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EDUCATIONAL PSYCHOLOGY

 

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EDUCATIONAL PSYCHOLOGY

(: Pedagogical psychology, Psychology of learning and instruction, School psychology)

 

 

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: psychology of instruction, psychology of learning, learning structure, formation of mental activity, personality development, developing teaching, moral education, zone of proximal development, learning activity

 

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Object, goals, and structure of educational psychology. Educational psychology as a part of fundamental psychological knowledge. Psychology of learning: definition, structure, and features of human learning. Main theoretical approaches to learning: associanism, behaviorism, neo-behaviorism, cognitivism. Modern trends in educational psychology. Cultural-historical activity psychology as a fundamental base for construction learning theories: theory of planned stage-by-stage formation of mental actions, theory of developing teaching. Educational psychology as an applied branch of psychological science. Application areas of modern educational psychology: pre-school, primary, secondary school education, higher and vocational education, life-long-learning, moral and value education. Contemporary approaches to the personality upbringing. Actual tasks and perspectives of educational psychology development in the 21st century.

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2. Soloman B.A., Felder R.M. Index of Learning Styles Questionnaire. // http://www.engr.ncsu.edu/learningstyles/ilsweb.html

 

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12. Beck H.P., Levinson S., Irons G. Finding Little Albert. A journey to John Watsons Infant Laboratory // American Psychologist, 2009. V. 64, 7, pp. 605-614.

13. Deci, E. L., Koestner, R., Ryan, R. M. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation // Psychological Bulletin, 1999, 125, 627-668.

14. Deci, E. L., Koestner, R., Ryan, R.M. The undermining effect is a reality after all: Extrinsic rewards, task interest, and self-determination // Psychological Bulletin, 1999, 125, 692-700.

15. Skinner B.F. The shame of American education // American psychologist, 1984. Pp. 947-954.

16. Skinner B.F. Beyond freedom and dignity. New York, 1971.

 

 

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8. Woolfolk A.E. Cognitive learning theories. Application of cognitive learning theories. In: Educational Psychology. Allyn and Bacon. Ch. 6. 12th edition, 2012.

9. The Adult Learner: The definitive classic in adult education and human resource development // By M.S. Knowles, R.A. Swanson, E.F. Holton. 7th edition, 2011.

  1. Deci E.L., Vallerand R.J., Pelletier L.G., Ryan R.M. Motivation and Education: The Self-Determination Perspective // Educational Psychologist, 1991, 26 (3 & 4), 325-346.

11. Levesque Ch., Zuehlke A.N., Stanek L.R., Ryan R.M. Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory. J. of Educational Psychology, 2004, vol. 96, No. 1, 6884.

12. Little T.D., Oettingen G., Stetsenko A., Baltes P.B. Children's action-control beliefs about school performance: How do American children compare with German and Russian Children? // J. of Personality and Social Psychology, 1995, vol. 69, No.4, 686-700.

13. Reeve J. Self-determination theory applied to educational settings. In Handbook of self-determination research. Ed. by E. Deci and R. Ryan. 2002. Pp. 183-203.

14. Ryan R.M., Deci E.L. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and well-being // American Psychologist, 2000. Vol. 55, No.1, 68-78.

 

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1. . // . . .. .. . ., , 1998. .115-132.

2. .. : . 1: . [ ] // : . . . 2010. N 4 (12). URL: http://psystudy.ru

3. .. : . 2: [ ] // : . . . 2010. N 5(13). URL: http://psystudy.ru

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10. Dweck, C.S. Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press, Taylor & Francis Group, 1999. 195 p.

11. Handbook of self-determination research. Ed. by E. Deci and R. Ryan. 2002.

12. Ryan, R. M., Deci, E. L. Promoting self-determined school engagement: Motivation, learning, and well-being // In K. R. Wentzel, A. Wigfield (Eds.), Handbook on motivation at school. New York: Routledge, 2009. Pp. 171-196.

13. Fernet, C., Guay, F., Senecal, C., Austin, S. Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors // Teaching and Teacher Education, 2012, 28, 514-525.

14. Gillet, N., Vallerand, R. J., Lafrenière, M. A. K. Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support // Social Psychology of Education: An International Journal, 2012, 15, 7795.

15. Niemiec, C. P., Ryan, R. M. Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice // Theory and Research in Education, 2009, 7, 133-144.

16. Soenens, B., Sierens, E., Vansteenkiste, M., Goossens, L., Dochy, F. Psychologically controlling teaching: Examining outcomes, antecedents, and mediators // Journal of Educational Psychology, 2012, 104, 108-120.

 

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  4. Podolskiy, A. Bridging a Gap between Psychology and Instructional Practice// Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (Eds.). (2008). Understanding models for learning and instruction. Essays in honor of Norbert M. Seel. New York: Springer., pp. 211- 229.
  5. Kolb D.A. Experimental learning: Experience as a source of learning and development. Englewood Cliffs. N. Y: Prentice-Hall, 1984.

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