Psychology 100

Running head: PSYCHOLOGY IN EDUCATION 1

PSYCHOLOGY IN EDUCATION 4

Psychology in Education

Psychology today is defined as the science of behavior and mental processes (Myers, Dewall, 2016). As such, psychology is deeply intrinsic to the learning process; the methods through which we utilize these processes to acquire and strengthen our behaviors. While the study of how we learn may be valuable in a wide variety of fields and applications, it is most relevant when dealing with education itself. Educational psychologists have become a vital constituent in guiding the success of establishments that facilitate learning among our youth. Psychology continues to contribute towards the field of education by improving comprehensive educational technologies, enhancing motivation among students, and furthering educator’s understanding of applicable teaching techniques.

Many people may not associate technology with psychology in the traditional sense, as the former is almost exclusively non-human in nature. Despite this, technology requires an interface easily accessible to humans in order to perform the task for which it was designed. Educators are constantly looking towards technology to use as either a supplement to their learning material or as a tool to enhance it. This has never been as pertinent as it currently is, with newer technologies being developed every academic year and the increasing prevalence of online education. Bellevue College and many other institutions use Canvas, an online application developed to aid in the education process. It is reasonable to assume that many user studies and surveys were employed over the course of its development with the goal of streamlining the user’s experience, all of which make use of psychological methods for obtaining useful information. When developing technology for use in education, there is no denying that a psychological perspective can be indispensable in determining its effectiveness. This is especially true when it comes to Special Education, or when traditional education is not feasible for a specific group of individuals. Learning technologies that are based in psychology, such as handheld device applications, videos, and games may enable these students to stay more engaged in the classroom setting and remain focused on their studies. Educational psychology can work hand in hand with technology development to expedite the learning process.

Research into motivation is necessary for successful learning, and can impact the way students learn and behave in regard to the subject matter. It also is encapsulated by the cognitive perspective of psychology, where it is divided into intrinsic and extrinsic motivation. Intrinsic motivation is defined by the desire to perform a behavior for its own sake, while extrinsic motivation introduces an external reward (Myers, Dewall, 2016). Educators must understand the difference between these two forms of motivation in order to balance them in a way that is beneficial. Too much extrinsic reward may inadvertently suppress intrinsic motivation, which could backfire by incentivizing learning for the sake of an unrelated prize exclusively. This in turn creates a reliance on tangible motivation, decreasing productivity when it is not present. For instance, a teacher may reward students who answer questions in class with a sticker using operant conditioning. While this may increase the number of students answering questions temporarily, if the sticker incentive is removed, students may lose motivation to participate altogether without the promised payoff. An understanding of this aspect of psychology may aid educators in helping students set achievable goals that boost motivation in a non-detrimental way. Instead of focusing entirely on the grade, credits, or reward involved, a more favorable outcome can be achieved simply by emphasizing interest in the subject itself. Students who have been instilled with a passion for learning and are intrinsically motivated will often achieve good grades, or their extrinsic reward (Myers, Dewall, 2016). In addition, teaching psychological concepts involving the growth mindset may help students maintain motivation. Attributing success to effort instead of predisposed ability will help mitigate the negative effects of failure while encouraging motivation and exertion. An understanding of what motivates us effectively is a fundamental aspect of the educational field.

Psychology has certainly influenced the ways that educational programs are structured and maintained. Classrooms must be established as a safe environment in which learning is encouraged conducive for the student. Educators attempt to maintain a constructive relationship with students and help to facilitate positive interaction between students. Many institutions also employ counselors trained in educational psychology in order to offer advice and guidance to those who exhibit psychological problems or in need of assistance. Effective classroom management is essential for teachers to increase academic growth and time spent learning while decreasing disruptive behavior. Psychology has identified specific student behavior that often leads to success, such as study habits and organizational factors. Educators can then utilize these findings to promote learning and engagement by implementing them into the course material. Different teaching techniques are also appropriate for different student age groups. For instance, Jean Piaget, a developmental psychologist, described stages of cognitive development that children go through as they age (Myers, Dewall, 2016). In the preoperational stage, children by age 2-6 are able to start associating things with words and pictures, but are too young to perform more advanced mental operations. During the concrete operational stage, children by age 7 are able to grasp mathematical transactions more easily. By the formal operational stage around age 12, we are able to comprehend abstract and hypothetical situations that do not involve actual experience, and rudimentary logic is formed (Myers, Dewall, 2016). Armed with this knowledge, educators can more accurately deduce what to include in their curriculum and narrow down the broad scope of education to a manageable degree. Teachers involved in early education can cater specifically to the strengths acquired early on in development, and more effectively utilize concrete objects and examples. Later in development, it becomes more efficient to propose a greater degree of reasoning indicative of formal operational thinking. These psychological measures help to sustain useful learning and increase net productivity and focus.

Both the fields of psychology and education share learning as an integral component. The study and research done on the technologies, motivations, and techniques developed through psychology helps educators decipher the means through which learning can be attained. In a way, psychology can be interpreted as the driving force behind the consistently updated methodology and refinement of education. By describing what makes us tick as humans, psychologists are detailing the approach through which knowledge may be imparted; making the aim of education much more apparent.

References

Myers, D. G., & DeWall, C. N. (2016). Exploring psychology. New York, NY: Worth.