EDCC 323 Study Unit 1.1 Introduction To Educational Psychology & Learner Support PDF

EDCC 323 STUDY UNIT 1.1 / LEEREENHEID 1.1 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY & LEARNER SUPPORT KONTAKBESONDERHEDE/ CONTACT DETAILS: School of Psychosocial Education/ Skool vir Psigososiale Onderwys LEERUITKOMSTS/ LEARNING OUTCOMES Na voltooiing van hierdie...

EDCC 323 STUDY UNIT 1.1 / LEEREENHEID 1.1 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY & LEARNER SUPPORT KONTAKBESONDERHEDE/ CONTACT DETAILS: School of Psychosocial Education/ Skool vir Psigososiale Onderwys LEERUITKOMSTS/ LEARNING OUTCOMES Na voltooiing van hierdie On completion of this study leergedeelte behoort jy in section, you should be able to: staat te wees om: goed afgeronde kennis op die demonstrate well-rounded gebied van opvoedkundige sielkunde knowledge of the field of en leerderondersteuning te educational psychology and demonstreer; learner support; opvoedkundige sielkunde en leerderondersteuning in ʼn understand educational opvoedkundige opset te verstaan; psychology and learner support in oor die doelstellings van an educational setting; opvoedkundige sielkunde en elaborate on the goals of leerderondersteuning uit te wei; en educational psychology and learner oor die verskil tussen support; and opvoedkundige sielkunde en leerderondersteuning te besin. reflect on the difference between educational psychology and learner support. STUDY MATERIAL: Department of Education. 2001. Education White Paper 6 http://www.unesco.org/education/pdf/SALAMA_E.PDF UNESCO. 1994. The Salamanca statement and framework for action on special needs education. UNESCO. 2015. Transforming our world: the 2030 Agenda for Sustainable Development (https://sdgs.un.org/2030agenda) Click, Kevin & Schwartz, Neil & Bartel, Anna. (2022). Educational Psychology: Learning and Instruction. 10.1007/978-3-030- 26248-8_67-1. Nezhad, Akbar & Vahedi, Majid. (2011). The Role of Educational Psychology in Teacher Education Programs. Procedia - Social and Behavioral Sciences. 30. 327–330. Lohse-Bossenz, Hendrik & Kunina-Habenicht, Olga & Kunter, Mareike. (2013). The role of educational psychology in teacher education: Expert opinions on what teachers should know about learning, development, and assessment. European Journal of Psychology of Education. 28. 10. WHAT IS EDUCATION?: the process of: (1) developing the capacities and potential of the individual so as to prepare that individual to be successful in a specific society or culture. From this perspective, education is serving primarily an individual development function. (2) the process by which society transmits to new members the values, beliefs, knowledge, and symbolic expressions to make communication possible within society. In this sense, education is WHAT IS PSYCHOLOGY?: serving a social and cultural function. The science that studies the mind, behaviour (and/or mental processes), relationships and experiences of EDUCATIONAL PSYCHOLOGY IS human beings. THEREFORE: a distinct scientific discipline within psychology that includes both methods of study and a resulting knowledge base. While it is concerned primarily with understanding the processes of teaching and learning that take place within formal environments, it is also concerned with affiliated operations and procedures such as curriculum development, assessment, and evaluation. Educational psychologists are interested in a wide variety of topics such as learning theories; teaching methods; motivation; cognitive, emotional, and moral development; and parent/child relationships. (Parankimalil) DEFINISIE VAN OPVOEDKUNDIGE SIELKUNDE / DEFINITION OF EDUCATIONAL PSYCHOLOGY ( ACCORDING TO TRIF, V. 2019 AND ALAJI, TIJANI AND ABDULLAHI,2015)  Opvoedkundige sielkunde is 'n kombinasie Educational psychology is a combination of two van twee woorde, "opvoedkunde" en words, "education "and "psychology". "sielkunde". Education may be seen as the attempt to shape or  Opvoedkunde kan gesien word as die poging modify behaviour of an individual with a view of om gedrag van 'n individu te vorm of te equipping him or her with desirable skills, verander, met die doel om hom of haar toe habits and attitudes to adequately adjust to te rus met wenslike vaardighede, the communal life and contribute effectively to gewoontes en houdings sodat die its growth and preservation. individu aanpas by gemeenskaplike lewe en effektief bydra tot die groei en bewaring The word psychology is derived from Greek daarvan. psyche' (mind, soul or spirit) and 'logos' (discourse  