Glossary 1101.pdf

Glossary for educational psychology ALL B Basic Psychological Needs Theory Basic Psychological Needs Theory (BPNT) elaborates the concept of evolved psychological needs and their relations to psychological health and well-being. BPNT argues that psychological well-being and optimal functioning i...

Glossary for educational psychology ALL B Basic Psychological Needs Theory Basic Psychological Needs Theory (BPNT) elaborates the concept of evolved psychological needs and their relations to psychological health and well-being. BPNT argues that psychological well-being and optimal functioning is predicated on autonomy, competence, and relatedness. Therefore, contexts that support versus thwart these needs should invariantly impact wellness. The theory argues that all three needs are essential and that if any is thwarted there will be distinct functional costs. Because basic needs are universal aspects of functioning, BPNT looks at cross- developmental and cross-cultural settings for validation and refinements. Behavioural Engagement Behavioral engagement is related to attendance, participation, and positive conduct. It includes involvement in classroom learning, academic tasks, and school related- activities (Fredricks et al., 2004). C Cognition Cognition is defined as ‘the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.’ Cognitive Engagement Cognitive engagement focuses on students’ level of investment in learning and draws on the self-regulation and strategy use literatures. It includes being thoughtful and purposeful and willing to exert the effort necessary for the comprehension of cognitively complex ideas and the acquisition of difficult skills Cognitive Load Theory Cognitive load theory is an instructional theory based on our knowledge of human cognition (Sweller, Ayres & Kalyuga, 2011). E Educational Psychology This subfield of psychology specifically examines the processes and principles of teaching and learning. Educational psychologists study topics like motivation, classroom management, assessment, and instructional strategies to enhance educational outcomes. For instance, they investigate how different teaching methods affect student engagement and academic performance. Emotional Engagement Emotional engagement focuses on the extent of positive (e.g., happy, interested, and excited) and negative (e.g., anxiety, boredom) reactions to the school, teacher, and activities. Some scholars also have defined emotional engagement as feelings of belonging and valuing of school (Finn, 1989; Voelkl, 1997). Extraneous Cognitive Load Extraneous cognitive load pertains to the difficulty of processing information due to factors that are extraneous to the target learning. Another way to think of extraneous load is a distraction from intended learning - e.g., through poorly designed learning materials. I Intrinsic Cognitive Load Intrinsic cognitive load refers to the innate difficulty of the task. For example, recalling that Clownfish live in anemones would be low intrinsic load, whereas, explaining why both species benefit from this would be a higher level of intrinsic load. Teachers can match the intrinsic load of a topic to the experience of the learner but can’t do much to reduce the complexity of the topic. We can, however, reduce extraneous load. L Long term memory Making connections between the information in your working memory to your long-term memory is what allows you to learn new things. It has a huge capacity and allows us to remember things for years and years and stores all manners of memories, from a task you completed a few hours ago to an event from a decade ago. P Piaget's Theory of Cognitive Development The Theory of Cognitive Development by Jean Piaget, the Swiss psychologist, suggests that children's intelligence undergoes changes as they grow. Cognitive development in children is not only related to acquiring knowledge, children need to build or develop a mental model of their surrounding world (Miller, 2011). According to Jean Piaget, stages of development takes place via the interaction between natural capacities and environmental happenings, and children experience a series of stages (Wellman, 2011). The sequence of these stages remains same across cultures. Each child goes through the same stages of cognitive development in life but with a different rate. The first stage, the sensorimotor stage, occurs from birth to around two years old and is characterized by the child's understanding of the world through sensory experiences and motor actions. The second stage, the preoperational stage, occurs from around two to seven years old and is characterized by the child's ability to use symbols to represent objects and events. The third stage, the concrete operational stage, occurs from around seven to twelve years old and is characterized by the child's ability to think logically about concrete objects and events. Finally, the fourth stage, the formal operational stage, occurs from around twelve years old and is characterized by the child's ability to think abstractly and reason hypothetically. S Schemas When a student (or anyone for that matter) is subjected to new information, their brain gives it a classification and stores it in the long term memory, this classification is known as schemas. Schemas are like folders in your memory where you store similar information, i.e. you may have a file for all things to do with clothes or things to do with pasta etc. You also have behavioral schemas. Those that store all things to do with driving a car, making a sandwich or ice skating. Self-Determination Theory Self-Determination Theory (SDT) represents a broad framework for the study of human motivation and personality. SDT articulates a meta-theory for framing motivational studies, a formal theory that defines intrinsic and varied extrinsic sources of motivation, and a description of the respective roles of intrinsic and types of extrinsic motivation in cognitive and social development and in individual differences. Perhaps more importantly, SDT propositions also focus on how social and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to their well-being and the quality of their performance. W Working memory Immediately after we are exposed to new information, it is held and processed in our working memory. Our working memory handles a range of tasks from verbal-reasoning and reading, to problem-solving and comprehension. Its small capacity means that information can easily be forgotten if it isn’t transferred to our long-term memory. To give you an idea of the size of your working memory, research has suggested that you can only recall 7 +/- 2 items at one time. Z Zone of Proximal Development The zone of proximal development (ZPD) is the difference between what a learner can do without help and what they can do with guidance and encouragement from a skilled partner. Page: 1 2 (Next) ALL Jump to...