinner, E. A., Rickert, N. P., Vollet, J. W., & Kindermann, T. A. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist, 57 (2), 87-113.
  • Slavin, R. (2014). Educational Psychology. Theory and Practice. (10^th ed) Allyn and Bacon.
  • Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84 (5), 204-212.

Key words search

Education, psychology, special educational needs, learning difficulties, school, motivation, behaviour, assessment