Die woord sielkunde in Grieks - psige or study). (gedagte, siel of gees) en 'logos' (diskoers of Literally, then, psychology is the 'study of the studie). mind'. In simple terms Psychology can be  Letterlik, dan is sielkunde die 'studie van die defined as the science of mind and behaviour. It verstand'. In eenvoudige terme kan die concerns itself with how and why organisms do sielkunde gedefinieer word as die wetenskap what they do. van verstand en gedrag. Dit gaan oor hoekom en waarom organismes doen wat hulle doen. It is the science that seeks to understand  Dit is die wetenskap wat poog om gedrag en behaviour and mental processes and applies that Opvoedkundige sielkunde is daardie vertakking Educational psychology understanding in the serviceisof human that branch welfare. of verstandelike prosesse te verstaan en die van begrip, sielkunde waarin die bevindings van psychology in which the findings of psychology in diens van menslike welsyn toe te sielkunde pas. toegepas word in die veld van are applied in the field of education. It is the onderwys. Dit is die wetenskaplike studie van scientific study of human behaviour in menslike gedrag in opvoedkundige omgewing. educational setting. KENMERKE VAN OPVOEDKUNDIGE SIELKUNDE (STUDIEGIDS)/ FEATURES OF EDUCATIONAL PSYCHOLOGY (STUDY GUIDE) Click, Schwartz & Bartel, 2022 Trif, V. et al, 2019 & Kelly, 1941 Die basiese of inherente kenmerke, karakter of eienskappe van iets / The basic or inherent features, character, or qualities of something. Om kennis te hê van die kind To have knowledge of the child Om die doelwitte en aard van To give understanding of the nature, onderwys te verstaan. aims and purposes of education Om wetenskaplike metodes en To give understanding of the prosedures wat gevolg is om feite scientific methods and procedures en beginsels van opvoedkundige which have been used in arriving at sielkunde te formuleer beter te the facts and principles of verstaan. educational psychology Om te verstaan hoe mense leer. To understand how people learn VERVOLG/CONTINUE Om opleiding te gee oor metodes wat  To give training in methods of measuring gebruik kan word om vermoëns en prestasie in skoolvakke te meet abilities and achievement in school subjects Om kennis weer te gee van die groei en  To give knowledge of the growth and ontwikkeling van kinders development of children Om te help om beter aanpassing van  To assist in the better adjustment of children kinders te verseker en om hulle te help om wanaanpassing te voorkom and to help them to prevent maladjustment Om die opvoedkundige belangrikheid asook  To study the educational significance and beheer van emosies te bestudeer control of emotions Hoe om leer en onderrig prosesse te  How to improve teaching and learning verbeter. processes.  To understand the social and cultural context Om sosiale en kulturele konteks te verstaan VAN DIE DINGE WAT OPVOEDKUNDIGE SIELKUNDIGES IN DIE PRAKTYK DOEN WAT VERBAND HOU MET ONDERWYS IN SUID-AFRIKA, SLUIT IN: SOME OF THE THINGS THAT EDUCATIONAL PSYCHOLOGISTS DO IN PRACTICE IN RELATION TO EDUCATION IN SOUTH AFRICA Assesseer, INCLUDE: diagnoseer en intervensie van Assess, diagnose and intervene in emotional emosionele probleme en versteurings by kinders difficulties and disorders in children Assesseer, diagnoseer en intervensie in Assess, diagnose and intervene in learning leerhindernisse (psigo-opvoedkunde + barriers (psycho-educational + concession konsessie-assesserings) assessments) Ouerbegeleiding Do parent guidance Werk saam met gesinne om sistemiese verskille Work with families to address systemic aan te spreek, en doen Psigo opvoeding differences, and do psycho-education Doen onderwysersopleiding - hoe om hindernisse Do teacher training – how to address barriers in in klaskamers aan te spreek classrooms Is deel in gemeenskapsopvoedingsprogramme Are part in community education programs Bied onderrig aan oor studiemetodes en Teach study methods and skills vaardighede Engage in learner support Doen leerderondersteuning Do research on factors influencing academic Doen navorsing oor faktore wat akademiese achievement prestasie beïnvloed THEORETICAL APPROACHES: EDUCATIONAL PSYCHOLOGY (SEE STUDY GUIDE) There has been a theoretical shift (related to disability, educational a primarily and psychological support) occurring medical in the 21st century perspectiv to a more e, which contemporary focuses on perspective, the which focuses on individual the interaction Several terms are often used interchangeably to between the refer to this more holistic