Educational Psychology

- Students must acquire personal, organizational, and contextual basic knowledge as part of Educational Psychology, facing its future application in educational practice.
- Set targets of health and quality of life for the subjects involved in the different educational contexts
- To develop guidelines to optimize the educational process and the personal and contextual variables involved in it.
- To promote the integration of learners in all educational contexts.
- To identify and prioritize psychological intervention in an educational context.

1. Introductory aspects
- Introduction to Educational Psychology. The Educational Psychologist in today's society. How to develop a psychoeducational intervention

2. Learning contexts.
- School Psychology. Teach and learn in the classroom context
- The Psychology of Education in non-formal educational contexts: Family

3. Psychological processes, variables, and factors
- Self-concept, self-esteem, and learning.
- Perception of self-efficacy. Self-regulated learning, learning strategies, and cognitive and learning styles
- Motivation and learning.
- Interests and emotions and their relationship with learning
- Intelligence and learning capacity. Cognitive modifiability.
- Creative thinking.

BASIC BIBLIOGRAPHY
Alexander, P.; Winne, P. (2006). Handbook of educational Psychology. Lawrence Erlbaum Associates: N.J.
Pintrich, P., Schunck, D. (2006). Motivación en contextos educativos: Teoría, investigación y aplicaciones. Pearson Ed.: Madrid
Renninger, K.A., Hidi, S.E. (2019). The Cambridge handbook of motivation and learning. Cambridge University Press
Sternberg, R., Williams, W. (2010). Educational Psychology. Pearson Ed.: N.J.
Wentzel, K. y Miele, D. (ed.) (2016). Handbook of Motivation at School. N.Y.: Routledge
Woolfolk, A. (2014). Psicología Educativa. (12ª edición). Pearson Educación: Madrid.

COMPLEMENTARY BIBLIOGRAPHY
Carrasco, J. (2004). EStrategias de aprendizaje para aprender más y mejor. Rialp: Madrid
Coll, C., Palacios, J. y Marchesi, A. (2007). Desarrollo Psicológico y Educación. Psicología de la Educación Escolar. Madrid: Alianza Editorial.
Cozier, W. (2001). Diferencias individuales en el aprendizaje: personalidad y rendimiento escolar. Madrid: Narcea
Mestre, J. (coord.) (2007). Manual de inteligencia emocional. Pirámide. Col. Psicología
Pellón, R., Huidobro, A. (2004). Inteligencia y aprendizaje. Ariel Psicología: Madrid
Suares, J.M. (2004). El aprendizaje autorregulado: variables estratégicas, motivacionales, evaluación e intervención. UNED: Madrid
Villa, A. y cols. (2005). Estilos cognitivos y autoconcepto en estudiantes universitarios: desarrollo de instrumentos de medida e impacto en el ajuste psicológico. ICE: Universidad de Deusto

CE6- To know the research methods and designs as well as the different procedures for data analysis in Psychology.
CE7- To know the main methods for psychological assessment, diagnosis, and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
CE8- To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
CE9- To be able to identify the most relevant traits of individuals, groups, organizations, and contexts by using appropriate psychological techniques and instruments.
CE10- To promote health and life quality through professional psychological methods in groups, communities, and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
CE11- To be able to select and apply adequate and specific psychological intervention procedures and instruments.
CE12- To be able to set goals and plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
CE13- To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
CE14- To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
CE15- To conform with the deontological duties of Psychology.

The methodology used combines the lecture format with active and participative methodologies, as well as autonomous work aimed at self-learning.

The expository class sessions will aim to introduce and explain the meaning of the topics, clarify important concepts, give an overview of the contents of the different topics and relate knowledge to facilitate the significance of learning. For this purpose, the exposition will be accompanied, when relevant, by visual material and network resources.

Seminar work (interactive classes) and classroom activities are intended to help students learn to handle different sources of information, promote the transfer of theory to practice, learn to prepare and present reports, confront different points of view, and be able to construct shared meanings aided by the mediating work of the teacher. The concreteness of the required tasks and the necessary materials will be presented to the students through the corresponding sessions.

The student will have the necessary documents for the development of the subject (videos, audios, readings, etc.) in the virtual campus.

The MS TEAMS tool will be used if necessary.

Taking into account the face-to-face nature of the University of Santiago de Compostela, attendance at the work sessions (expository and interactive) will be a "condition sine qua non" to pass the subject. This assistance must compute a minimum of 75% of the assigned hours (expository and interactive) unless duly justified (i.e. medical certificate).

The evaluation of the theoretical content of the subject will be carried out through objective tests and will account for 60% of the final grade. It is mandatory to obtain a minimum total score of 3 out of 6 in these tests to pass the subject.

The evaluation of the activities carried out in the lecture sessions and presented in the interactive sessions will have an overall maximum score of 4 points. It will be necessary to have a minimum score of 2 points in the evaluation of the activities to be able to pass the subject. Failure to attend work sessions, without duly justified cause, implies a 50% reduction in the evaluation of the activities presented corresponding to those sessions.

Those students who have a teaching exemption must pass the theoretical content assessment tests, as well as the practical activities, which in this case will be carried out individually.

Failure to take the exam will mean being qualified exclusively on the basis of the interactive activities performed; the final score will be "Suspense" and the numerical score will correspond to the sum of the scores of the activities.
The grade of "Not presented" will be given to those students who have not taken the exam or have not carried out any proposed activity.

The second chance evaluation will be carried out through an exam on the official established date

Educational Psychology is a 6-credit subject, which is equivalent to about 150 hours of student work that is distributed as follows:
- 57 hours correspond to face-to-face classes, distributed in expository classes (35h), medium group activities in seminars (15h), tutorials, formative assessment, and examination activities.
- 93 hours of student personal work, including 20 hours of reading materials, 45 hours of reporting and assignments, and 28 hours of study.

To know the field of study of developmental and educational psychology, as well as the main theoretical approaches and the corresponding fields of application. For this, it is recommended to have taken the subjects "G2011104 Psychology of development and education" and "G2011109 Psychology of development I" of the Degree in Psychology.

- Mandatory use of the RAI email account, for communication with the teacher outside of school hours.
- Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university.
- The mobile phone may not be used, except when it is used as a working instrument following the indications given by the teacher, the students being responsible for the legal and academic consequences that may arise from improper use of the same.
- For cases of fraudulent performance of exercises and/or tests, the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will apply:
"A fraudulent realization of any exercise or test required in the evaluation of a subject will imply the qualification of failure in the corresponding call, regardless of the disciplinary process that can be followed against the offending student. It will be considered fraudulent, among others, the realization copied works or obtained of sources accessible to the public without reelaboración or reinterpretation and without quotations to the authors and the sources".