Educational Psychology for Learners is the ideal text for programs that recognise the need for undergraduates - including first-year students - to engage in rigorous intellectual discussion based on theory and current research as a means to support students' academic growth, personal development and integration into the scholarly community. In addition to the relevant theory and research, there is an emphasis on the concept of intentionality as well as the integration and application of key psychological concepts such as motivation, knowledge acquisition and information processing, and self-regulation.
Distinctive Features include:
Illustrates how educational psychology provides the foundation for personal, academic, and professional success. Unlike other educational psychology texts, this text focuses on helping learners gain awareness and skills for themselves rather than helping teachers in their practice. Unlike other college success texts that introduce learning strategies and then offers research to support these strategies, this text begins each cluster with a comprehensive overview of theories and research before discussing relevant and concrete applications students can incorporate into their own educational experiences. The comprehensive overviews and theoretical discussions naturally support first-year programs that must rely on instructors with limited scholarly expertise in the educational psychology discipline. Perfect for first-year or learning courses that are incorporated into general education requirements and curriculum as it fosters increased student competencies in reading, writing and critical thinking. Case studies, activities and examples give students the chance to think about how to apply their theoretical knowledge to real-world contexts. Reading lists are also included for both student and faculty to enable further study.
PREFACE
CLUSTER 1THE BIG PICTURE: EDUCATIONAL PSYCHOLOGY AND RESEARCH IN HIGHER
EDUCATION
INTRODUCTION OVERVIEW AND OBJECTIVES
MODULE 1.1: EDUCATIONAL PSYCHOLOGY AND THE MODERN RESEARCH UNIVERSITY
OBJECTIVE: Describe the function of educational psychology in examining
processes of learning for individual learners
OBJECTIVE: Describe the history and guiding purposes of modern research
universities, liberal arts traditions, and general education requirements
OBJECTIVE: Outline the various benefits of acquiring transferrable learning
skills, engaging in high-impact educational practices, and becoming a
self-regulated learner
MODULE 1.2: INFORMATION LITERACYSCHOLARSHIP, RESEARCH, AND SOURCES
OBJECTIVE: Explain the relationship between information literacy and
scholarship
OBJECTIVE: Outline the purpose and characteristics of scholarship in terms of
scholarly works, original source materials, general scholarship types, and
specific criteria for evaluating scholarly works
OBJECTIVE: Describe how to prepare a research paper in terms of choosing
topics, developing thesis statements, finding and evaluating sources, and
using citations to avoid plagiarism
ADDITIONAL READINGS
CLUSTER 2A PLAN OF ACTION: EFFECTIVE GOALS AND GOAL SETTING
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 2.1: UNDERSTANDING GOALS AND GOAL SETTING
OBJECTIVE: Describe the relationship between values, goals and goal
commitment
OBJECTIVE: Describe the characteristics of a useful goal
OBJECTIVE: Describe the types of goals - short-term, long-term and enabling
goals and their relationship to directing behavior
OBJECTIVE: Describe the characteristics of effective goal setting
MODULE 2.2: DEVELOPING A PLAN OF ACTION
OBJECTIVE: Formulate beginning goals and associated goal plans using
goal-setting techniques
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 3MAXIMIZING ORGANIZATION: AN INTERACTION OF GOALS, MOTIVATION AND
TIME MANAGEMENT STRATEGIES
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 3.1: TIME MANAGEMENT THEORIES, MODELS, AND TECHNIQUES
OBJECTIVE: Describe the different approaches to setting priorities and
understanding habits
OBJECTIVE: Describe how perceived time control influences the experience of
both stress and time management efforts
OBJECTIVE: Describe how the theories of procrastination can explain
decision-making, and how underlying psychological factors can influence
chronic procrastination
MODULE 3.2: THE IDEAL SCHEDULECREATING BALANCE AND GETTING IT DONE
OBJECTIVE: Construct a master calendar that supports short-, mid-, and
long-range planning
OBJECTIVE: Establish a weekly schedule that supports academic and personal
goals
MODULE 3.3: STRATEGIESINCREASING FOCUS, MOTIVATION AND EFFICIENCIES
OBJECTIVE: Describe time management strategies and how they are related to
improving focus and motivation
OBJECTIVE: Identify multiple strategies that will help improve personal time
management difficulties
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 4 UNDERSTANDING MEMORY: INFORMATION PROCESSING FOR THE LONG TERM
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 4.1: MEMORY AND LEARNING
OBJECTIVE: Describe how the components of memory contribute to storing,