approach, such as a individual and systemic or systems approach; an ecological, bio- the ecological, eco-systemic or ecological systems environment approach. Hierdie verskuiwing het plaasgevind as gevolg van This shift has taken place as a result of die feit dat tradisionele praktyk as onvoldoende voorgekom het. traditional practice being demonstrated to be insufficient. Soos die samelewing se behoeftes en waardes verander het, ontwikkel 'n nuwe denkwyse oor die As society’s needs and values change, a new menslike natuur. way of thinking about human nature evolves. Inklusiewe idees, teorieë en navorsingsagendas is grootliks ingelig deur sistemiese en Inclusive ideas, theories and research menseregteperspektiewe. agendas have been largely informed by Dit het gelei tot 'n voorgestelde verandering van rolle systemic and human rights perspectives. en praktyke vir opvoedkundige sielkundiges van tradisionele kindergebaseerde assesserings en This has led to a proposed change of roles intervensies tot sistematies-georiënteerde and practices for educational psychologists probleme of oplossingsgerigte konsultasies met from traditional child-focused skoolpersoneel en ouers. assessments and interventions to Die huidige "probleem" moet beskou word as systemically-orientated problems or multifaktoriaal van oorsprong, en intervensies moet op verskillende vlakke gemik wees (d.w.s die solution-focused consultations with klaskamer, skool, onderwysers, familie, kind, school staff and parents. kurrikulum, beleid, ens.). The presenting “problem” should be viewed as multi-factorial in origin, and interventions aimed at different levels (i.e.,  ‘N MEDIESE BENADERING/A MEDICAL APPROACH Die mediese benadering of binne-kind model is The medical approach or within-child model is uiteindelik 'n model van diagnose en ultimately a model of diagnosis and treatment. behandeling. Claims that any illness, problem, or deficit is Enige siekte, probleem of tekort inherent is. inherent. Die gestremdheid is die probleem, en hulle probeer The impairment is the problem, and they seek to om die gestremdheid te verander of te "genees" change or “cure” the impairment in order to make ten einde die persoon "normaal" te maak. the person “normal”. Die kind ontvang ‘n etiket en word anders behandel The child is labelled and treated differently Dus, kinders wat nie die bestaande Thus, children that do not “fit into” the existing onderwysprogramme pas nie, moet spesiale skole education programmes would have to attend en remediërende klasse bywoon om hulle te "reg te special schools and remedial classes in order to kry" en hul verskille te verminder. “fix” them and alleviate their differences. Gespesialiseerde opvoeders en ander professionele Specialised educators and other professionals such persone soos opvoedkundige sielkundiges word as educational psychologists are viewed as the beskou as die enigste kundiges wat die leerder only knowledgeable experts that can assess, met die gestremdheid kan assesseer, identifiseer en identify and treat the learner with the disability. behandel. “Key concepts associated with the medical model "Sleutelkonsepte wat met die mediese model include: ‘special educational needs’, ‘handicap’, verband hou, sluit in: 'spesiale onderwysbehoeftes', ‘disability’, ‘defect’, ‘deficiency’, ‘remedial’, Daar is baie kritiek op die mediese model. There has been much criticism of the  Kan lei tot individueel - alleenlik assessering, en medical model. versuim om insig te gee oor stelsels waarvan  Can lead to individual - only assessment and kinders deel is. fail to provide insight into systems of which  Alhoewel die assessering, diagnose en children are a part. behandeling van patologieë van leerders  Although assessing, diagnosing and treating relevant is vir baie kliniese werk, is dit te pathologies of learners are relevant for much beperkend vir opvoedkundige clinical work, it is too restrictive in scope for ondersteuningsdienste. educational support services.  