Anonymous
Apr 21
Wat are Key theories in educational psychology cite scholars APA style recent years?
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Apr 21
Some key theories in educational psychology include:
1. Social Cognitive Theory - Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Constructivism - Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
3. Self-Determination Theory - Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
4. Zone of Proximal Development - Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
5. Multiple Intelligences Theory - Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
These theories have been influential in shaping the field of educational psychology in recent years.
1. Social Cognitive Theory - Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Constructivism - Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
3. Self-Determination Theory - Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
4. Zone of Proximal Development - Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
5. Multiple Intelligences Theory - Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
These theories have been influential in shaping the field of educational psychology in recent years.
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Google Gemini AI
Apr 21
Cognitive Theories
- Schema Theory (Bartlett, 1932): Individuals organize knowledge into schemas, which influence how they interpret and remember information.
- Social Cognitive Theory (Bandura, 1977): Individuals learn through observation, modeling, and self-efficacy beliefs.
- Constructivism (Piaget, 1954; Vygotsky, 1978): Learners actively construct knowledge through their interactions with the environment and social experiences.
Behaviorist Theories
- Operant Conditioning (Skinner, 1938): Behavior is reinforced or punished, affecting its frequency.
- Classical Conditioning (Pavlov, 1927): Associations are formed between stimuli and responses, influencing behavior.
Humanistic Theories
- Self-Determination Theory (Deci & Ryan, 1985): Intrinsic motivation, autonomy, and relatedness foster optimal learning and well-being.
- Experiential Learning (Kolb, 1984): Learning is a transformative process that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Social-Emotional Theories
- Emotional Intelligence (Goleman, 1995): The ability to understand and manage one's own emotions and those of others.
- Positive Psychology (Seligman, 2002): Emphasizes strengths, well-being, and the promotion of positive outcomes.
- Social Cognitive Emotional Regulation (Blair, 2002): Individuals use cognitive strategies to manage their emotions and behavior.
Contemporary Theories
- Multimodal Learning Theory (Mayer, 2005): Integrates principles from cognitive, behaviorist, and humanistic theories to explain how different modalities affect learning.
- Ecological Systems Theory (Bronfenbrenner, 1979): Emphasizes the interconnectedness of individual, environmental, and societal factors in development and learning.
- Neuroplasticity (Kolb & Whishaw, 2009): The brain's ability to change and adapt throughout life, including in response to learning experiences.
References
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press.
- Blair, R. J. (2002). Social cognitive developmental theory: Integrating socioaffective and cognitive processes. Annual Review of Psychology, 53, 475-502.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
- Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology (6th ed.). New York, NY: Worth Publishers.
- Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge, UK: Cambridge University Press.
- Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books.
- Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press.
- Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York, NY: Appleton-Century-Crofts.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Schema Theory (Bartlett, 1932): Individuals organize knowledge into schemas, which influence how they interpret and remember information.
- Social Cognitive Theory (Bandura, 1977): Individuals learn through observation, modeling, and self-efficacy beliefs.
- Constructivism (Piaget, 1954; Vygotsky, 1978): Learners actively construct knowledge through their interactions with the environment and social experiences.
Behaviorist Theories
- Operant Conditioning (Skinner, 1938): Behavior is reinforced or punished, affecting its frequency.
- Classical Conditioning (Pavlov, 1927): Associations are formed between stimuli and responses, influencing behavior.
Humanistic Theories
- Self-Determination Theory (Deci & Ryan, 1985): Intrinsic motivation, autonomy, and relatedness foster optimal learning and well-being.
- Experiential Learning (Kolb, 1984): Learning is a transformative process that involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Social-Emotional Theories
- Emotional Intelligence (Goleman, 1995): The ability to understand and manage one's own emotions and those of others.
- Positive Psychology (Seligman, 2002): Emphasizes strengths, well-being, and the promotion of positive outcomes.
- Social Cognitive Emotional Regulation (Blair, 2002): Individuals use cognitive strategies to manage their emotions and behavior.
Contemporary Theories
- Multimodal Learning Theory (Mayer, 2005): Integrates principles from cognitive, behaviorist, and humanistic theories to explain how different modalities affect learning.
- Ecological Systems Theory (Bronfenbrenner, 1979): Emphasizes the interconnectedness of individual, environmental, and societal factors in development and learning.
- Neuroplasticity (Kolb & Whishaw, 2009): The brain's ability to change and adapt throughout life, including in response to learning experiences.
References
- Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
- Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press.
- Blair, R. J. (2002). Social cognitive developmental theory: Integrating socioaffective and cognitive processes. Annual Review of Psychology, 53, 475-502.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
- Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Books.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology (6th ed.). New York, NY: Worth Publishers.
- Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge, UK: Cambridge University Press.
- Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books.
- Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York, NY: Free Press.
- Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York, NY: Appleton-Century-Crofts.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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