Educational psychology: motivational and social factors

Study level: Graduate study programme in psychology
Lecturers: Nina Pavlin Bernardić, Ph.D., Vanja Putarek
Language: Croatian
Semester: 2nd (summer)
Status: mandatory
Form of instruction with class hours: 30 hours of lectures, 15 hours of exercise, 15 hours of seminars
Prerequisites: Educational Psychology: Learning and teaching

Course description

Internal and external conditions of learning. School context and learning process. Application of theories of motivation in the school context. Classroom strategies for enhancement of motivation to learn. Interests and emotions in the classroom setting. Classroom climate. Communication patterns in the classroom. Teachers’ attitudes and classroom management. Classroom discipline. Cooperation with other participants in the educational process.

Course objectives

Students will be able to show the understanding of theories and research methods in the area of motivation and social processes in the school context. Students will be able to explain the relationship between the school environment and the process of learning and teaching, as well as the relationship between motivational and socio-emotional variables and school achievement. Students will be able to plan and apply procedures for identification and encouragement of learning motivation, as well as to plan and apply adequate procedures for identification and improvement of social relationships in the classroom and classroom discipline. Students will be able to apply adequate methods for the evaluation of their intervention measures, as well as different counselling approaches while working with students, parents and teachers in solving behaviour and emotional problems. Students will be able to explain the role of the school psychologist in encouraging the quality of learning and teaching as well as in the ensuring of an encouraging classroom surrounding.

Required readings

Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003.) Psihologija obrazovanja, Zagreb: IEP.(poglavlje 4,5,8 )
Ormrod, J.E (2003.): Educational psychology – developing learners (4th ed.),Columbus, Merrill Prentice Hall (poglavlje 11,12,14)
Woolfolk, A. (2001.) Educational psychology, (8th.ed.), New York, Allyn and Bacon (poglavlje 10,11,12)

Recommended readings
Slavin, R.E.(1997) Educational psychology (5th ed.) New York: Allyn and Bacon (poglavlje 10,11).
Schunk, D.,H., Pintrich, P.,R., Meece, J.,L. (2008). Motivation in Education: Theory Research and Application. Englewood Clif, New Jersey: Prentice Hall.
Manning, M. L. i Bucher, K. (2007). Clasroom management. Ohio: Pearson – Merrill Prentice Hall.
Olweus, D. (1998) Nasilništvo u školi, Zagreb, Educa
Juul,J. (1995): Razgovori s obiteljima, Zagreb, Alinea.
Gossen, D.C. (1995). Restitucija, preobrazba školske discipline, Zagreb, Alinea
Brdar, I. i Rijavec, M. (1998) Što učiniti kad dijete dobije lošu ocjenu, IEP, Zagreb.