Ons kan nie kinders doeltreffend bedien deur hul  We cannot serve children effectively by de- interne patologieë te dekontekstualiseer nie, contextualising their problems as internal soos die mediese model ons sou wou laat doen pathologies, as the medical model would have nie. Ons moet verstaan hoe 'disfunksie' verband us do. We must understand how 'dysfunction' hou met die groter stelsels rondom hulle relates to the larger systems that encompass them SISTEMIESE BENADERING /SYSTEMIC APPROACH Die sosiaal-sistemiese perspektief het The social-systems perspective arose out ontstaan uit 'n kombinasie van of a combination of family therapy, familieterapie, ekologiese en ecological and systems theory sisteemteoriebenaderings. approaches. Ekologiese teorie is gebaseer op die Ecological theory is based on the interafhanklikheid tussen verskillende interdependence between different organismes en hul fisiese omgewing. organisms and their physical environment. Stelselteorie beskou verskillende vlakke en groepe mense as interaktiewe stelsels- Systems theory sees different levels waar die werking van die "geheel afhanklik and groups of people as interacting is van die interaksie tussen alle dele“ systems – where Bronfenbrenner se Bio-ekologiese Bronfrenbrenner’s Bio-ecological benadering is n voorbeeld. approach is an example Self-awareness; relationship skills; Motivation; Self-directedness Systemic approaches do not disregard the medical perspective, but instead expand on the theory and foster a more integrative, holistic understanding of an individual within his/her environment and context.  RELEVANCE OF ED.PSYCHOLOGY FOR TEACHERS KNOWLEDGE ABOUT Motivation and Engagement Laws of learning Rewards & LEARNING Punishment Knowledge of different methods to get the The ways and means by which learning can best results. take place: constructivism, social constructivism, behaviourism HEREDITY AND UNDERSTAND THE CHILD ENVIRONMENT (CONTEXT) Knowledge about heredity and Know how children think, their interests at *Heredity and environment environment factors which plays a role in different development stages. *The child *Teacher’s own role development. *Differences *Knowledge about potentialities TEACHER’s OWN ROLE UNDERSTAND INDIVIDUAL Knowledge that the teacher’s own attitude DIFFERENCES plays a fundamental role. There are marked differences among children; every child is naturally endowed with specific Attainable KNOWLEDGE OF POTENTIALITIES Mental goals Assess potentialities of individuals and potentialities. abnor- guide them accordingly. KNOWLEDGE ABOUT MENTAL malities Learner’s ABNORMALITIES ATTAINABLE GOALS instincts Knowledge about their causes may help with Helps the teacher to formulate realistic and effective measures to deal with it. Knowledge will attainable goals. help with identification and support. RELEVANCE OF EDUCATIONAL PSYCHOLOGY FOR THE TEACHER Die kennis van opvoedkundige sielkunde help The knowledge of educational psychology helps die onderwyser om sy doelstelling van the teacher to realize his objective of effective effektiewe onderrig en opvoeding van teaching and educating the learners. It can equip leerders te verwesenlik. Dit kan die the teacher with necessary skills and onderwyser toerus met die nodige competence to meet the various problems of the vaardighede om verskillende probleme in classroom successfully. Being informed about die klaskamer suksesvol te bereik. Om ingelig educational psychology helps the teacher in the te wees oor opvoedkundige sielkunde, help various ways: die onderwyser op verskillende maniere. Understand the child Verstaan die kind  It has been rightly recognised that the teacher  Die onderwyser kan die leerder net werklik can truly teach the learner only when he goed onderrig wanneer hy die kennis het van possesses the knowledge of child psychology in kinder sielkunde in ‘n individuele en groep an individual and group context. konteks  For example, the teacher must know how  Byvoorbeeld, die onderwyser moet weet hoe children think; what are their interests at kinders dink; wat is hul belangstellings is op various stages of their development; and how verskillende stadiums van hul ontwikkeling; en their energies can best be utilized for hoe hul energieë die beste aangewend kan educational purpose. word vir opvoedkundige doeleindes.  In fact, all modifications in the techniques of  Trouens, alle wysigings in die tegnieke van teaching are really the growing application of onderrig is werklik die groeiende toepassing the knowledge of psychology to the process of van van sielkunde aan die leerproses. teaching learning. Verstaan individuele verskille Understand individual differences  Voorheen was dit geglo dat alle leerders min  Previously it was presumes that all learners are of meer dieselfde is, en daarom is byna more or less alike and therefore, almost same dieselfde spoed van vordering van hulle speed of progress was expected of them. verwag.  Moreover, it was also thought that the mind of the  Daarbenewens is daar ook gedink dat die child is a clean state. verstand van die kind 'n skoon staat is.  