encoding, and retrieving information
OBJECTIVE: Describe how the memory continuum is related to processing
information
OBJECTIVE: Compare rehearsal and elaboration strategies, and their
relationship to processing information
MODULE 4.2: YOU ARE A VISUAL LEARNER
OBJECTIVE: Describe learning strategies that use visual imagery to process
information
MODULE 4.3: ACTIVE READING AND NOTE-TAKING
OBJECTIVE: Describe how active reading and note-taking are related to
processing information into long-term memory
OBJECTIVE: Describe the processes used in implementing active reading and
creating effective lecture notes
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 5MONITORING COMPREHENSION: MEANINGFUL LEARNING AND SUCCESSFUL
TEST-TAKING
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 5.1: COMPREHENSION MONITORING AND LEARNING TAXONOMIES
OBJECTIVE: Outline the purpose and features of comprehension monitoring, and
its relationship to self-testing, active reading and listening
OBJECTIVE: Describe self-testing strategies that minimize illusions of
knowing
OBJECTIVE: Describe the role of learning taxonomies in the practice of
comprehension monitoring, and provide illustrative examples using Bloom's
taxonomy
MODULE 5.2: MAXIMIZING EXAM PERFORMANCE
OBJECTIVE: Describe the relationship between stress, anxiety and performance
OBJECTIVE: Identify strategies that will help minimize levels of anxiety
OBJECTIVE: Describe strategies that will help predict exam items
OBJECTIVE: Describe general and specific test-taking strategies related to
successful exam performance
CLUSTER 6 THE FUNDAMENTAL CAUSES OF BEHAVIOR: YOUR MOTIVATION
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 6.1: SOME MOTIVATION THEORIES
OBJECTIVE: Describe the relationship between intrinsic and extrinsic
motivation and their effect on behaviors
OBJECTIVE: Describe the different kinds of achievement motivation (goal
orientations) and their influences on motivation
MODULE 6.2: BELIEFS THAT DRIVE MOTIVATION
OBJECTIVE: Discuss the role of self-efficacy in learning
OBJECTIVE: Describe attributions and their relationship with growth mindset
and achievement motivation
MODULE 6.3: GAINING AWARENESS AND TAKING CONTROL
OBJECTIVE: Describe the relationship between motivation and other areas
(e.g., goals, time management, etc.,) that influence students' educational
experiences.
OBJECTIVE: Identify strategies to promote and maintain higher levels of
motivation.
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 7METACOGNITION AND SELF-REGULATED LEARNING: PROMOTING DECISIONS THAT
IMPROVE LEARNING AND OUTCOMES
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 7.1: THINKING AND METACOGNITION
OBJECTIVE: Describe the relationship between cognition, metacognition, and
critical thinking, as well as their features
OBJECTIVE: Describe the characteristics of metacognitive knowledge and
metacognitive regulation, including their commonalities
OBJECTIVE: Develop an outline for implementing metacognitive strategies on a
task
MODULE 7.2: SELF-REGULATED LEARNING
OBJECTIVE: Describe characteristics of self-regulated learning
OBJECTIVE: Explain the similarities and differences among three major models
of self-regulated learning
OBJECTIVE: Using the cyclical model of self-regulated learning, develop an
outline for approaching a task
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 8UNDERSTANDING AND EXPERIENCING DIVERSITY: AN INTRODUCTION
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 8.1: UNDERSTANDING THE MEANING AND FORMS OF DIVERSITY
OBJECTIVE: Define diversity and describe its implications in terms of
diversity and inclusivity
OBJECTIVE: Define culture and describe its implications in terms of heritage
and identity
OBJECTIVE: Identify the difference between race and ethnicity
OBJECTIVE: Define gender and describe its implications in terms of gender
roles and gender identity
OBJECTIVE: Define spirituality and how it differs from religion
MODULE 8.2: UNDERSTANDING BARRIERS TO DIVERSITY
OBJECTIVE: Define prejudice and discrimination, as well as describe their
relationship to stereotyping and in-group socialization
OBJECTIVE: Identify the benefits of expanding personal identity and how this
can influence your way of thinking about, interacting within, and
experiencing the world
OBJECTIVE: Describe the personal and social benefits of experiencing
diversity
CASE STUDY RESPONSES
ADDITIONAL READINGS
CLUSTER 9WELLNESS: ADVANCING PERFORMANCE, LIFE SATISFACTION, AND CRITICAL
THINKING
INTRODUCTION CASE STUDY, OVERVIEW, OBJECTIVES
MODULE 9.1: THE WELLNESS DIMENSIONS
OBJECTIVE: Identify and define the six dimensions of wellness
OBJECTIVE: Describe how the wellness dimensions relate to performance and
life satisfaction
MODULE 9.2: TAKING CHARGE OF PERSONAL WELLNESS
OBJECTIVE: Define wellness in terms of nutrition, exercise, sleep, and social
media use
OBJECTIVE: Describe the relationship between stress management and wellness
OBJECTIVE: Describe how critical thinking and mindfulness inform wellness
CASE STUDY RESPONSES
ADDITIONAL READINGS
INDEX