Recently, from the knowledge of psychology, we  Onlangs, vanuit die kennis van die sielkunde, understand that there are marked differences verstaan ons dat daar gemerkte verskille among the children, and every learner is tussen kinders is, en dat elke leerder endowed with specific potentialities by toegerus is met spesifieke potensiaal nature, which the teacher can only help to van natuur, wat die onderwyser slegs kan develop. help om te ontwikkel. Gebruik leerder se instinkte Use learner’s instincts  Instincts are the springs of action.  Instinkte ontlont aksie.  It is only from the knowledge of psychology that  Die kennis van sielkunde help die onderwyser the teacher comes to know about the various om die verskillende instinkte van die individue instincts of the individuals and the ways and en die maniere waarop hulle instinkte means by which these can be sublimated or gesublimeer of instinkte behoorlik properly channelized for the development of the gekanaliseer kan word vir die ontwikkeling learners. van die leerders, te verstaan. Formuleer bereikbare doelwitte Formulate of attainable goals  Opvoedkundige sielkunde help om doelwitte  Educational psychology helps to keep goals within the reasonable and attainable limits. binne redelike en haalbare perke te behou.  Thus, psychology helps the teacher to  So, sielkunde help die onderwyser om formulate realistic goals of education. realistiese doelwitte van onderwys te formuleer. Provide knowledge about the laws of learning Gee kennis oor leerwette  The knowledge of psychology enlightens the  Sielkundige kennig gee die onderwyser insig teacher about the ways and means in which learning can take place in the best oor die maniere en wyse waarin leer op possible manner. die beste moontlike wyse kan plaasvind.  Thus, knowledge of psychology helps the  So, sielkundige kennis help onderwysers om teacher to devise methods and techniques of metodes en tegnieke van onderrig te teaching which are according to the laws of ontwikkel wat volgens leerwette is. learning. Gee kennis van potensiaal Provide knowledge of potentialities  Every child in endowed with potentialities,  Elke kind het potensiaal, wat van individu tot which differ from individual to individual. individu verskil.  Psychology helps the teacher to know and  Sielkunde help die onderwyser om die assess the potentialities of the individuals potensiaal van die individue te ken en and guide them accordingly. te assesseer en hulle dienooreenkomstig te  Without assessing the potentialities of learners, lei. all efforts of the teacher will simply be misguided.  Die weerhouing daarvan om leerders te assesseer, sal lei tot oningeligte aksies deur die onderwyser. Gee kennis van oorerflikheid en Provide knowledge of heredity and invloed van die omgewing environmental forces  ‘n Individu is die produk van oorerflikheid en  An individual is the product of heredity and die omgewing. environment.  Albei speel 'n prominente rol in die alledaagse  Both play a prominent part in the all-round ontwikkeling van 'n individu. development of an individual.  Sielkundige kennis help die onderwyser om die  The knowledge of psychology enlightens the relatiewe bydrae van elkeen tot die ontwikkeling teacher about their relative contribution towards van die individu te verstaan. the development of individual. Verskaf kennis oor belonings en straf  Belonings en straf en word beskou as Provide knowledge about rewards and belangrike instrumente vir ‘n onderwyser om die punishment gedrag van leerlinge te wysig.  Rewards and punishment and considered to be  Sielkunde bestudeer hierdie probleem in diepte the important tools in the hands of a teacher to en lig die onderwyser in oor die effektiwiteit van modify the behavior of the pupils. albei beloning en straf en die onderwyser moet  Psychology studies this problem in depth and weet dat slegs die oordeelkundige gebruik hiervan wenslik is. enlightens the teacher about the respective efficacy of both and the teacher comes to know  Belonings en aanmoediging gee beslis beter that only a judicious use of these is desirable. resultate  Rewards and encouragement definitely give better result. Gee kennis oor geestelike afwykings Provide knowledge about mental  Die doel van opvoedkunde is die ontwikkeling abnormalities van 'n gebalanseerde en goed aangepaste  The aim of education is the development of a persoonlikheid. balanced and well-adjusted personality.  Maar daar kan 'n aantal oorsake wees van  But there may be a number of causes which lead geestelike afwykings in leerlinge. to mental abnormalities in the pupils.  Insig oor oorsake van afwykings kan die  The knowledge about their causes may help onderwyser help om doeltreffende maatreëls the teacher to take effective measures to deal in plek te stel om dit te hanteer with it Realisering van die onderwyser se eie rol Realisation of the teacher’s own role  Sielkunde werp baie lig op die feit dat die  Psychology sheds great light on the fact that the onderwyser se eie ingesteldheid 'n teacher’s own attitude plays a fundamental fundamentele rol speel in die behoorlike role in the proper development and learning of ontwikkeling en leer van die leerders. the learners OPVOEDKUNDIGE SIELKUNDE AS 'N WETENSKAP EDUCATIONAL PSYCHOLOGY AS A SCIENCE Navorsing en intervensie oor aspekte Research and intervention on wat die leerder se welsyn en aspects impacting learner well-being akademiese prestasie beïnvloed met and academic achievement in betrekking tot aspekte soos: relation to aspects such as:  Motivering  Motivation  Leerder diversiteit  Learner diversity  Hindernisse en hoe om dit aan te spreek  Barriers and how to address it  Emosionele probleme  Emotional difficulties  Positiewe klaskamerbestuur  Positive classroom management  Gemeenskapsbetrokkenheid en opvoeding  Community engagement and education  Gesondheidsbevordering  Health promotion  Terapeutiese modaliteite  Therapeutic modalities  Individuele ontwikkeling  Individual development  Kognisie en leer  Cognition and learning INTERESTING EXAMPLES OF EDUCATIONAL RESEARCH: Staying updated with educational research is crucial for teachers. It provides new ideas and strategies for classrooms. By continuously learning from research throughout your careers, teachers can improve how they teach and help students succeed. Relationship and Rigor: Caring about students’ well-being translates into higher academic achievement and better behaviour (Li, Bergin, Olsen; 2022) Effective Highligting: Most students use highlighting ineffectively, but with proper teaching, it can significantly enhance learning outcomes (Ponce, Mayer, Mendez; 2022). Inclusion in Education: Greater inclusion of students with disabilities in general education classes significantly boosts academic performance, according to a large-scale study (Cole, Murphy, Robinson; 2022) Sketchnotes and Concept Maps (Doodle with purpose): Simple visual tools like sketchnotes and concept maps improve comprehension and retention better than textbook and detailed drawings (Thiede, Wright, Hagenah, Wenner, Abbott, Arechiga; 2022). Brain Breaks: Short breaks during learning sessions are crucial for consolidating learning and improving attention. Outdoor breaks have shown to be particularly effective in enhancing readiness to learn upon return to class (Koepp, Gershoff, Castelli, Bryan; 2022) Classroom Design: Minimally decorated classrooms tend to promote better focus among young students compared to highly decorated ones (Godwin, Leroux, Seltman, Scupelli, Fisher, 2022) INTERESTING EXAMPLES OF EDUCATIONAL RESEARCH: Play-Based Learning: Play-based learning guided by adults supports early childhood education by fostering exploration and curiosity, improving skills like math and task-switching compared to more structured approaches Skene, O’Farrelly, Byrne, Kirby, Stevens, Ramchandani, 2022) Multisensory Learning (Movement) : Integrating whole-body movements into learning activities improves young children's ability to learn sound-letter pairings and enhances their overall literacy skills (Dimsgaard, Nielsen, Gejl, Malling, Jensen, Wienecke, 2022) Teacher Expectations: When teachers have greater expectations it enhanced student performance (Rosenthal & Jacobson, 1966) Growth Mindset: Praising effort over innate ability encourages resilience and enhances learning (Mueller and Dweck, 1998) Effective Study Strategies: Retrieval Practice and Spacing is highly effective (Summarisation and highlighting less effective). Dunlosky, 2013 Mobile phones and Concentration: Presence of mobile phones negatively impacts concentration and task performance (Thorton, 2014) REFERENCES Martin, J.L. & Torok-Gerard, S.E (2019) Educational psychology: History, practice, research and the future. Praeger. https://web-s-ebscohost-com.nwulib.idm.oclc.org/ehost/ebookviewer/ebook/bmxlYmtfXzIyMzA3MzhfX0FO0?sid=d4bc2008 -3386-4cd1-957b-3aab3719fcca@redis&vid=0&format=EB&rid=1 Trif, V. (Ed.). (2019) Educational Psychology - Between Certitudes and Uncertainties. IntechOpen. https://doi.org/10.5772/intechopen.90298 Ke a leboga / Dankie / Thank you